Referencias
Aguado, J.C. (2017). Can MOOCs promote learning by reducing university dropout rates? Revista Iberoamericana de Educación a Distancia, 20(1), 125-143. https://doi.org/10.5944/ried.20.1.16684
Link DOI | Link Google Scholar
Aina, C. (2013). Parental background and university dropout in Italy. Higher Education, 65, 437-456. https://doi.org/10.1007/s10734-012-9554-z
Link DOI | Link Google Scholar
Alban, M., & Mauricio, D. (2019). Factors that influence undergraduate university desertion according to students perspective. International Journal of Engineering and Technology, 10(6), 1585-1602. https://doi.org/10.21817/ijet/2018/v10i6/181006017
Link DOI | Link Google Scholar
Álvarez-García, D., Barreiro-Collazo, A., & Núñez, J.C. (2017). Civeraggression among adolescents: Prevalence and gender differences. [Ciberagresión entre adolescentes: prevalencia y diferencias de género]. Comunicar, 50, 89-97. https://doi.org/10.3916/C50-2017-08
Link DOI | Link Google Scholar
Álvarez-García, D., Núñez, J. C., Dobarro, A., & Rodríguez, C. (2015). Risk factors associated with cybervictimization in adolescence. International Journal of Clinical and Health Psychology, 15(3), 226-235. https://doi.org/10.1016/j.ijchp.2015.03.002
Link DOI | Link Google Scholar
Álvarez-Pérez, P.R., & López-Aguilar, D. (2017). Estudios sobre deserción académica y medidas orientadoras de prevención en la Universidad de La Laguna (España). Paradigma, 38(1), 48-71. https://bit.ly/3bsthMQ
Link Google Scholar
Arriaga, J., Burillo, V., Carpeño, A., & Casaravilla, A. (2011). Caracterización de los tipos de abandono. Dividamos el problema y venceremos fácilmente. Nicaragua.
Link Google Scholar
Avilés, J.M., & Alonso, N. (2011). El papel de los equipos de ayuda en la convivencia escolar y en la lucha contra el bullying. Revista Amazõnica, 6(1), 133-141. https://bit.ly/2QHxZi2
Link Google Scholar
Bernardo, A., Cervero, A., Esteban, M., Fernández, A., Solano, P., & Agulló, E. (2018). Variables related to the university dropout intention during the transition period. Revista d´Innovació Docent Universitària, 10, 122-130. https://doi.org/10.1344/RIDU2018.10.11
Link DOI | Link Google Scholar
Bernardo, A., Cervero, A., Esteban, M., Fernández, E., & Núñez, J.C. (2016). Influencia de variables relacionales y de integración social en la decisión de abandonar los estudios universitarios en educación superior. Psicologia, Educação e Cultura, 20(1), 138-151. https://bit.ly/2QDTgJk
Link Google Scholar
Broc, M.Á. (2011). Motivation to study, effort management, efficient time management, and academic performance of university students. Revista de Investigación Educativa, 29(1), 171-185. https://bit.ly/33MaABm
Link Google Scholar
Casanova, J.R., Cervero, A., Núñez, J.C., Almeida, L.S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155
Link DOI | Link Google Scholar
Cava, M.J. (2011). Family, teachers, and peers: Keys for ssuporting victims of bullying. Psychosocial Intervention, 20(2), 183-192. https://doi.org/10.5093/in2011v20n2a6
Link DOI | Link Google Scholar
Cava, M.J., Buelga, S., Musitu, G., & Murgui, S. (2010). School violence between adolescents and their implications in the psychosocial adjustment: A longitudinal study. Revista de Psicodidáctica, 15(1), 21-34. https://bit.ly/2JcysEs
Link Google Scholar
Cleophas T.J., & Zwinderman A.H. (2018). Modern bayesian statistics in clinical research. Springer.
Link DOI | Link Google Scholar
Cox, L. (2016). Student absence in university halls. Contextos, 35, 69-80. https://bit.ly/3bnt9OT
Link Google Scholar
Da Re, L., Álvarez-Pérez, P., & Clerici, R. (2015). Adaptación al contexto universitario italiano del modelo de tutoría formativa para la prevención del abandono y la mejora del rendimiento académico. In AIDIPE (Ed.), Investigar con y para la sociedad (pp. 721-730). Bubok.
