Association between attitudes toward violence and violent behavior in the school contexta systematic review and correlational meta-analysis

  1. David Pina 1
  2. Rubén López-Nicolás 1
  3. Reyes López-López 2
  4. Esteban Puente-López 2
  5. José Antonio Ruiz-Hernández 2
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Servicio Externo de Psicología Aplicada, Murcia
Revista:
International journal of clinical and health psychology

ISSN: 1697-2600

Año de publicación: 2022

Volumen: 22

Número: 1

Páginas: 51-60

Tipo: Artículo

DOI: 10.1016/J.IJCHP.2021.100278 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International journal of clinical and health psychology

Resumen

Antecedentes/Objetivo Las propuestas teóricas y trabajos empíricos apuntan una concurrencia entre las actitudes y la conducta violenta en el contexto escolar. Los estudios suelen abordar esta cuestión superficialmente o dentro de programas de intervención donde se trabajan múltiples variables, existiendo diferencias en la magnitud de esta relación. El objetivo del estudio es describir los resultados de una revisión sistemática y realizar un meta análisis que explore estas asociaciones. Método Se realizó una revisión sistemática en las principales bases de datos. Se calcularon los tamaños del efecto y fueron sintetizados mediante un meta análisis de efecto aleatorio para la relación entre actitudes hacia la violencia y violencia escolar. Se realizó una meta regresión para el análisis moderador del sexo y edad. Resultados La estrategia de búsqueda produjo 12.293 artículos. El proceso de revisión estructurado produjo un resultado final de 23 estudios. Nuestros resultados estiman una relación positiva y significativa (r = 0,368 p < 0,001; 95% CI = [0,323, 0,412]) entre actitudes y violencia escolar en menores. Conclusiones Este estudio permite cuantificar con un adecuado grado de especificidad la relación actitud conducta en el contexto escolar. Estos resultados facilitarían a futuros investigadores plantear programas que aborden esta especificidad para mejorar el clima escolar.

