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Coping Strategies against peer victimization: differences according to gender, grade, victimization status and perceived classroom social climate

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Coping Strategies against peer victimization: differences according to gender, grade, victimization status and perceived classroom social climate

dc.contributor.author	Cava Caballero, María Jesús
dc.contributor.author	Ayllón Negrillo, Esther
dc.contributor.author	Tomás Marco, Inés
dc.date.accessioned	2021-03-03T12:08:44Z
dc.date.available	2021-03-03T12:08:44Z
dc.date.issued	2021
dc.identifier.citation	Cava Caballero, María Jesús Ayllón Negrillo, Esther Tomás Marco, Inés 2021 Coping Strategies against peer victimization: differences according to gender, grade, victimization status and perceived classroom social climate Sustainability 13 2605
dc.identifier.uri	https://hdl.handle.net/10550/78159
dc.description.abstract	The Sustainable Development Goals (SDGs) include 'Good Health andWell-being' (SDG3) and 'Quality Education' (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher-student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.
dc.language.iso	eng
dc.relation.ispartof	Sustainability, 2021, vol. 13, p. 2605
dc.subject	Víctimes
dc.subject	Agressivitat
dc.subject	Educació
dc.subject	Escolars Salut i higiene
dc.title	Coping Strategies against peer victimization: differences according to gender, grade, victimization status and perceived classroom social climate
dc.type	journal article	es_ES
dc.date.updated	2021-03-03T12:08:44Z
dc.identifier.doi	10.3390/su13052605
dc.identifier.idgrec	143626
dc.rights.accessRights	open access	es_ES