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O bullying em contexto escolar é um problema presente em todo o mundo que acarreta consequências negativas a nível psicológico, social, académico e fisiológico para todos os que estão envolvidos (Gini & Pozzoli, 2009; Rigby 2003; Slade & Wissow, 2007). Com o intuito de, no futuro, o Heroic Imagination Project em Portugal ser implementado com alunos do 7º ano de escolaridade, o presente estudo teve como objetivo caracterizar uma amostra de adolescentes no que diz respeito aos seus comportamentos de bullying, vitimação experienciada e comportamentos prossociais, e a sua relação com a realização académica e do género. Para o efeito foram utilizados dois instrumentos: o Questionário sobre Comportamentos de Bullying (Olweus, 1996) adaptado para a população portuguesa por Coelho & Sousa (2018) e a Medida de Tendências Prossociais (Carlo & Randall, 2002), adaptada para a população portuguesa por Silva (2016). Nos resultados obtidos, destacam-se os níveis de bullying reportados inferiores aos níveis de vitimação, a associação positiva entre os comportamentos de bullying e a vitimação experienciada e a associação negativa entre a perpretação do bullying e a realização académica. Foram também encontradas diferenças ao nível dos comportamentos de bullying e comportamentos prossociais, em função da realização académica e género. Este estudo contribui, assim, para a futura realização de intervenções adequadas às características desta faixa etária, possibilitando também uma melhor compreensão da relação entre as variáveis em estudo, à luz do contexto português.
Bullying in school context is a problem all over the world which has negative psychological, social, academic and physiological consequences for all those involved. (Gini & Pozzoli, 2009; Rigby 2003; Slade & Wissow, 2007). In order to contribute to the implementation of the Heroic Imagination Project in Portugal with 7th grade students, the main goal of this study was to characterize a sample of teenagers concerning their bullying behaviors, experienced victimization and prosocial behaviors, and the relationship with academic achievement and gender. Two instruments were used for this purpose: The Bullying and Cyberbullying Behaviors Questionnaire (Olweus, 1996), adapted for the Portuguese population by Coelho & Sousa (2018), and the Prosocial Tendencies Measure (Carlo & Randall, 2002), adapted for the Portuguese population by Silva (2016). The results reveal reported bullying levels lower than the victimization levels, the positive association between bullying behaviors and experienced victimization and the negative association between perpetration of bullying and academic achievement. Differences were also found in bullying behaviors and prosocial behaviors depending on academic achievement and gender. This study thus contributes to the future implementation of interventions suitable for this age group, also allowing for a better understanding of the relationship between the variables under study in the light of the Portuguese context.
Bullying in school context is a problem all over the world which has negative psychological, social, academic and physiological consequences for all those involved. (Gini & Pozzoli, 2009; Rigby 2003; Slade & Wissow, 2007). In order to contribute to the implementation of the Heroic Imagination Project in Portugal with 7th grade students, the main goal of this study was to characterize a sample of teenagers concerning their bullying behaviors, experienced victimization and prosocial behaviors, and the relationship with academic achievement and gender. Two instruments were used for this purpose: The Bullying and Cyberbullying Behaviors Questionnaire (Olweus, 1996), adapted for the Portuguese population by Coelho & Sousa (2018), and the Prosocial Tendencies Measure (Carlo & Randall, 2002), adapted for the Portuguese population by Silva (2016). The results reveal reported bullying levels lower than the victimization levels, the positive association between bullying behaviors and experienced victimization and the negative association between perpetration of bullying and academic achievement. Differences were also found in bullying behaviors and prosocial behaviors depending on academic achievement and gender. This study thus contributes to the future implementation of interventions suitable for this age group, also allowing for a better understanding of the relationship between the variables under study in the light of the Portuguese context.
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Keywords
Bullying Vitimação Comportamentos prossociais Realização académica Adolescência Victimization Prosocial behaviors Academic achievement Adolescence