Referencias bibliográficas

  • Alvarez-García, D., N unez, J. C., García, T., & ~Barreiro-Collazo, A. (2018). Individual, family, and community predictors of cyber-aggression among adolescents. The European Journal of Psychology Applied to Legal Context, 10, 79–88. https://doi.org/10.5093/ejpalc2018a8.
  • Anderson, C. A., & Heusmann, L. R. (2003). Human aggression: A social analytical view. In A. M. Hogg, & J. Cooper (Eds.), The Sage handbook of social psychology (pp. 293323). Sage Publications.
  • Assink, M., & Wibbelink, C. J. (2016). Fitting three-level meta-analytic models in R: A step-by-step tutorial. The Quantitative Methods for Psychology, 12, 154–174. https://doi.org/10.20982/tqmp.12.3.p154.
  • Avci, R., & Gucray, S. S. (2013). The relationships among interparental conflict, peer, media effects and the violence behaviour of adolescents: The mediator role of attitudes towards violence. Educational Sciences: Theory and Practice, 13, 2005–2015.
  • Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescence, 36, 341–350. https://doi.org/10.1016/j.adolescence.2012.12.001.
  • Botella-Ausina, J., & Sanchez-Meca, J. (2015). Meta-analisis en ciencias sociales y de la salud. Síntesis.
  • Boulton, M. J., Bucci, E., & Hawker, D. D. (1999). Swedish and English secondary school pupils' attitudes towards, and conceptions of, bullying: Concurrent links with bully/victim involvement. Scandinavian Journal of Psychology, 40, 277–284. http://doi.org/10.1111/1467-9450.404127.
  • Boulton, M. J., Trueman, M., & Flemington, I. (2002). Associations between secondary school pupils' definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational Studies, 28, 353–370. http://doi.org/10.1080/0305569022000042390.
  • Cui, K., & To, S. M. (2020). Rural-to-urban migration, strain, and bullying perpetration: The mediating role of negative emotions, attitude toward bullying, and attachment to school. International Journal of Offender Therapy and Comparative Criminology, 65, 24–50. http://doi.org/10.1177/0306624X20909207.
  • Dill, E. J., Vernberg, E. M., Fonagy, P., Twemlow, S. W., & Gamm, B. K. (2004). Negative affect in victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal of Abnormal Child Psychology, 32, 159–173. https://doi.org/10.1023/B:JACP.0000019768.31348.81.
  • Eagly, A. A., & Chalken, S (1998). Attitude structure and function. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), (4th ed.). Handbook of Social Psychology: 2 (pp. 269322). McGraw-Hill.
  • Eliot, M., & Cornell, D. G. (2009). Bullying in middle school as a function of insecure attachment and aggressive attitudes. School Psychology International, 30, 201–214. http://doi.org/10.1177/0143034309104148.
  • Espelage, D. L., Hong, J. S., Kim, D. H., & Nan, L. (2017). Empathy, Attitude Towards Bullying, Theory-of-Mind, and Non-physical Forms of Bully Perpetration and Victimization Among U.S. Middle School Students. Child Youth Care Forum, 47, 45–60. https://doi.org/10.1007/s10566-017-9416-z.
  • Farrell, A. D., Bettencourt, A. F., & Mehari, K. R. (2019). Beliefs about fighting and their relations to urban adolescents’ frequency of aggression and victimization: Evaluation of the Beliefs about Fighting Scale. The Journal of Early Adolescence, 39, 785–813. http://doi.org/10.1177/0272431618791297.
  • Farrell, A. D., Bettencourt, A., Mays, S., Kramer, A., Sullivan, T., & Kliewer, W. (2012). Patterns of adolescents’ beliefs about fighting and their relation to behavior and risk factors for aggression. Journal of Abnormal Child Psychology, 40, 787–802. http://doi.org/10.1007/s10802-011-9609-0.
  • Fazio, R. H. (1990). Multiple processes by which attitudes guide behavior: The MODE model as an integrative framework. In M. Zanna (Eds.), Advances in experimental social psychology: 23 (pp. 75109). Academic Press.
  • Fernandez-Castilla, B., Aloe, A. M., Declercq, L., Jamshidi, L., Beretvas, S. N., Onghena, P., & Van den Noortgate, W. (2021). Estimating outcome-specific effects in meta-analyses of multiple outcomes: A simulation study. Behavior Research Methods, 53, 702–717. https://doi.org/10.3758/s13428-020-01459-4.
  • Fraguas, D., Díaz-Caneja, C. M., Ayora, M., Duran-Cutilla, M., Abregu-Crespo, R., Ezquiaga-Bravo, I., Martín-Babarro, J., & Arango, C. (2020). Assessment of school anti-bullying interventions: A meta-analysis of randomized clinical trials. JAMA Pediatrics, 175, 44–55. https://doi.org/10.1001/jamapediatrics.2020.3541.
