Control parental psicológico y violencia escolar en adolescentes del colegio Miguel Moreno de la ciudad de Cuenca en el período lectivo 2020-2021

Abstract

Psychological parental control as a parenting practice can manifest strategies that harm the adequate social and personal development of adolescents, preventing them from being autonomous, likewise school violence from this type of parental control generates aggressive behaviors of young people towards their peers. According to some research, the association of these conceptual categories shows problems in adaptation in the school environment, as parents become models that trigger behavior problems in adolescents. The objectives of this research were to relate psychological parental control and school violence in adolescents aged 15 to 18 years of the Miguel Moreno High School, identify actors of violence based on sex, age and school level and differentiate the types of psychological control of parents, based on the theoretical approach of Blatt's personality theory. To measure the conceptual categories, the Questionnaire for the Exploration of Bullying (CEBU) was applied in a virtual way, which identifies the actors in the dynamics of school violence and the Scale of Psychological Control oriented to Dependence and Self-criticism (DAPCS- S) that assesses the type of maternal and paternal control. The study was carried out using a quantitative methodology with a non-experimental design, with a correlational scope; a simple random sample of 103 students was used. The results show that there are more women who identify themselves as aggressors, in addition, no differences were found between psychological control oriented to the dependence of the father and mother, but there were differences between the psychological control oriented to the self-criticism of the parents. It is concluded that psychological parental control in its dimensions is associated with the different actors of violence, confirming the hypothesis of the study.