Psychological Modulating Variables in the Profile Self-definition in School Bullying Process: the gender and the school curriculum role

Abstract

Interactions between gender, adapted vs. non-adapted curricula, and a number of scholar violence-related factors are studied. Gender and curricula were considered independent variables. Some instruments were applied, including questionnaires of impulsivity, empathy, pro-social behaviour and anti-social behaviour, all them considered as dependent variables. Sample was composed by 295 students of secondary compulsory education (high-school, 44% male). The interactions between factors were analysed using inter-subject Manova statistics. Results show that curricula are not a relevant factor to understand violence. Typology of violence developed by subjects, role in bullying process, opinion about victims and opinion about fighting are relevant factors for bullying. Gender has too significant effects in typology of violence and opinions. Girls are more pro-social and emphatic and boys are more impulsive and isolated.

Key words: Bullying, antisocial behaviour, prosocial behaviour, academic curricula, gender differences.