{"id":117975,"date":"2018-03-11T10:47:44","date_gmt":"2018-03-11T10:47:44","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/expresion-de-ira-y-violencia-escolar-estudio-en-una-muestra-de-alumnos-de-eso-de-la-region-de-murcia\/"},"modified":"2018-03-11T10:47:44","modified_gmt":"2018-03-11T10:47:44","slug":"expresion-de-ira-y-violencia-escolar-estudio-en-una-muestra-de-alumnos-de-eso-de-la-region-de-murcia","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia\/expresion-de-ira-y-violencia-escolar-estudio-en-una-muestra-de-alumnos-de-eso-de-la-region-de-murcia\/","title":{"rendered":"Expresi\u00f3n de ira y violencia escolar: estudio en una muestra de alumnos de eso de la regi\u00f3n de murcia"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Jos\u00e9 Vicente Mu\u00f1oz Olmos <\/strong><\/h2>\n<p>Objetivos: el objetivo general de este estudio transversal es conocer la relaci\u00f3n entre las distintas formas de expresi\u00f3n de ira y los procesos de violencia y victimizaci\u00f3n en el contexto escolar.  objetivos espec\u00edficos  1. Analizar las propiedades psicom\u00e9tricas de la escala de expresi\u00f3n de ira incluida en el  cuestionario sobre violencia escolar.  2. Analizar la relaci\u00f3n de la ira y sus diferentes formas de expresi\u00f3n con el sexo, curso escolar y el n\u00famero de hermanos\/as. 3. Analizar la relaci\u00f3n entre las diversas formas de expresi\u00f3n de la ira y las conductas de  agresi\u00f3n hacia los iguales. 4. Analizar la relaci\u00f3n entre las diversas formas de expresi\u00f3n de la ira y la victimizaci\u00f3n escolar. 5. Analizar la relaci\u00f3n de la ira y sus diferentes formas de expresi\u00f3n con la violencia en las relaciones entre hermanos.  metodolog\u00eda: se incluyeron 2552 alumnos\/as procedentes de 28 centros de e.S.O. De la regi\u00f3n de murcia seleccionados por muestreo por conglomerados estratificado por curso escolar, seleccion\u00e1ndose un aula por centro y curso de e.S.O .Se realiz\u00f3 un an\u00e1lisis factorial de una escala de expresi\u00f3n de ira. Se analizaron las asociaciones entre cada forma de expresi\u00f3n de ira y las variables sexo, curso acad\u00e9mico y n\u00famero de hermanos\/as, manifestaciones de violencia-victimizaci\u00f3n y relaciones violentas entre hermanos (insultos, gritos, amenazas, golpes con la mano y golpes con objetos). Para los an\u00e1lisis iniciales y tras comprobar la normalidad de las variables mediante el test de kolmogorov-smirnov, se emplearon el coeficiente de correlaci\u00f3n de pearson para identificar relaciones entre variables cuantitativas, y el test anova para detectar diferencias entre variables cualitativas y cuantitativas. Finalmente se realiz\u00f3 un an\u00e1lisis multivariado de regresi\u00f3n log\u00edstica para explorar la asociaci\u00f3n entre las distintas manifestaciones de ira, violencia, victimizaci\u00f3n y violencia entre hermanos mediante odds ratios crudas y  ajustadas. Todos los an\u00e1lisis fueron realizados usando spss v. 18.0.  resultados y conclusiones: la escala de ira del cuestionario de violencia escolar ha resultado ser una escala fiable en la medida del constructo expresi\u00f3n de ira. Se han identificado 4 formas relacionadas con la expresi\u00f3n de la ira: externalizada, internalizada, control de ira y expresi\u00f3n de ira hacia los otros. Hay diferencias entre chicos y chicas en cada una de las dimensiones excepto en  ira internalizada. Los chicos expresan menos la ira hacia fuera y tienen un menor control de la ira mientras que las chicas expresan menos la ira hacia los dem\u00e1s. Hay diferencias entre cursos en ira externalizada y expresi\u00f3n de ira hacia los otros. No hay diferencias entre cursos en ira internalizada y control de ira. Los alumnos de 1\u00c2\u00ba de eso expresan menos la ira hacia fuera que los alumnos del resto de cursos. Los alumnos de 2\u00aa de eso expresan menos la ira hacia fuera que los de 4\u00c2\u00ba de eso. Los alumnos de 1\u00c2\u00ba y 2 \u00c2\u00ba de eso expresan m\u00e1s la ira hacia los otros que los alumnos de 4\u00c2\u00ba de eso. Los alumnos que no expresan su ira a pesar de sentirla, la dirigen contra s\u00ed mismo o la internalizan (ira hacia dentro) son v\u00edctimas de comportamientos violentos tanto f\u00edsicos como verbales. La ira internalizada de grado alto o muy alto es un factor de riesgo para ser v\u00edctima de agresiones f\u00edsicas y verbales de car\u00e1cter grave. La ira internalizada no se asocia tanto con la violencia verbal o f\u00edsica de car\u00e1cter grave o severo. Cuanto m\u00e1s expresan los alumnos la ira hacia fuera m\u00e1s comportamientos violentos realizan o sufren. No hay diferencias en ninguna de las dimensiones de ira con el n\u00famero de hermanos de ambos sexos. Los alumnos que no tienen hermanos varones expresan menos la ira hacia los dem\u00e1s que aquellos alumnos que tienen 3 o m\u00e1s hermanos varones y los que tienen 2 hermanos varones expresan menos la ira hacia los otros que los que tienen 3 o m\u00e1s hermanos varones. Los alumnos que no tienen hermanas expresan menos la ira hacia los dem\u00e1s que aquellos alumnos que tienen una hermana. Los adolescentes con manifestaci\u00f3n de ira hacia fuera alta o muy alta muestran m\u00e1s violencia verbal (insultos y gritos). Los comportamientos de ciberbullying, como enviar o recibir sms amenazantes son m\u00e1s frecuentes en los ni\u00f1os que expresan m\u00e1s la ira hacia fuera. Los que dijeron que nunca los enviaron o recibieron tambi\u00e9n internalizan menos la ira. Los alumnos que recibieron alg\u00fan mensaje amenazante pero no enviaron tienen un mayor control de ira que los alumnos que recibieron y enviaron alg\u00fan mensaje amenazante.  