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Universidad De Murcia UNIVERSIDAD DE MURCIA DEPARTAMENTO DE CIENCIAS SOCIOSANITARIAS Expresión de Ira y Violencia Escolar: Estudio en una Muestra de Alumnos de E.S.O. de la Región de Murcia D. José Vicente Muñoz Olmos 2015 UNIVERSIDAD DE MURCIA DEPARTAMENTO DE CIENCIAS SOCIOSANITARIAS ÁREA DE MEDICINA PREVENTIVA Y SALUD PÚBLICA FACULTAD DE MEDICINA TESIS DOCTORAL EXPRESIÓN DE IRA Y VIOLENCIA ESCOLAR: ESTUDIO EN UNA MUESTRA DE ALUMNOS DE E.S.O. DE LA REGIÓN DE MURCIA MEMORIA QUE PRESENTA PARA LA OBTENCIÓN DEL GRADO DE DOCTOR, EL LICENCIADO EN PSICOLOGÍA JOSÉ VICENTE MUÑOZ OLMOS Murcia, Junio de 2015 UNIVERSIDAD DE MURCIA DEPARTAMENTO DE CIENCIAS SOCIOSANITARIAS ÁREA DE MEDICINA PREVENTIVA Y SALUD PÚBLICA FACULTAD DE MEDICINA TESIS DOCTORAL EXPRESIÓN DE IRA Y VIOLENCIA ESCOLAR: ESTUDIO EN UNA MUESTRA DE ALUMNOS DE E.S.O. DE LA REGIÓN DE MURCIA Autor: José Vicente Muñoz Olmos Directores: Dr. Alberto Manuel Torres Cantero Dr. Julián Jesús Arense Gonzalo Murcia, Junio de 2015 2 Este trabajo está dedicado a Valentina (mi esposa), Natalia y María José (mis hijas), José y Trinidad (mis padres), y Joaquín (mi hermano). 3 Agradecimientos En primer lugar, quería agradecer a mis directores, Alberto y Julián por los conocimientos que me han transmitido, sus consejos y apoyo en todo este trabajo. Sin su perseverancia a la hora de insuflarme ánimos no habría sido posible. Mis dudas y mis flaquezas durante este tiempo siempre encontraron la respuesta adecuada de su parte. Especialmente Alberto, que siempre confió (incluso más que yo) que esto llegaría a buen puerto. Gracias al Fondo de Investigaciones Sanitarias (FIS) por la financiación parcial del proyecto del cual surgió la base de datos que hemos utilizado en nuestro estudio y sin la cual nada hubiese sido posible. Igualmente al Departamento de Medicina y Salud Pública de la Universidad de Murcia, marco en el cual se desarrolló dicho proyecto. Gracias también a Elena, inestimable amiga, cuya experiencia en transitar por un lugar parecido me sirvió de gran ayuda. A mis amigos Joaquín, Marta, Enrique y Mónica por los buenos momentos que pasamos juntos y que me permitieron tomar aire cuando más lo necesitaba. ¡Vaya cenas inolvidables! Por último, y muy especialmente, quería agradecer este trabajo a mi familia que supo perdonar mis ausencias. Sobre todo a Valentina, mi esposa, que soportó mis fluctuaciones de ánimo con gran amor y comprensión. 4 ÍNDICE GENERAL ÍNDICE GENERAL 5 ÍNDICE DE TABLAS Y FIGURAS 8 INTRODUCCIÓN 13 JUSTIFICACIÓN DEL ESTUDIO 16 PRIMERA PARTE MARCO TEÓRICO 23 1. INTRODUCCIÓN 24 2. DEFINICIONES Y CONCEPTUALIZACIÓN 30 2.1. Violencia 30 2.2. Agresión 38 2.2.1. Clasificación de la agresión 55 2.2.2. Agresión en la adolescencia, violencia escolar y bullying 67 2.2.2.1. Ciberbullying 85 2.2.3. Perfil de los implicados 90 2.3. Factores de riesgo y protección 102 2.3.1. Factores de riesgo relacionados con la agresión en la adolescencia 102 2.3.1.1. Violencia familiar 103 2.3.1.2. El grupo de iguales 106 2.3.1.3. Exposición a medios de comunicación 107 2.3.2. Factores de riesgo relacionados con la violencia escolar 109 2.3.2.1. Factores individuales 109 2.3.2.2. Factores grupales y