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

  • Álvarez-García D
  • Hevia S
  • González-Castro P
 et al. 
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Abstract

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. (English) [ABSTRACT FROM AUTHOR]

Author-supplied keywords

  • Attention deficit
  • Hyperactivy
  • Impulsivity
  • School violence
  • Secondary Education

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  • ISSN: 15777057
  • SCOPUS: 2-s2.0-84862273955
  • PUI: 365010562
  • SGR: 84862273955

Authors

  • David ÁlvarezUniversidad de Oviedo

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  • Sara Menéndez Hevia

  • Paloma González-Castro

  • Celestino Rodríguez Pérez

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