Resumen

SAMPER-GARCIA, Paula; MESTRE-ESCRIVA, Vicenta; MALONDA, Elisabet  y  MESURADO, Belén. Victimization at school: relationship of parenting and functional-dysfunctional developmental variables. Anal. Psicol. [online]. 2015, vol.31, n.3, pp.849-858. ISSN 1695-2294.  https://dx.doi.org/10.6018/analesps.31.3.173291.

This study has the aim to analyze the different role of parental styles (affect and communication versus control), of functional developmental variables (empathy and adaptative coping styles) and dysfunctional variables (emotional instability and inefficient coping styles) in school victimization, or conversely with peer attachment. Participants were 418 Spanish adolescents, 224 girls and 194 boys, aged between 13 - 14 years old and attending year 7 and year 8 of secondary school. Structural equation modeling was carried out using the EQS program. Results shows that parenting styles of affect and communication versus negative control are both directly related to functional and dysfunctional developmental variables. Negative control is also directly related to the school victimization. Also, functional variables are directly related to the school victimization and peer attachment, while dysfunctional variables only are related to school victimization. Finally, results and their possible implications are discussed.

Palabras clave : Victimization; peer attachment; parenting styles; empathy; emotional instability; coping styles.

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