Roles involved in school violence: links with the problematic use of social networking sites, self-esteem, and loneliness in adolescents.
The objective was to analyse the relationships between multidimensional self-esteem (academic, social, emotional, family, and physical), loneliness, the problematic use of social networking sites (PUSNS) and the different roles involved in school violence - non-involved, aggressors, victi...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Sociedad Española de Investigación Criminológica
2024-11-01
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| Series: | Revista Española de Investigación Criminológica |
| Online Access: | https://reic.criminologia.net/index.php/journal/article/view/900 |
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| Summary: | The objective was to analyse the relationships between multidimensional self-esteem (academic, social, emotional, family, and physical), loneliness, the problematic use of social networking sites (PUSNS) and the different roles involved in school violence - non-involved, aggressors, victims and victim-aggressors-, depending on sex. Participants included 1,930 adolescents (50.2% girls) aged 12 to 18 years, schooled in the province of Seville (Spain). A MANOVA (4x2) was performed. Significant relationships were observed between the different school violence roles, loneliness, multidimensional self-esteem, and PUSNS. Specifically, depending on the dependent variables analysed, victims-aggressors presented a more negative profile than the rest of the roles observed, and the non-involved showed the best adjustment. It is also remarkable that the groups with the lowest scores in PUSNS are the two groups of non-involved individuals, both boys and girls, and the group of male victims. To finish, we describe the practical implications of the study. |
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| ISSN: | 1696-9219 |