<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2223-3032</journal-id>
<journal-title><![CDATA[Revista de Investigacion Psicologica]]></journal-title>
<abbrev-journal-title><![CDATA[Revista de Psicologia]]></abbrev-journal-title>
<issn>2223-3032</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigacion,Interaccion y Postgrado de Psicologia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2223-30322021000300080</article-id>
<article-id pub-id-type="doi">10.53287/wldl7961me66a</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿El alumnado que participa en violencia escolar, también participa en episodios de agresión cibernética?]]></article-title>
<article-title xml:lang="en"><![CDATA[¿Does students participating in school violence also participate in cyber aggression episodes?]]></article-title>
<article-title xml:lang="pt"><![CDATA[¿Os alunos que participam da violência escolar também participam de episódios de agressão cibernética?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza González]]></surname>
<given-names><![CDATA[Brenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Reynoso]]></surname>
<given-names><![CDATA[Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Gómez]]></surname>
<given-names><![CDATA[Giovanni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Ciencias de la Conducta ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>26</numero>
<fpage>80</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2223-30322021000300080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2223-30322021000300080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2223-30322021000300080&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El acceso a la información y al conocimiento digital, es una ventaja para el desarrollo humano, sin embargo, también es una oportunidad para su uso inadecuado y desmedido. El objetivo del estudio es describir los roles de participación de violencia escolar, en función de su participación en episodios de agresión cibernética: insultos, hostigamiento, suplantación de identidad, exclusión, denigración, desvelamiento y sonsacamiento, paliza feliz, ciber-persecución y juego sucio. La investigación fue cuantitativa con estudio descriptivo y diseño transversal. Participaron 411 estudiantes de bachillerato del Estado de México. Se emplearon dos instrumentos uno para medir violencia escolar (&#945;=.95) y el segundo para medir nueve tipos de agresiones cibernéticas (&#945;=.97). Se hizo un análisis multivariado k de medias (conglomerados) para describir a grupos de alumnos en función de la violencia escolar, identificándose tres grupos: víctimas, doble rol (víctima-acosador) y no involucrados en violencia escolar, a partir de la clasificación se hizo un contraste de medias (ANOVA de una vía) para describir los diferentes tipos de conductas ciber-agresivas exhibidas por los grupos identificados. La primera conclusión refiere que cuando se es víctima de violencia escolar (cara a cara), lo será también en ambientes virtuales: insultos cibernéticos, denigración, sonsacamiento, desvelamiento, paliza feliz, ciberpersecución, exclusión y hostigamiento. Se concluye también que quienes participan con doble rol en violencia escolar, participan como víctimas y acosadores, reproduciendo la violencia en ambientes virtuales, lo que debe tomarse en cuenta para programas de prevención y atención.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Access to information and digital knowledge is an advantage for human development, however, it is also an opportunity for its inappropriate and excessive use. The objective of the study is to describe the roles of participation of school violence, based on their participation in episodes of cyber aggression: Flamming, Denigration, Impersonation, Outing and Trickery, Happy Slapping, Grooming, Exclusion, Cyberstalking, and Harrassment.The research was quantitative with descriptive study and cross-sectional design. 411 high school students from the State of Mexico participated. Two instruments were used, one to measure school violence (&#945;=.95) and the second to measure nine types of cyber aggression (&#945;=.97). A multivariate clustering o conglomerate analysis (k-means) was done to describe groups of students based on school violence, identifying three groups: victims, doble role (victim-bully) and not involved in school violence, from the classification a contrast of means (one-way ANOVA) was made to describe the different types of cyber-aggressive behaviors exhibited by the identified groups. The first conclusion refers that when you are the victim of school violence (face to face), it will also be victims of school violence in virtual environments: flamming, denigration, impersonation, outing and trickery, happy slapping, grooming, exclusion and harassment. It is also concluded that those who participate with a doble role in school violence participate as victims and bully, reproducing violence in virtual environments, which should be taken into account for prevention and intervention program.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O acesso à informação e ao conhecimento digital é uma vantagem para o desenvolvimento humano, mas também uma oportunidade para seu uso inadequado e excessivo. O objetivo do estudo é descrever os papéis da participação na violência escolar, com base na sua participação em episódios de agressão cibernética: insultos, assédio, roubo de identidade, exclusão, difamação, divulgação e persuasão, espancamento, ciber-perseguição e groming. A investigação foi quantitativa com estudo descritivo e design transversal. Participaram 411 estudantes do ensino médio do Estado do México. Foram utilizados dois instrumentos, um para medir a violência escolar (&#945;=,95) e o segundo para medir nove tipos de ciberataques (&#945;=,97). Foi feita uma análise multivariada de meias (conglomerados) para descrever grupos de alunos baseados na violência escolar, identificando três grupos: vítimas, duplo papel (perseguidor de vítimas) e não envolvidos na violência escolar, desde a classificação um contraste de meias (ANOVA unidirecional) foi feito para descrever os diferentes tipos de comportamentos ciber-agressivos exibidos pelos grupos identificados.A primeira conclusão refere que quando se é vítima de violência escolar (cara a cara), também serão vítimas de violência escolar em ambientes virtuais: insultos cibernéticos, denegrir, sonsacing, desvendar, bater feliz, ciber-análise, exclusão e assédio. Conclui-se também que aqueles que participam com um duplo papel na violência escolar participam como vítimas e assediadores, reproduzindo a violência em ambientes virtuais, que devem ser tidos em conta para programas de prevenção e cuidados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Agresión cibernética]]></kwd>
<kwd lng="es"><![CDATA[Convivencia pacífica]]></kwd>
<kwd lng="es"><![CDATA[Juventud]]></kwd>
<kwd lng="es"><![CDATA[Tecnología de la comunicación]]></kwd>
<kwd lng="es"><![CDATA[Violencia escolar.]]></kwd>
<kwd lng="en"><![CDATA[Cyber-aggression]]></kwd>
<kwd lng="en"><![CDATA[Communication technology]]></kwd>
<kwd lng="en"><![CDATA[Peaceful coexistence]]></kwd>
<kwd lng="en"><![CDATA[School violence]]></kwd>
<kwd lng="en"><![CDATA[Youth.]]></kwd>
<kwd lng="pt"><![CDATA[Agressão cibernética]]></kwd>
<kwd lng="pt"><![CDATA[Convivência pacífica]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia de comunicação]]></kwd>
<kwd lng="pt"><![CDATA[Juventude: Violência escolar.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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