Análisis diacrónico de agresividad verbal, maquiavelismo y bullying mediante el análisis de redes sociales

• Kyriaki Spanou ^[1] ; Alexandra Bekiari ^[1] ; Nikolaos Hasanagas ^[1]
  1. [1] Universidad de Tesalia
• Localización: Revista de educación, ISSN 0034-8082, Nº 394 (Octubre-Diciembre), 2021, págs. 157-188
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2021-394-504
• Títulos paralelos:
  • Diachronic analysis of verbal aggressiveness, machiavellianism and bullying through social network analysis
• Enlaces
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• Resumen
  • español

    El objetivo de esta investigación es el análisis diacrónico de la agresividad verbal, el bullying (acoso escolar) y el maquiavelismo entre los estudiantes de Educación Física en cuanto a su evolución diacrónica y la estabilidad de agresores y víctimas durante el semestre. Para ello se utilizaron cuestionarios de red estandarizados. Se recogieron doce muestras de redes (clases semestrales de estudiantes) de cuatro departamentos griegos (en total 538). Las variables de las redes (in/out-degree, Katz status, pagerank, authority) se calcularon mediante el software Visone, mientras que para el análisis diacrónico de las redes se aplicó la prueba de Spearman. Resultados: el fortalecimiento de la práctica de estos comportamientos puede atribuirse al hecho de que los estudiantes se familiarizan más entre sí durante el semestre. La amenaza parece ser estable e inalterable en contraste con la ironía. La conducta más habitual cuando se produce una situación de acoso es la de “rechazar ayuda”. Se observó la evolución de la “exclusión” al “rechazo de ayuda”. El “engaño” indica una predisposición a la “puñalada por la espalda”. Se observó una estabilidad notablemente débil de la victimización en la agresividad verbal con “exclusión” como presagio de la continuación del abuso.

  • English

    Aim of this research is the diachronic analysis of verbal aggressiveness, bullying and Machiavellianism among physical education students regarding their diachronic evolvement and stability of victimizers and victims during the semester. Standardized network questionnaires were used. Twelve network samples (students’ semester classes) were collected from four Greek departments (totally 538). Network variables (in/out-degree, Katz status, pagerank, authority) were calculated via Visone software while Spearman test was implemented for diachronic network analysis. Results: The strengthening of practicing such behaviours may reasonably be attributed to the fact that students become more and more familiar to each other during the semester. Threat appears to be stable and unchangeable in contrast to irony. Most stable bullying behaviour is “refusing help”. Evolvement of “exclusion” into “refusing help” was observed.

    “Deception” indicates a predisposition for “back-stabbing”. A remarkably weak stability of victimization in verbal aggressiveness was observed with “exclusion” to be a presage of further abuse.

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