Conflicts, a constant in humanbehavior: Analysis of conlicts in the school in La Rioja (Spain)
Conflicts, a constant in humanbehavior: Analysis of conlicts in the school in La Rioja (Spain)
DOI:
https://doi.org/10.30827/retosxxi.9.2025.31765Keywords:
Conflicto, Agresividad, violencia escolar, bullying, ciberbullyingAbstract
Violent environments at school have increased in recent years and it is predicted that these scenarios will continue to progress; therefore, the situation causes alarm in the entire educational community. The horizon of conflict is reflected at the level of the different school spaces: Classrooms, corridors, toilets, cloakrooms, playgrounds, refectory, etc. Violent situations originate from students in relation to classmates and teachers. The aggressive environments that teachers suffer are well known, either from students or from their families. The purpose of this article is to analyse the heterogeneous dynamics of violence in La Rioja (Spain), doing so within the development of learning in 10 Infant and Primary Centres. To do so, two adapted questionnaires were administered: The European Bullying Project Questionnaire (EBIPQ) scale and the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale. Based on the findings, it is concluded that people who have been bullied have a higher risk of suffering emotional and behavioural problems later on and that the consequences of being bullied in childhood are significantly amplified in the long term and can lead to suicide. The practical implications of the study conclude that the most frequent moments in which conflict situations occur are during students' breaks, during recess, although they also occur in the classroom, when it is verified that the rules of coexistence are violated.
Downloads
References
Aznar, I. (2003). Convivir ante una realidad escolar: la violencia en las aulas. En: J. Álvarez (coord.), Participación, convivencia y ciudadanía. Osuna.
Aznar, I. e Hinojo, F.J (2001). Violencia escolar en instituciones educativas. Revista Padres y Maestros, 262 (2001), pp.18-22.
Azúa, E., Rojas, P. y Ruiz, S. (2020). Bullying as a risk factor for depression and suicide. Revista chilena de pediatría, 91(3), 432-439. DOI: https://doi.org/10.32641/rchped.v91i3.1230
Bogart, L.M. et al., (2014) Peer victimizacion in fitth grade and health in ten grade. Pediatrics. 2014; 133 (3; 440-447. DOI: https://doi.org/10.1542/peds.2013-3510
Cerezo, F. (1997) Conductas agresivas en la edad escolar. Pirámide.
Cornellà, C. y Llusent, A. (2003). Programa Salud I Escola. Departement de Salut. Generalitat de Catalunya.
Danese, A. (2014). Childhood Maltreatment and obesity: sistematic revieu and meta-analysis. Molecular Psychiatry 19 (5) 544-554. DOI: https://doi.org/10.1038/mp.2013.54
De la Iglesia, P. (2002). La educación para la convivencia. Biblioteca Nueva Evans, K., & Vaandering, D. (2022). The little book of restorative justice in education: Fostering responsibility, healing, and hope in schools. Simon and Schuster.
Fernández, F.D., Hinojo, F.J., Y Aznar, I. (2004). Grado de incidencia del maltrato entre compañeros/as en un centro educativo de educación primaria. Revista de Ciencias de la Educación, 197, pp. 27-45.
Gil-Monte, P. R. et al. (2024). Mobbing as a predictor of health risk behaviours and seeking specialist support in non-university teachers. Journal of Work and Organizational Psychology, 40 https://doi.org/10.5093/jwop2024a4 DOI: https://doi.org/10.5093/jwop2024a4
Hager, A.D.( 2016). The longitudinal effects of peer Victimization on physical healt from adolescence to young adulthood. Journal of adolescent Healt- 58(3)330-336, DOI: https://doi.org/10.1016/j.jadohealth.2015.10.014
Hunter S.C. et al., (2014) Adolescent bullying and sleep dificulties. Europe´s. Journal of Pyicology. 10 (4) 740-755 DOI: https://doi.org/10.5964/ejop.v10i4.815
Hou, D. (2023). The factors, impact, and interventions of cyberbullying in schools. Journal of Education, Humanities and Social Sciences, 8, 345-353. https://doi.org/10.54097/ehss.v8i.4272 DOI: https://doi.org/10.54097/ehss.v8i.4272
Jehn, K. A. (2014) Types of conflict: The history and future of conflicts definitions. In Handbook of conflict management research (pp. 3-18). Edward Elgar Publishing. DOI: https://doi.org/10.4337/9781781006948.00007
Katz, D. (2018). Conflict Resolution: A Practical Guide. Routledge. Kilag, O. K., et al., (2024). Administrators’ Conflict Management and Strategies. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(1), 60-67.
