SciELO - Scientific Electronic Library Online

vol.37 issue114Solving the Iconicity Paradox: the case of Libras signsConstructivist intervention: Geometric knowledge, games the possible and the necessary author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Revista Psicopedagogia

Print version ISSN 0103-8486


DEL PONTI, Franciele da Silva; MORAES, Patricia El Horr de  and  DEL PRETTE, Zilda Aparecida Pereira. Bullying and educational social skills: Evaluation of teachers and students. Rev. psicopedag. [online]. 2020, vol.37, n.114, pp. 286-298. ISSN 0103-8486.

This study compared teachers' self-assessment with that of subgroups of students involved in bullying about the teacher's educational social skills. 242 students and their respective Portuguese teachers (N=8) answered to an adapted version of the Social Educational Skills Inventory (ESSI-Teacher and ESSI-Student) and to nine Complementary Items associated with bullying. Based on the School Violence Scale, students were classified into victims (25), aggressors (11), witnesses (193) and victim-aggressors (13) and their evaluations compared to each other and to teachers. The results showed that: (a) teachers' self-assessments were better than those of students; (b) both teachers and students highlighted educational actions related to the discipline management rather than mediation of learning/development and emotional support; (c) teachers' assessments were more similar to the group of aggressors in the (ESSI-Adapted); (d) the group of aggressor victims differed significantly from the others. The results show the importance of considering teachers' educational social skills from the perspective of those involved in bullying and point to aspects to consider in interventions to combat and prevent the problem.

Keywords : Bullying; Educational Social Skills; Teachers.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )


Creative Commons License