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Revista Comunicar 64: Niños, adolescentes y medios en la era de las pantallas inteligentes: Riesgos, amenazas y oportunidades (Vol. 28 - 2020)

Acoso y ciberacoso: Variables de influencia en el abandono universitario

Bullying and cyberbullying: Variables that influence university dropout

https://doi.org/10.3916/C64-2020-06

Ana B. Bernardo

Ellián Tuero

Antonio Cervero

Alejandra Dobarro

Celia Galve-González

Abstract

El aumento del abandono en los estudios superiores es un fenómeno que suscita un gran interés por la necesidad de paliar los efectos económicos, personales y sociales que genera; y por su nivel de prevalencia, que informes recientes cifran en España en torno a un 30%. Algo semejante ocurre con los comportamientos violentos en las aulas universitarias, cuyo incremento se ha constatado en los últimos tiempos. Teniendo esto en cuenta, y dado que tal y como pone de manifiesto la investigación científica son las variables personales las que parecen ejercer un mayor peso en el abandono de los estudios superiores, el objetivo que este trabajo persigue es investigar si aquellos universitarios que están siendo víctimas de acoso (acoso tradicional y ciberacoso) pueden tener un mayor planteamiento de abandono de la titulación. Para ello, se implementó un cuestionario a 1.653 estudiantes de primer curso de varias titulaciones de una universidad del norte de España. Los resultados del análisis bayesiano realizado muestran que aquellos estudiantes que son víctimas de acoso, en comparación con aquellos que no lo son, se plantean abandonar sus estudios en mayor medida, teniendo además las variables relacionadas con la integración social (apoyo de amigos y profesores) un efecto moderador. Estos hallazgos plantean la urgente necesidad de incluir estrategias de intervención sobre el acoso en los planes de prevención del abandono universitario.

The increase in dropout rates in higher education is a phenomenon that has generated a lot of interest because of the need to deal with its economic, personal, and social consequences, and because of its prevalence, estimated around 30% in Spain. There is a similar interest in violent behavior in university classrooms, which has also been seen to have increased in recent years. Given that, and the fact that research has shown personal variables to be more influential in dropout from higher education, the aim of this study is to explore whether those students who are the victims of bullying (both traditional and cyberbullying) are closer to dropping out from their degree courses. To that end, 1,653 first-year students doing various degree courses in the north of Spain were asked to complete a questionnaire. The results of a Bayesian analysis showed that students who were victims of bullying were more likely to consider dropping out than students who were not victims of bullying. In addition, variables related to social integration (support from friends and teachers) exhibited a moderating effect. These findings raise the urgent need to include intervention strategies in relation to bullying in university plans to prevent dropout.

Keywords

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

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