Prevención del acoso escolar mediante estrategias de intervención y su incidencia en el rendimiento académico
DOI:
https://doi.org/10.71068/gp000041Palabras clave:
acoso escolar, prevención, intervención educativa, convivencia escolar, rendimiento académico, educación básicaResumen
El acoso escolar constituye un problema educativo que afecta la convivencia, la seguridad percibida y las condiciones necesarias para aprender, por lo que su prevención requiere respuestas institucionales sostenidas. El objetivo general fue evaluar la incidencia de estrategias de intervención para prevenir el acoso escolar en el rendimiento académico de estudiantes de Educación Básica Superior. Se desarrolló un estudio cuantitativo, cuasiexperimental, con medición pretest-postest y grupo de comparación, en una muestra de 180 estudiantes durante cuatro semanas. Se aplicó un instrumento de 12 ítems Likert, seis vinculados con participación en prevención y seis con rendimiento académico. El análisis incluyó estadísticos descriptivos, alfa de Cronbach, t de Welch, d de Cohen y un modelo lineal ajustado por pretest. La participación en prevención alcanzó M = 3,354 (DE = 0,813) y el rendimiento académico M = 3,391 (DE = 0,537), con consistencia interna global de α = 0,877. En el postest, el grupo de intervención obtuvo M = 71,405 y el grupo de comparación M = 64,230; la diferencia fue estadísticamente significativa, t = 4,746, p < 0,001, con d = 0,708. Tras controlar el pretest, la intervención se asoció con 7,481 puntos adicionales, IC 95 % [6,061, 8,901]. Se concluye que las estrategias preventivas se asociaron con un mejor resultado académico final y una mayor participación preventiva, aunque la ausencia de asignación aleatoria exige interpretar los hallazgos dentro de los límites del diseño cuasiexperimental.
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Derechos de autor 2024 Luis David Bastidas González (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