Link Google Scholar
De-Vries, W., León, P., Romero, J.F., & Hernández, I. (2011). ¿Desertores o decepcionados? Distintas causas para abandonar los estudios universitarios. Revista de la Educación Superior, 40(160), 29-49. https://bit.ly/33ES7q3
Link Google Scholar
Dobarro, A., Carbajal, R., Ayala, I., Herrero, F.J., & Bernardo, A. (2017). Ciberbullying and violence at university, how does it affect dropout? Revista de Estudios e Investigación en Psicología y Educación, 14, 182-185. https://doi.org/10.17979/reipe.2017.0.14.2737
Link DOI | Link Google Scholar
Dobarro, A., Tuero, E., Bernardo, A., Herrero, F.J., & Álvarez-García, D. (2018). An innovative study on ciberbullying in university students. Revista d´Innovació Docent Universitària, 10, 131-142. https://doi.org/10.1344/RIDU2018.10.12
Link DOI | Link Google Scholar
Duque, L.C. (2014). A framework for analyzing higher education performance: Students’ satisfaction, perceived learning outcomes, and dropout intention. Total Quality Management and Business Excellence, 25(1), 1-21. https://doi.org/10.1080/14783363.2013.807677
Link DOI | Link Google Scholar
Esteban, M. Bernardo, A., & Rodríguez-Muñiz, L.J. (2016). Persistence in university studies: The importance of a good start. Aula Abierta, 44(1), 1-6. https://doi.org/10.1016/j.aula.2015.04.001
Link DOI | Link Google Scholar
Estévez, E., Emler, N., & Wood, C. (2009). Violent offending: An analysis of family, school and community risk factors. In O. Sahin & J. Maier (Eds.), Delinquency: Causes, reduction and prevention (pp. 275-324). Nova Sciences.
Link Google Scholar
Feixás, M., Muñoz, J.L., Gairín, J., Rodríguez-Gómez, D., & Navarro, M. (2015). Towards a comprehension of university dropout in Catalonia: The case of Universitat Autonoma de Barcelona. Estudios sobre Educación, 28, 117-138. https://doi.org/10.15581/004.28.117-138
Link DOI | Link Google Scholar
Figuera, P., & Álvarez, M. (2014). Guidance and tutorial intervention in adaptation and persistence of students in university. Revista de Orientación Educacional, 28(54), 31-49. https://bit.ly/3bijLf7
Link Google Scholar
Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: Una revisión. International Journal of Psychology and Psychological Therapy, 11(2), 233-254. https://bit.ly/2UuDVvN
Link Google Scholar
García, M.V., & Ascensio, C.A. (2015). Bullying y violencia escolar: Diferencias, similitudes, actores, consecuencias y origen. Revista Intercontinental de Psicología y Educación, 17(2), 9-38. https://bit.ly/3dqeJ20
Link Google Scholar
Garzón, A., & Gil-Flores, J. (2017). The role of academic procrastination as factor of university abandonment. Revista Complutense de Educación, 28(1), 307-324. https://doi.org/10.5209/rev_RCED.2017.v28.n1.49682
Link DOI | Link Google Scholar
González-Ramírez, T., & Pedraza-Navarro, I. (2017). Social and families’ variables associated with university drop-out. Educatio Siglo XXI, 35(2), 365-388. https://doi.org/10.6018/j/298651
Link DOI | Link Google Scholar
Gury, N. (2011). Dropping out of higher education in France: A micro-economic approach using survival analysis. Education Economics, 19(1), 51-64. https://doi.org/10.1080/09645290902796357
Link DOI | Link Google Scholar
Heublein, U. (2014). Student Drop-out from German higher education institutions. European Journal of Education, 49(4), 497-513. https://doi.org/10.1111/ejed.12097
Link DOI | Link Google Scholar
León, B., Polo, M.I., Gozalo, M., & Mendo, S. (2016). Relevancia del aprendizaje cooperativo sobre los diferentes perfiles de la dinámica bullying. Un análisis mediante pruebas de tamaño del efecto. Anales de Psicología, 32(1), 80-88. https://doi.org/10.6018/analesps.32.1.183141
Link DOI | Link Google Scholar
Luengo, J.A. (2017). Promover la convivencia en los centros educativos: El protagonismo del alumno. Revista de Estudios de Juventud, 115, 97-114. https://bit.ly/3dt6UZN
Link Google Scholar
Marraccini, M., Brick, L.A., & Weyandt, L.L. (2018). Instructor and peer bullying in college students: Distinct typologies based on latent class analysis. Journal of American College Health, 66(1), 1-37. https://doi.org/10.1080/07448481.2018.1454926
Link DOI | Link Google Scholar
Mendoza, L., Mendoza, U., & Romero, D. (2014). Academic tenure: A concern of the institutions of higher education. Escenarios, 12(2), 130-137. https://doi.org/10.15665/esc.v12i2.320
Link DOI | Link Google Scholar
Ministerio de Ciencia, Innovación y Universidades (Ed.) (2019). Datos y cifras del Sistema Universitario Español. Publicación 2018-2019. Ministerio de Ciencia, Innovación y Universidades. https://bit.ly/2ULtC6J
Link Google Scholar
Nansel, T.R., Craig, W., Overpeck, M.D., Saluja, G., & Ruan, W.J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 158, 730-736. https://doi.org/10.1001/archpedi.158.8.730
Link DOI | Link Google Scholar