Miller, G.E. (2007) If it goes up, must it come down? Chronic stres and the hypothalamic-pituitary-adrenocortical axis in humans.Psichological Bulletin 133 (1) 25-45 DOI: https://doi.org/10.1037/0033-2909.133.1.25
Moyano, N. y Sánchez-Fuentes, M. (2020). Homophobic bullying at schools: A systematic review of research, prevalence, school-related predictors and consequences .Aggression and violent behavior,53,101441. https://doi.org/10.1016/j.avb.2020.101441 DOI: https://doi.org/10.1016/j.avb.2020.101441
Nickerson, C. (2024) Conflict theory in sociology. Simply Psychology.
Olweus, D. (1998). School Effectiveness and School Improvement. An International Journal Research, Policy and Practice, 9(1).
Pérez, C. (1996). La mejora del comportamiento de los alumnos a través del aprendizaje de normas. Revista de Educación, 310, 361-378.
Planella, J. ( 1996 a) Intervención socieducativa en los centros abiertos. A Surgam. Revisla bimeslral de Orientación Psicopedagógica, 444, 57-61.
Pirrone, C., Sabrina, C., Ballarino, V., Zuppardo, L., Serrano, F., Rodríguez-Fuentes, A. y Sefarino, B. (2022). Emotional intelligence, age and origin: the mediation role of self-efficacy in the regulation of affectivity in future disability support teachers. Life Span and Disability, 25 (1), 151-174. http://www.lifespanjournal.it/client/abstract/ENG389_6.%20Pirrone.pdf
Rapoport, A. (2020). The origins of violence: Approaches to the study of conflict. Routledge. DOI: https://doi.org/10.4324/9780429339202
Rodríguez, A., Navarro, A., Carrillo, M.J. e Isla, L. (2023). University coaching experience and academic performance. Education Sciences, 13 (248), 3, 248. https://doi.org/10.3390/educsci13030248 DOI: https://doi.org/10.3390/educsci13030248
Siregar, I. (2022). The relationship between conflict and social change in the perspective of expert theory: A literature review. International Journal of Arts and Humanities. Studio’s, 2 (1) ,09-16. doi.org/10.3390%2Fijerph20105825 DOI: https://doi.org/10.32996/bjahs.2022.2.1.2
Tehrani, H.D. y Yamini, S. (2020) Personality traits and conflict resolution styles: A meta-analysis. Personality and Individual Differences, 157, 109794. https: //doi.org/10.1016/j.paid.2019.109794 DOI: https://doi.org/10.1016/j.paid.2019.109794
Torrego, J.C. y Moreno, J.M. (2003): Convivencia y Disciplina en la escuela. El aprendizaje de la Democracia. ALIANZA.
Trianes, M.V. (2000) La violencia en contextos escolares. Aljibe.
Uruñuela, P.M. (2018) La metodología del aprendizaje. Aprender mejorando el mundo. Narcea.
Vidanes J. (2007). La educación para la paz y la no violencia. Revista Iberoamericana de Educación, 42(2). DOI: https://doi.org/10.35362/rie4222424
Viñas i Cirera, J. (2004). Conflictos en los centros educativos: cultura organizativa y mediación para la convivencia. http://www.redined.mec.es/oai/indexg.php?registro=00820042027
Yildiz, B. (2023). Attachment, growth fear and conflict resolution in close relationships. International Journal of Psychology and Educational studies, 10 (2),153-462. DOI: https://doi.org/10.52380/ijpes.2023.10.2.1011
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 The Educational Journal of Works Aimed at the XXI century (XXI CHALLENGES)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