abstract objectives: the overall objective of this cross-sectional study was to determine the relationship between different forms of anger expression and violence and victimization processes in the school context.  specific objectives 1. To analyze the psychometric properties of the scale expression of anger in the questionnaire about school violence.  2. To analyze the relationship of anger and its various forms of expression with sex, school year and the number of brothers \/ sisters.  3. Analyze the relationship between the various forms of anger expression and aggressive behaviors toward peers.  4. Analyze the relationship between the various expressions of anger and victimization school.  5. Analyze the relationship of anger and its various forms of expression with violence in sibling relationships.   methodology: the study involved 2552 students of 28 centers eso region of murcia. Sampling was conducted by biphasic cluster, through which 30 secondary schools were selected. A total of 28 centers agreed to participate in the study. In each center stratified sampling was conducted by school year. In total 112 classrooms were selected. Factor analysis was used on the scale of expression of anger included in the questionnaire of school violence to identify main components. The association between students personal and family characteristics and expression of anger were also analyzed using pearson correlation coefficient and anova tests following normality tests (kolmogorov-smirnov). Subsequently, the relationship between the expressions of anger and the various manifestations of violence-violent victimization and sibling relationships (insults, shouting, threats, beatings hand and hit with objects) were also explored. Finally a multivariate logistic regression analysis was performed to detect association between the various manifestations of anger, violence, victimization and violence among siblings using odds ratio. Data analyses were performed using spss v.18.0.  results and conclusions: four different manifestation of anger were identified: externalized, internalized, controlled anger, anger towards others. There are differences between boys and girls in each of the dimensions except internalized anger. The boys expressed less anger and have less anger control while girls express less anger towards others. There are differences between academic courses in externalized anger and anger towards others. There are no differences between courses in internalized anger and anger management. The students of 1st eso externalized anger less than students from later course years. Students who internalized their anger are more frequently victims of both physical and verbal violent behavior from others. Students who control their anger are less involved on physical and verbal violent behavior. Students who express their anger towards others are more frequently involved on physically and verbally violent behavior, and are more often victims of physical assault. Students who do not have brothers express less anger towards others than students who have 3 or more siblings. Cyberbullying behaviors, such as sending or receiving threatening sms are more common in children who express more anger out. Those who said they never sent or received a threatening sms internalized their anger more frequently. Students who received a threatening message but did not send them showed higher anger control than students who received and sent a threatening message.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Expresi\u00f3n de ira y violencia escolar: estudio en una muestra de alumnos de eso de la regi\u00f3n de murcia<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Expresi\u00f3n de ira y violencia escolar: estudio en una muestra de alumnos de eso de la regi\u00f3n de murcia <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Jos\u00e9 Vicente Mu\u00f1oz Olmos <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 28\/07\/2015<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Juli\u00e1n Jes\u00fas Arense Gonzalo<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Miguel angel Santiuste de pablos <\/li>\n<li>Mar\u00eda  del carmen Carrion Mar\u00eda (vocal)<\/li>\n<li>  (vocal)<\/li>\n<li>  (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Jos\u00e9 Vicente Mu\u00f1oz Olmos Objetivos: el objetivo general de este estudio transversal es conocer la relaci\u00f3n entre [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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