Relação entre Bullying, qualidade da relação com Professores, estilos parentais, memórias de cuidado na infância e regulação emocional em adolescentes
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2024-04-08
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O bullying é um fenómeno social que envolve a repetição de comportamentos agressivos, intencionais e prejudiciais, direcionados a uma pessoa específica. Atualmente, uma em cada três crianças é vítima de bullying. O presente estudo visou analisar a relação entre a qualidade da relação com professores e as memórias de cuidado na infância no bullying. A amostra foi constituída por 416 adolescentes com idades compreendidas entre os 12 e os 17 anos. A qualidade da relação com professores foi avaliada através do instrumento IPPA, no que diz respeito ao grau de envolvimento do indivíduo em comportamentos de bullying, este foi examinado com a utilização do QEVE e no que concerne às memórias emocionais positivas de calor, cuidado e segurança, procedeu-se à sua avaliação através do EMPCS. Os resultados demonstraram que os comportamentos de bullying são mais perpetrados por indivíduos do sexo masculino e em níveis mais elevados de agressores em escolas privadas. Revelam, também, que os alunos que percecionam maior apoio, compreensão, confiança e abertura por parte dos professores, tendem a ser menos alvo de bullying. Os resultados demonstraram, ainda, que existe uma relação entre memórias positivas de cuidado na infância e as perceções dos alunos de maior apoio, compreensão, confiança e abertura por parte dos seus professores. A análise dos resultados foi discutida considerando a importância da relação professor-aluno e das memórias de cuidado na infância no bullying.
Bullying is a social phenomenon that involves the repetition of aggressive, intentional and harmful behaviors directed at a specific person. Currently, one in three children is a victim of bullying. The present study aimed to analyze the relationship between the quality of the relationship with teachers and memories of childhood care in bullying. The sample consisted of 416 adolescents aged between 12 and 17 years old. The quality of the relationship with teachers was assessed using the IPPA instrument, with regard to the individual's degree of involvement in bullying behaviors, this was examined using the QEVE and with regard to positive emotional memories of warmth, care and safety, its assessment was conducted using the EMPCS. The results demonstrated that bullying behaviors are more perpetrated by males and at higher levels of aggressors in private schools. They also reveal that students who perceive greater support, understanding, trust and openness from teachers tend to be less targets of bullying. The results also demonstrated that there is a relationship between positive memories of childhood care and students' perceptions of greater support, understanding, trust and openness from their teachers. The analysis of the results was discussed considering the importance of the teacher-student relationship and memories of childhood care in bullying.
Bullying is a social phenomenon that involves the repetition of aggressive, intentional and harmful behaviors directed at a specific person. Currently, one in three children is a victim of bullying. The present study aimed to analyze the relationship between the quality of the relationship with teachers and memories of childhood care in bullying. The sample consisted of 416 adolescents aged between 12 and 17 years old. The quality of the relationship with teachers was assessed using the IPPA instrument, with regard to the individual's degree of involvement in bullying behaviors, this was examined using the QEVE and with regard to positive emotional memories of warmth, care and safety, its assessment was conducted using the EMPCS. The results demonstrated that bullying behaviors are more perpetrated by males and at higher levels of aggressors in private schools. They also reveal that students who perceive greater support, understanding, trust and openness from teachers tend to be less targets of bullying. The results also demonstrated that there is a relationship between positive memories of childhood care and students' perceptions of greater support, understanding, trust and openness from their teachers. The analysis of the results was discussed considering the importance of the teacher-student relationship and memories of childhood care in bullying.
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bullying , qualidade da relação , professores , memórias de cuidado na infância