A carregar...
Publicação
Bullying e perceção de normas sociais. Um estudo com alunos e alunas do 2.º e 3.º Ciclos do Ensino Básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.68 MB | Adobe PDF |
Orientador(es)
Resumo(s)
O bullying constitui um fator determinante na degradação das relações entre pares e, por consequência, no bem-estar das crianças e jovens, no sucesso da escola inclusiva e no desenvolvimento moral das escolas e dos indivíduos. Neste trabalho aborda-se a problemática do bullying por reporte de alunos e alunas de 2.º e 3.º ciclos do ensino básico numa escola do Alentejo. Sem almejar reproduzir toda a metodologia associada a ele, aplicou-se um questionário traduzido e adaptado sob a aprovação expressa dos autores Perkins et al. (2011). Os autores assinalaram a importância das normas sociais percebidas pelos jovens na modulação dos comportamentos e o desajuste frequente entre essa perceção sobre as opiniões e práticas dos pares e a norma real (Perkins et al., 2011). Assim, o presente estudo debruçou-se sobre o bem-estar reportado; a vitimização, a perceção da norma social para a vitimização, os locais de vitimização e a perda de direitos por comportamentos de evitamento motivados pela perceção da existência de ameaças; as atitudes face à denúncia de bullying e a perceção da norma social para as denúncias; a perpetração por autorreporte e a perceção da norma para a perpetração; as atitudes pró-bullying e a perceção da norma para as atitudes pró-bullying. Os resultados mostram dados preocupantes na escala de bem-estar bem como enviesamento negativo da perceção das normas sociais em todos os aspetos estudados e suportam a hipótese de que quem perceciona os comportamentos de bullying como mais frequentes tende a adotá-los mais que os seus pares. Os comportamentos de bullying reportados não mostram associação significativa com a pertença ao endogrupo nem com a idade, mas a vitimização é mais intensa entre as alunas do que entre os alunos. Os resultados apontam áreas de melhoria no que se refere à qualidade do ambiente socioemocional da escola.
Bullying is a determining factor in the deterioration of peer relationships and, conse-quently, in the well-being of students and in the success of inclusive schools. This study addresses the issue of bullying as reported by students in the 2nd and 3rd cycles of basic education at a school in Alentejo. Without aiming to reproduce the entire methodology, a questionnaire was translated and adapted with the express approval of its authors Perkins et al (2011), who pointed out the importance of perceived social norms by young people in modulating their behaviour and the frequent mismatch between this perception of their peers' opinions and practices and the actual norm (Perkins et al., 2011). Thus, the present study focused on reported well-being, victimisation, and the perception of the social norm for victimisation, the loss of rights due to avoidance behaviours motivated by the perception of threats, the feeling of safety, the places of perpetration, perpetration by self-report, perception of the norm for perpetration, pro-bullying attitudes and perception of the norm for pro-bullying attitudes, and attitudes towards reporting bullying. The results show worrying data on the well-being scale as well as a negative bias in the perception of social norms, thus supporting the hypothesis that students who perceive bullying behaviours as more frequent tend to adopt them more than their peers. The reported bullying behaviours show no significant correlation with ingroup membership or age, but victimisation is more intense among female students than among male students. The results point to areas for improvement concerning the quality of the school's socio-emotional environment.
Bullying is a determining factor in the deterioration of peer relationships and, conse-quently, in the well-being of students and in the success of inclusive schools. This study addresses the issue of bullying as reported by students in the 2nd and 3rd cycles of basic education at a school in Alentejo. Without aiming to reproduce the entire methodology, a questionnaire was translated and adapted with the express approval of its authors Perkins et al (2011), who pointed out the importance of perceived social norms by young people in modulating their behaviour and the frequent mismatch between this perception of their peers' opinions and practices and the actual norm (Perkins et al., 2011). Thus, the present study focused on reported well-being, victimisation, and the perception of the social norm for victimisation, the loss of rights due to avoidance behaviours motivated by the perception of threats, the feeling of safety, the places of perpetration, perpetration by self-report, perception of the norm for perpetration, pro-bullying attitudes and perception of the norm for pro-bullying attitudes, and attitudes towards reporting bullying. The results show worrying data on the well-being scale as well as a negative bias in the perception of social norms, thus supporting the hypothesis that students who perceive bullying behaviours as more frequent tend to adopt them more than their peers. The reported bullying behaviours show no significant correlation with ingroup membership or age, but victimisation is more intense among female students than among male students. The results point to areas for improvement concerning the quality of the school's socio-emotional environment.
Descrição
Palavras-chave
Bullying norma social escola inclusiva escola promotora da saúde bem-estar escolar social norm inclusive school health-promoting school school well-being