Acoso escolar y habilidades sociales en alumnado de educación básica

Abstract

The purpose of this study is to describe the relationship of social skills with the role of participation in school harassment. 557 students participated (primary and secondary education). Two instruments were applied: competences in social skills and bullying (α = 0.95). The results describe four types of pupils (victim, victim/offender on school violence and bullying, and students who are not involved), identifying that students who do not participate in episodes of aggression, have more social skills than those who are involved, and the groups at greatest risk of being victimized are primary school pupils, without identifying differences between men and women. It is concluded that the social skills deficit is associated with participation in episodes of bullying.