The role of teaching practices in the prevention of school violence among peers //El rol de las prácticas docentes en la prevención de la violencia escolar entre pares

##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published 28-12-2017
Ángel Alberto Valdés Cuervo Belén Martínez Ferrer Ernesto Alonso Carlos Martínez

Abstract

This study analyzes the relations among peer violence, teaching practices, school environment, and empathy. The sample includes 385 teenagers (219 males and 166 females) (M =12.94, SD = 1.77) and one of their parents (M = 42.21, SD = 8.98) from 17 Mexican secondary schools. A structural equation model was constructed using AMOS software. The study results indicate that a non-permissive teaching system and parent's practices aimed to prevent violence have a direct relationship with a reduced peer violence. Moreover, both teaching practices are indirectly related to peer violence, by its effect on school environment and empathy. From the present study, we conclude these practices prevent peer violence, improve the school environment, and foster empathy. Finally, results are discussed and its possible implications as well.

Abstract 697 | PDF Downloads 86 PDF (Español) Downloads 280

##plugins.themes.bootstrap3.article.details##

Section
ARTICLES