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| Title | SCHOOL SCHOOL SCHOOL IN THE LENGUAJE: Indicators and predictors |
| Author |
Mario Varela Pozo |
| Doctoral program | Doctorate in Education |
| Department | Department of Applied Pedagogy and Education Psychology |
| Directors | Eva M. Aguilar Mediavilla Daniel Adrover Roig |
| Date of Defense | January 26, 2023 |
| Summary |
Scientific studies indicate that there is a relationship between language difficulties and bullying: People with language problems are at a higher risk of bullying. In addition, factors such as socio -emotional skills (which are associated with linguistic factors) can regulate bullying in cases of language difficulties. Based on this theoretical framework, this thesis sought to answer two questions: first, if there is a relationship between language difficulties and bullying; Secondly, what variables are associated with this possible relationship. After analyzing three different samples (two of children/girls between 10 and 12 years old and one adults), it is verified that young people with language difficulties show worse school adjustment, social and adaptive skills and more emotional problems and risk of bullying than regulatory controls. In addition, it seems that the family involvement in children's education is a protective factor in not suffering from these socio -emotional difficulties. For their part, the variables that most associate with bullying are the difficulties in emotional regulation and less self -esteem in the victims, as well as greater sensitivity to the reward and emotional coldness in the case of aggressors. These results are relevant for the prevention and intervention of bullying, especially when there are difficulties in language. Thus, training in social skills and emotional regulation is suggested, as well as increasing social, school and family support in cases of bullying. Keywords: bullying, language difficulties, social skills, emotional regulation, family involvement |
| More information | Irie. Thesis Mario Valera Pozo (slope) |