  • Gallego, R., Novo, M., Farina, ~ F., & Arce, R. (2019). Child-to-parent violence and parent-to-child violence: A meta-analytic review. The European Journal of Psychology Applied to Legal Context, 11, 51–59. http://doi.org/10.5093/ejpalc2019a4.
  • Gendron, B. P., Williams, K. R., & Guerra, N. G. (2011). An analysis of bullying among students within schools: Estimating the effects of individual normative beliefs, self-esteem, and school climate. Journal of School Violence, 10, 150–164. http://doi.org/10.1080/15388220.2010.539166.
  • Hartung, J., & Knapp, G. (2001). A refined method for the metaanalysis of controlled clinical trials with binary outcome. Statistics in Medicine, 20, 3875–3889. https://doi.org/10.1002/sim.1009.
  • Hormazabal-Aguayo, I., Fernandez-Vergara, O., Gonz alez-Calder on, N., Vicencio-Rojas, F., Russell-Guzman, J., Chacana-Ca nas, C., ~ Pozo-Cruz, B., & García-Hermoso, A. (2019). Can a before-school physical activity program decrease bullying victimization in disadvantaged children? The Active-Start Study. International Journal of Clinical and Health Psychology, 19, 237–242. http://doi.org/10.1016/j.ijchp.2019.05.001.
  • Jain, S., Cohen, A. K., Paglisotti, T., Subramanyam, M. A., Chopel, A., & Miller, E. (2018). School climate and physical adolescent relationship abuse: Differences by sex, socioeconomic status, and bullying. Journal of Adolescence, 66, 71–82. https://doi.org/10.1016/j.adolescence.2018.05.001.
  • Jimenez-Barbero, J. A., Ruiz-Hernandez, J. A., Llor-Zaragoza, L., Perez-García, M., & Llor-Esteban, B. (2016). Effectiveness of anti-bullying school programs: A meta-analysis. Children and Youth Services Review, 61, 165–175. https://doi.org/10.1016/j.childyouth.2015.12.015.
  • Jimenez-Barbero, J. A., Ruiz-Hernandez, J. A., Velandrino-Nicolas, A. P., & Llor-Zaragoza, L (2015). Actitudes hacia la violencia, impulsividad, estilos parentales y conducta externalizada en adolescentes: comparacion entre una muestra de poblacion general y una muestra clínica. Anales de Psicología, 32, 132–138. http://doi.org/10.6018/analesps.32.1.195091.
  • Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53, 13–20. https://doi.org/10.1016/j.jadohealth.2012.09.018.
  • Kraus, S. J. (1995). Attitudes and the prediction of behavior: A meta-analysis of the empirical literature. Personality and Social Psychology Bulletin, 21, 58–75. http://doi.org/10.1177/0146167295211007.
  • Lereya, S. T., Copeland, W. E., Zammit, S., & Wolke, D. (2015). Bully/victims: A longitudinal, population-based cohort study of their mental health. European Child & Adolescent Psychiatry, 24, 1461–1471. https://doi.org/10.1007/s00787-015-0705-5.
  • Lindstrom-Johnson, S. L., Reichenberg, R., Bradshaw, C. P., Haynie, D. L., & Cheng, T. L (2016). Caregiver and adolescent discrepancies in perceptions of violence and their associations with early adolescent aggression. Journal of Youth and Adolescence, 45, 2125–2137. http://doi.org/10.1007/s10964-016-0505-3.
  • Loinaz, I., & Ma de Sousa, A (2020). Assessing risk and protective factors in clinical and judicial child-to-parent violence cases. The European Journal of Psychology Applied to Legal Context, 12, 43–51. http://doi.org/10.5093/ejpalc2020a5.
  • Maud, M. M., & De Mello, L. R. (1999). The development of the children’s attitudes towards aggression scale (CASS). Psychological Studies, 44, 103–111.
  • McConville, D. W., & Cornell, D. G. (2003). Aggressive attitudes predict aggressive behavior in middle school students. Journal of Emotional and Behavioral Disorders, 11, 179–187. http://doi.org/10.1177/10634266030110030501.
  • Menin, D., Guarini, A., Mameli, C., Skrzypiec, G., & Brighi, A. (2021). Was that (cyber)bullying? Investigating the operational definitions of bullying and cyberbullying from adolescents’ perspective. International Journal of Clinical and Health Psychology, 21. https://doi.org/10.1016/j.ijchp.2021.100221 Article 100221.
  • Merrell, K. W., Gueldner, B. A., Ross, S. W., & Isava, D. M. (2008). How effective are school bullying intervention programs? A meta-analysis of intervention research. School Psychology Quarterly, 23, 26–42. https://doi.org/10.1037/1045-3830.23.1.26.
  • Orozco-Vargas, A. E. O., & Monjardín, M. D. R. M (2019). Actitudes hacia la violencia y creencias culturales en adolescentes involucrados en violencia escolar. Anuario de Psicología/The UB Journal of Psychology, 49, 94–103. https://doi.org/10.1344/anpsic2019.49.10.
  • Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J., Elie, A. A, Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., McGuinness, L., Stewart, L., Thomas, J., Tricco, A., Welch, V. A., Whiting, P., & McKenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ, 372, 1–36. https://doi.org/10.1136/bmj.n160.
  • Pina, D., Llor-Esteban, B., Ruiz-Hernandez, J. A., Luna-Maldonado, A., & Puente-Lopez, E. (2021). Attitudes towards school violence: A qualitative study with Spanish children. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260520987994 Advance online publication.
  • R Core Team. (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing. . https://www.R-project.org/.
  • Rey, L., Neto, F., & Extremera, N. (2020). Cyberbullying victimization and somatic complaints: A prospective examination of cognitive emotion regulation strategies as mediators. International Journal of Clinical and Health Psychology, 20, 135–139. http://doi.org/10.1016/j.ijchp.2020.03.003.
  • Riley, R. D., Higgins, J. P., & Deeks, J. J. (2011). Interpretation of random effects meta-analyses. BMJ, 342. https://doi.org/10.1136/bmj.d549 Article d549..
  • Robinson, W. L., Paxton, K. C., & Jonen, L. P. (2011). Pathways to aggression and violence among African American adolescent males: The influence of normative beliefs, neighborhood, and depressive symptomatology. Journal of Prevention & Intervention in the Community, 39, 132–148.
  • Romera, E. M., Jimenez, C., Bravo, A., & Ortega-Ruiz, R. (2021). Social status and friendship in peer victimization trajectories. International Journal of Clinical and Health Psychology, 21. https://doi.org/10.1016/j.ijchp.2020.07.003 Article 100-191.
  • Ruiz-Hernandez, J. A., Moral-Zafra, E., Llor-Esteban, B., & Jimenez-Barbero, J. A. (2019). In fluence of parental styles and other psychosocial variables on the development of externalizing behaviors in adolescents: A systematic review. The European Journal of Psychology Applied to Legal Context, 11, 9–21. https://doi.org/10.5093/ejpalc2018a11.
  • Ruiz-Hernandez, J. A., Pina, D., Puente-Lopez, E., Luna-Maldonado, A., & Llor-Esteban, B (2020). Attitudes towards School Violence Questionnaire, revised version: CAHV-28. The European Journal of Psychology Applied to Legal Context, 12, 61–68. https://doi.org/10.5093/ejpalc2020a8.
  • Sanchez-Meca, J., & Marín-Martínez, F. (2008). Confidence intervals for the overall effect size in random-effects meta-analysis. Psychological Methods, 13, 31–48. https://doi.org/10.1037/1082-989X.13.1.31.
  • Stanley, T. D., & Doucouliagos, H. (2014). Meta-regression approximations to reduce publication selection bias. Research Synthesis Methods, 5, 60–78. https://doi.org/10.1002/jrsm.1095.
  • Sterne, J. A., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. Publication Bias in Meta-Analysis: Prevention, Assessment and Adjustments. Wiley.
  • UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO.
  • Van den Noortgate, W., Lopez-L opez, J. A., Marín-Martínez, F., & Sanchez-Meca, J. (2013). Three-level meta-analysis of dependent effect sizes. Behavior Research Methods, 45, 576–594. https://doi.org/10.3758/s13428-012-0261-6.
  • Varela, J. J., Zimmerman, M. A., Ryan, A. M., Stoddard, S. A., & Heinze, J. E. (2018). School attachment and violent attitudes preventing future violent behavior among youth. Journal of Interpersonal Violence, 36, 5407–5426. https://doi.org/10.1177/0886260518800314.
  • Vernberg, E. M., Jacobs, A. K., & Hershberger, S. L. (1999). Peer victimization and attitudes about violence during early adolescence. Journal of Clinical Child Psychology, 28, 386–395.https://doi.org/10.1207/S15374424jccp280311.
  • Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36, 1–48. https://doi.org/10.18637/jss.v036.i03.
  • Wang, C., Swearer, S. M., Lembeck, P., Collins, A., & Berry, B. (2015). Teachers matter: An examination of studentteacher relationships, attitudes toward bullying, and bullying behavior. Journal of Applied School Psychology, 31, 219–238. http://doi.org/10.1080/15377903.2015.1056923.
  • Werner, N. E., & Nixon, C. L. (2005). Normative beliefs and relational aggression: An investigation of the cognitive bases of adolescent aggressive behavior. Journal of Youth and Adolescence, 34, 229–243. http://doi.org/10.1007/s10964-005-4306-3.
  • Zych, I., Viejo, C., Vila, E., & Farrington, D. P. (2019). School bullying and dating violence in adolescents: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 22, 397–412. https://doi.org/10.1177/1524838019854460.
Fuente de los datos: Dialnet