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Educación superior, estudiantes universitarios, intención de abandono, permanencia, violencia, acoso, ciberacoso, integración social
Higher education, university students, intention to drop out, persistence, violence, bullying, cyberbullying, social integration
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
Aina, C. (2013). Parental background and university dropout in Italy. Higher Education, 65, 437-456. https://doi.org/10.1007/s10734-012-9554-z
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
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
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
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
Arriaga, J., Burillo, V., Carpeño, A., & Casaravilla, A. (2011). Caracterización de los tipos de abandono. Dividamos el problema y venceremos fácilmente. Nicaragua.
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
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
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
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
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
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
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
Cleophas T.J., & Zwinderman A.H. (2018). Modern bayesian statistics in clinical research. Springer.
Cox, L. (2016). Student absence in university halls. Contextos, 35, 69-80. https://bit.ly/3bnt9OT
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.
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
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
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Torrego, J.C. (2006). Modelo integrado de mejora de la convivencia: Estrategias de mediación y tratamiento de conflictos. Graó. https://bit.ly/2UhIOtf
Torrego, J.C. (2008). El plan de convivencia. Fundamentos y recursos para su elaboración y desarrollo. Alianza. https://bit.ly/2vKjFOj
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
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
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
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
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
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
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
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
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
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