Determinantes cognitivos y socioemocionales que caracterizan el rol del espectador en situaciones de acoso escolar.

Abstract

The purpose of this research was to review the literature on school bullying, specifically the viewer profiles. An evaluation instrument was designed to allow the identification of four profiles of the spectator: prosocial spectator, amoral spectator, passive spectator, indifferent spectator evaluating five cognitive and socio-emotional determinants: Self-control, affective cognitive empathy, social skills, causal attributions, prosocial behavior. The target population was boys and girls between 11 and 15 years of the Eleventh of November Educational Institution of the Municipality of Los Patios, with the final sample of 72 students selected by simple random sampling. The design corresponds to a descriptive quantitative study. The profiles of the spectator found show that 44% of the subjects fulfill the characteristics of prosocial spectators, followed by 14% for both the passive and the indifferent spectators and 6% for the amoral viewer in bullying, despite the fact that found a trend group with 22% that indicates that although they do not meet the criteria of a certain profile of the spectator, they have traits or characteristics that approximate this type of behavior or aggression. Based on the analysis of the results, it can be concluded that approximately 80% of the subjects evaluated identify themselves as spectators, regardless of the type of spectator role they assume in school bullying. These findings make it possible to design differentiated school interventions according to the profile of the spectator, having a more precise impact on determining factors that cause the behavior.