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Publication
Bulling nos alunos do 1º ciclo do Ensino Básico e compreensão emocional
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Authors
Abstract(s)
A presente investigação pretende relacionar o bullying nos alunos do 1º ciclo com
a compreensão emocional numa escola pública da Região Autónoma da Madeira. Foi
utilizada uma metodologia quantitativa, transversal e correlacional. A amostra de 130
alunos do 1º ciclo do ensino básico, com idades entre os 7 (5,5%) 8 e 9 anos (45,4%) e
10 anos (3,8%), com participantes de ambos os sexos, 50,8% do sexo masculino, e 49,2%
do sexo feminino. Para a avaliação das variáveis foram utilizados dois instrumentos
adaptados, o Teste de Compreensão das Emoções: TEC, e o Questionário sobre o
Bullying. Neste contexto, verificou-se, que os alunos têm uma perceção efetiva sobre o
bullying identificando-se como sendo vítima de bullying ou como agressor. Neste sentido,
as componentes da compreensão emocional, como reconhecimento, desejos, crenças,
lembrança, regulação das emoções, emoções mistas, julgamentos morais, estão
associadas ao bullying, este conduz-nos a uma premissa de que quem percebe que os seus
estados emocionais apresentam melhores condições para ultrapassar situações agressivas.
This research aims to relate bullying in 1st cycle students with emotional understanding in a public school in the Autonomous Region of Madeira. A quantitative, transversal and correlational methodology was used. The sample of 130 students from the 1st cycle of basic education, aged between 7 (5.5%) 8 and 9 years (45.4%) and 10 years (3.8%), with participants of both sexes, 50.8% male, and 49.2% female. To assess the variables, two adapted instruments were used, the Comprehension of Emotions Test: TEC, and the Bullying Questionnaire. In this context, it was found that students have an effective perception of bullying identifying themselves as being a victim of bullying or as an aggressor. In this sense, the components of emotional understanding, such as recognition, desires, beliefs, memory, regulation of emotions, mixed emotions, moral judgments, are associated with bullying, which leads us to a premise that those who perceive that their emotional states present better conditions to overcome aggressive situations.
This research aims to relate bullying in 1st cycle students with emotional understanding in a public school in the Autonomous Region of Madeira. A quantitative, transversal and correlational methodology was used. The sample of 130 students from the 1st cycle of basic education, aged between 7 (5.5%) 8 and 9 years (45.4%) and 10 years (3.8%), with participants of both sexes, 50.8% male, and 49.2% female. To assess the variables, two adapted instruments were used, the Comprehension of Emotions Test: TEC, and the Bullying Questionnaire. In this context, it was found that students have an effective perception of bullying identifying themselves as being a victim of bullying or as an aggressor. In this sense, the components of emotional understanding, such as recognition, desires, beliefs, memory, regulation of emotions, mixed emotions, moral judgments, are associated with bullying, which leads us to a premise that those who perceive that their emotional states present better conditions to overcome aggressive situations.
Description
Keywords
Bullying Comportamentos agressivos 1.º Ciclo do Ensino Básico Compreensão emocional Inteligência emocional Bullying Aggressive behavior 1st Cycle of Basic Education Emotional understanding Emotional intelligence Psicologia da Educação . Faculdade de Artes e Humanidades