Resumen de Multidimensionality of Social Competence: Measurement of the Construct and its Relationship with Bullying Roles

Olga Gómez Ortiz, Eva María Romera Félix, Rosario Ortega Ruiz

• español

  Los objetivos de este trabajo fueron dos: validar el Cuestionario Multidimensional de Competencia Social para Adolescentes (AMSC-Q) y examinar la competencia social de los distintos implicados en acoso escolar. La muestra representativa estuvo compuesta por cuatro mil cuarenta y siete (4047) escolares andaluces de educación secundaria (48.2% niñas). Se utilizaron dos instrumentos: AMSC-Q y el European Bullying Intervention Project Questionnaire (EBIPQ). El AMSC-Q reflejó una estructura de cinco factores (conducta prosocial, ajuste social, ajuste normativo, reevaluación cognitiva, y eficacia social) y mostró una adecuada fiabilidad y validez. Las víctimas presentaron una mayor conducta prosocial y ajuste normativo, aunque un ajuste social y eficacia social baja. Los agresores y agresores victimizados mostraron un peor ajuste normativo y menos desarrollada reevaluación cognitiva, aunque similar ajuste social y percepción de eficacia social. Se discuten las características en términos de competencia social de los implicados o no en este fenómeno violento.

• English

  The aims of this paper were twofold: to validate the Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) and to examine the social competence of those involved in bullying. The representative sample was composed of four thousand and forty seven (4047) Andalusian secondary school students (48.2% girls). Two measures were used: the AMSC-Q and the European Bullying Intervention Project Questionnaire (EBIPQ). The AMSC-Q measure yielding a five-factor structure (prosocial behaviour, social adjustment, normative adjustment, cognitive reappraisal and social efficacy) and revealed adequate reliability and validity. Victims presented greater prosocial behaviour and normative adjustment but low social adjustment and social efficacy. Bullies and bully victims demonstrated worse normative adjustment and less developed cognitive reappraisal but similar social adjustment and social efficacy. The social competence characteristics of those involved and non involved in bullying are discussed.