Nocentini, A., Calmaestra, J., Schultze-Krumbholz, A., Scheithauer, H., Ortega, R., & Menesini, E. (2010). Cyberbullying: Labels, behaviours and definition in three European countries. Australian Journal of Guidance & Counselling, 20(2), 129-142. https://doi.org/10.1375/ajgc.20.2.129
Link DOI | Link Google Scholar
Prieto, M.T., Carrillo, J.C., & Lucio, L.A. (2015). Virtual violence and bullying among university students: The dark side of social networks. Innovación Educativa, 15(68), 33-47. https://bit.ly/2JaQZ45
Link Google Scholar
Reijntjes, A., Kamphuis, J.H., Prinzie, P., & Telch, M.J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34(4), 244-252. https://doi.org/10.1016/j.chiabu.2009.07.009
Link DOI | Link Google Scholar
Roso-Bas, F., Pades, A., García-Buades, E. (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse Education Today, 37, 53-58. https://doi.org/10.1016/j.nedt.2015.11.021
Link DOI | Link Google Scholar
Rueger, S.Y., Malecki, C.K., & Demaray, M.K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39(1), 47-61. https://doi.org/10.1007/s10964-008-9368-6
Link DOI | Link Google Scholar
Sosu, E.M., & Pheunpha, P. (2019). Trajectory of university dropout: Investigating the cumulative effect of academic vulnerability and proximity to family support. Frontiers in Education, 4(6), 1-10. https://doi.org/10.3389/feduc.2019.00006
Link DOI | Link Google Scholar
Strom, R., & Savage, M. (2014). Assessing the relationships between perceived support from close others, goal commitment, and persistence decisions at the College Level. Journal of College Student Development, 55(6), 531-547. https://doi.org/10.1353/csd.2014.0064
Link DOI | Link Google Scholar
Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28. https://doi.org/10.1027/1864-9335/a000325
Link DOI | Link Google Scholar
Tinto, V. (1975). Dropout from Higher Education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. https://doi.org/10.3102/00346543045001089
Link DOI | Link Google Scholar
Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying: A meta-analysis. American Journal of Public Health, 104(6), 48-59. https://doi.org/10.2105/AJPH.2014.301960
Link DOI | Link Google Scholar
Torrego, J.C. (2006). Modelo integrado de mejora de la convivencia: Estrategias de mediación y tratamiento de conflictos. Graó. https://bit.ly/2UhIOtf
Link Google Scholar
Torrego, J.C. (2008). El plan de convivencia. Fundamentos y recursos para su elaboración y desarrollo. Alianza. https://bit.ly/2vKjFOj
Link Google Scholar
Torrego, J.C., & Martínez, C. (2014). Keys for development of a plan for living together with harmony in schools, from an integral intervention framework. Qualitative Research in Education, 3(1), 83-113. https://doi.org/10.4471/qre.2014.37
Link DOI | Link Google Scholar
Tuero, E., Cervero, A., Esteban, M., & Bernardo, A. (2018). Why do university students drop out? Influencing variables regarding the appproach and consolidation of drop out. Educación XX1, 21(2), 131-154. https://doi.org/10.5944/educxx1.20066
Link DOI | Link Google Scholar
Vázquez-Alonso, Á., & Manassero-Mas, M.A. (2016). The voice of first-year students from six countries: Evaluation of their experiences in higher scientific and engineering studies. Ciência & Educação, 22(2), 391-411. https://doi.org/10.1590/1516-731320160020008
Link DOI | Link Google Scholar
Veenstra, R., Lindenberg, S., Oldehinkel, A.J., De-Winter, A.F., Verhulst, F.C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41(4), 672-682. https://doi.org/10.1037/0012-1649.41.4.672
Link DOI | Link Google Scholar
Vergara, J.R., Boj, E., Barriga, O.A., & Díaz-Larenas, C. (2017). Explanatory factors the student teachers drop-out rates. Revista Complutense de Educación, 28(2), 609-630. https://doi.org/10.5209/rev_RCED.2017.v28.n2.50009
Link DOI | Link Google Scholar
Vergel, M., Martínez, J., & Zafra, S. (2016). Factors associated with bullying in higher education institutions. Revista Criminalidad, 58(2), 197-208. https://bit.ly/2UaMBsc
Link Google Scholar
Villanueva, L., Usó, I., & Adrián, J.E. (2013). Los programas de mediación entre iguales: Una herramienta eficaz para la convivencia escolar. Apuntes de Psicología, 31(2), 165-171. https://bit.ly/2WG1Bjt
Link Google Scholar
Winsper, C., Lereya, T., Zanarini, M., & Wolke, D. (2012). Involvement in bullying and suicide-related behavior at 11 years: A prospective birth cohort study. Journal of the American Academy of Child & Adolescent Psychiatry, 51(3), 271-282. https://doi.org/10.1016/j.jaac.2012.01.001
Link DOI | Link Google Scholar
Yubero S., Navarro R., Elche M., Larrañaga E., & Ovejero A. (2017). Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students. Computers in Human Behavior, 75, 439-449. https://doi.org/10.1016/j.chb.2017.05.037
Link DOI | Link Google Scholar
Zwierzynska, K., Wolke, D., & Lereya, T.S. (2013). Peer victimization in childhood and internalizing problems in adolescence: A prospective longitudinal study. Journal of Abnormal Child Psychology, 41(2), 309-323. https://doi.org/10.1007/s10802-012-9678-8
Link DOI | Link Google Scholar
