Resumo

MENDOZA-GONZALEZ, Brenda; DELGADO NIETO, Itzel  e  GARCIA MANDUJANO, Mercedes Atenas. Student profile Not involved in bullying: description based on gender stereotypes, parenting practices, cognitive-social strategies and food over-intake. Anal. Psicol. [online]. 2020, vol.36, n.3, pp.483-491.  Epub 21-Dez-2020. ISSN 1695-2294.  https://dx.doi.org/10.6018/analesps.36.3.337011.

The objective of the research is to identify the characteristics of students who do not participate in bullying episodes (called “not involved”), in function of gender stereotypes, parenting styles; attitudes and social cognitive strategies and food intake. The study involved 1190 elementary school students, from eleven public schools in the State of Mexico, Mexico. Quantitative research, with descriptive study and cross-sectional design. Data were collected from five instruments that measure the study variables: bullying, gender stereotypes, parenting styles, social cognitive strategies, food intake. The results identified five types of students (victims of school violence; victims of bullying; bully; double role and not involved), the contrasts for one-way ANOVA of a factor, identified significant differences in the groups with respect to each of the variables studied. It is concluded that students who do not engage in bullying episodes (not involved), have more health habits, more social skills that facilitate adaptation to the social context, without identifying with traditional stereotypes such as traditional feminine and machismo. With regard to parenting, it is identified that they are not educated through ineffective parenting practices such as abuse. The results of this study describe defining characteristics of students who do not engage in bullying episodes, which will be very useful for the development of prevention and intervention programs.

Palavras-chave : Violence; Bullying; Sexual stereotype; Social behavior; Parenting.

        · resumo em Espanhol     · texto em Inglês | Espanhol     · Inglês ( pdf ) | Espanhol ( pdf )