Bibliographic citations
Henostroza, F., (2024). Modelo integrador explicativo de la predisposición hacia el bullying como victimario, basado en funciones ejecutivas, temperamento, estilo parental y clima escolar en niños y niñas de 7 a 9 años [Universidad Peruana Cayetano Heredia]. https://hdl.handle.net/20.500.12866/16461
Henostroza, F., Modelo integrador explicativo de la predisposición hacia el bullying como victimario, basado en funciones ejecutivas, temperamento, estilo parental y clima escolar en niños y niñas de 7 a 9 años []. PE: Universidad Peruana Cayetano Heredia; 2024. https://hdl.handle.net/20.500.12866/16461
@phdthesis{renati/1281963,
title = "Modelo integrador explicativo de la predisposición hacia el bullying como victimario, basado en funciones ejecutivas, temperamento, estilo parental y clima escolar en niños y niñas de 7 a 9 años",
author = "Henostroza Mesones, Fabiola",
publisher = "Universidad Peruana Cayetano Heredia",
year = "2024"
}
Bullying: Why does it persist in schools and over time despite its explicit visibility, along with the subsequent intervention by social agents committed to its eradication? Should we not question the theoretical approaches that underpin the intervention models for this phenomenon? Without detaching from the understanding of the human being as an individual shaped by learning, from a biologicist perspective, the review of the scientific literature guides this study towards the creation of an integrative explanatory model. This model, framed within cognition, combines constructs from two main theoretical frameworks: the "Diathesis-stress-risk factors" model and "Differential susceptibility," grouping their key conceptual elements into three predisposing factors: biological, psychological, and contextual. In this sense, this research examines the predisposition towards bullying behaviors as a perpetrator in children aged 7 to 9, using dispositional variables and those related to the environment in which the children are embedded: executive functions, temperament, parenting style, and school climate. However, the results obtained through structural equation modeling show that the initial organized model does not fit the empirical data adequately, leading to the rejection of the general and specific hypotheses. Consequently, in the search for scientific arguments to understand these findings, future research is recommended to select instruments that are specifically aligned with the variants of bullying, according to the types of perpetrator profiles. Additionally, it is suggested to explore models that vii include the early age range for bullying behaviors—considering longitudinal studies and multi-informant reports—with parsimonious relationships between exposure variables, while maintaining a cognition-based framework.
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