contextuales 112 2.3.2.3. Medios de comunicación 118 2.3.2.4. Factores referidos a circunstancias temporales 118 2.3.2.5. Relaciones con los iguales 118 2.3.2.6. El centro docente 119 2.3.2.7. Otros Factores 119 2.3.3. Factores de riesgo relacionados con el bullying 120 2.3.3.1. Factores individuales 120 2.3.3.2. Factores familiares 121 2.3.3.3. Factores sociales 122 2.3.4. Consecuencias del acoso 123 2.3.5. Factores de protección 126 5 2.4. Ira 130 2.4.1. Concepto 130 2.4.2. Evaluación de la ira 142 2.4.3. Expresión de ira en los niños y adolescentes 151 2.4.3.1. Evaluación de la ira en los niños y adolescentes 155 2.5. Relación de la ira con otras emociones 156 2.5.1. El síndrome AHA (Ira- Hostilidad-Agresión) 156 2.5.1.1. Hostilidad e Ira 160 2.5.1.2. Agresividad e Ira 162 2.5.2. Impulsividad 166 2.5.2.1. Concepto y tipos de impulsividad 166 2.5.2.2. Impulsividad e Ira 173 SEGUNDA PARTE OBJETIVOS E HIPÓTESIS 179 1. OBJETIVOS 180 2. HIPÓTESIS 181 MÉTODO 182 1. POBLACIÓN DE ESTUDIO 183 1.1. Análisis descriptivo de la muestra 183 2. PROCEDIMIENTO DE LA ENCUESTA 186 3. INSTRUMENTOS DE MEDIDA 188 3.1. Escala de expresión de ira 190 3.2. Escala de violencia escolar 192 3.3. Escala de victimización escolar 194 3.4. Resumen de variables e instrumentos 196 4. ANÁLISIS DE DATOS 197 TERCERA PARTE RESULTADOS 200 1. ANÁLISIS FACTORIAL DE LA ESCALA DE EXPRESIÓN DE IRA 201 1.1. Factor 1. Ira externalizada 211 1.2. Factor 2. Ira internalizada 211 1.3. Factor 3. Control de la ira 212 1.4. Factor 4. Expresión de la ira hacia los otros 212 2. ANÁLISIS DE FIABILIDAD DE LA ESCALA DE EXPRESIÓN DE IRA 214 6 3. ANÁLISIS DE LOS FACTORES ASOCIADOS A LA EXPRESIÓN DE IRA 215 3.1. Expresión de ira y características sociales y demográficas 215 3.1.1. Expresión de ira por sexo y curso escolar 215 3.1.1.1. Expresión de ira y sexo 215 3.1.1.2. Expresión de ira y curso escolar 216 3.1.2. Expresión de ira y fratría (número de hermanos) 218 3.1.2.1. Expresión de ira y número de hermanos de ambos sexos 219 3.1.2.2. Expresión de ira y número de hermanos varones 221 3.1.2.3. Expresión de ira y número de hermanas 223 3.1.2.4. Expresión de ira y número de hermanos según sexo 225 3.1.2.4.1. Expresión de ira y número de hermanos en chicos 226 3.1.2.4.2. Expresión de ira y número de hermanos en chicas 228 3.1.2.4.3. Expresión de ira y número de hermanos varones en chicos 230 3.1.2.4.4. Expresión de ira y número de hermanos varones en chicas 232 3.1.2.4.5. Expresión de ira y número de hermanas en chicos 234 3.1.2.4.6. Expresión de ira y número de hermanas en chicas 236 3.2. Expresión de ira y violencia-victimización 238 3.2.1. Ira externalizada y violencia-victimización 238 3.2.2. Ira internalizada y violencia-victimización 238 3.2.3. Control de ira y violencia-victimización 239 3.2.4. Expresión de ira hacia los otros y violencia-victimización 239 3.3. Expresión de ira y violencia por SMS 240 3.4. Análisis de regresión logística multivariante 242 CUARTA PARTE DISCUSIÓN 249 LIMITACIONES Y PROPUESTAS 262 CONCLUSIONES 268 REFERENCIAS BIBLIOGRÁFICAS 273 7 ÍNDICE DE TABLAS Y FIGURAS FIGURAS Figura 1. Clasificación de la violencia (Sanmartín, 2006) 35 Figura 2. Triángulo de Galtung 36 Figura 3. Concepto de Agresión (Navarro, 2009) 42 