Hiperactividad-impulsividad y déficit de atención como predictores de participación en situaciones de violencia escolar

• David Álvarez García ^[1] ; Sara Ménendez Hevia ^[1] ; Paloma González Castro ^[1] ; Celestino Rodríguez Pérez ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: International journal of psychology and psychological therapy, ISSN 1577-7057, Vol. 12, Nº. 2, 2012, págs. 185-202
• Idioma: español
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• Resumen

  • The aim of this paper is to analyze the relationship among Hyperactivity-Impulsivity, Attention Deficit and participation as victim or aggressor in school violence situations. To achieve this objective, 398 Compulsory Secondary Education students were assessed using three ad hoc self-rating scales: Adapted EDAH, Aggression Questionnaire and Victimization Questionnaire. The results show, firstly, that Hyperactivity-Impulsivity positively correlates with the four evaluated types of aggression (Social Exclusion and Taunting; Direct Physical Violence and Threats among students; Indirect Physical Violence by students; and Disruptive Behavior in the Classroom), and exhibits higher correlations than Attention Deficit. Secondly, Attention Deficit positively correlates with being victim of violence among students (Social Exclusion and Taunting; Direct Physical Violence and Threats), and shows higher correlations than Hyperactivity-Impulsivity. Thirdly, Hyperactivy-Impulsivity positively correlates with reporting being victim of Violence from Teachers to Students, and shows higher correlations than Attention Deficit. The educational implications of these results are discussed.