Figura 4. Ciclo de Bullying (Olweus, 2001). Adaptación hecha a partir de Arense (2012) y Vidal Schmill (2012) 99 Figura 5. Factores que inciden en la conducta agresiva de los niños 102 Figura 6. Dimensiones de la ira (Spielberger) 140 Figura 7. Expresión facial de la ira según se recoge en el FACS de Ekman (Ekman y Friesen, 1978) 141 Figura 8. Modelo teórico sobre la Agresión de Berkowitz 163 TABLAS Tabla 1: Tipo de agresión según Buss (1961) 57 Tabla 2: Clasificaciones de las conductas agresivas (Carrasco y González, 2006) 60 Tabla 3: Tipos de manifestaciones de maltrato por abuso de poder entre iguales contemplados en el estudio epidemiológico incluido en el Informe del Defensor del Pueblo-UNICEF (2000) 77 Tabla 4: Tipos de acciones que constituyen el maltrato entre iguales (Collell y Escudé, 2003) 77 Tabla 5: Formas de Bullying (Rodríguez, 2004) 78 Tabla 6: Principales características del acoso escolar 83 Tabla 7: Porcentajes de implicación en ciberacoso en España (Calmaestra y Maldonado, 2013) 89 Tabla 8: Características de los Agresores o Bullies 95 Tabla 9: Características de las Víctimas Pasivas o Sumisas 96 Tabla 10: Características de las Víctimas Provocativas o Agresivas 96 Tabla 11: Características distintivas de la ira (Chóliz, 2005) 136 Tabla 12: Número de estudiantes encuestados en cada localidad, y número de centros educativos que participaron en el estudio, según la localidad 184 Tabla 13: Distribución de la muestra por sexo y curso 185 Tabla 14: Fiabilidad del modelo de dos factores de la dimensión violencia 193 Tabla 15: Fiabilidad del modelo de dos factores de la dimensión victimización 195 Tabla 16: Resumen de variables incluidas en este estudio y los instrumentos de medida utilizados para la recogida de información 196 8 Tabla 17: Ítems relacionados con la expresión de ira 201 Tabla 18: KMO y prueba de Bartlett de los ítems de la escala de expresión de ira 202 Tabla 19: Autovalores y varianza explicada de los factores obtenidos del AF sobre los ítems de la escala de expresión de ira 203 Tabla 20: Coeficientes de las saturaciones factoriales sin rotar obtenidos en el AF 204 Tabla 21: Varianza total explicada 205 Tabla 22: Matriz de componentes rotados 206 Tabla 23: Comunalidades 208 Tabla 24: Matriz de coeficientes para el cálculo de las puntuaciones en las componentes 210 Tabla 25: Consistencia interna de la escala de expresión de ira 214 Tabla 26: Diferencias en expresión de ira según sexo 215 Tabla 27: Diferencias en expresión de ira por curso académico 216 Tabla 28: Diferencias en expresión de ira por número de hermanos de ambos sexos 219 Tabla 29: Diferencias en expresión de ira por número de hermanos varones 221 Tabla 30: Diferencias en expresión de ira por número de hermanas 223 Tabla 31: Diferencias en expresión de ira por número de hermanos de ambos sexos en chicos 226 Tabla 32: Diferencias en expresión de ira por número de hermanos de ambos sexos en chicas 228 Tabla 33: Diferencias en expresión de ira por número de hermanos varones en chicos 230 Tabla 34: Diferencias en expresión de ira por número de hermanos varones en chicas 232 Tabla 35: Diferencias en expresión de ira por número de hermanas en chicos
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