Autor(es):
Veiga, Feliciano 
; Caldeira, Suzana
Data: 2014
Identificador Persistente: http://hdl.handle.net/10451/10780
Origem: Repositório da Universidade de Lisboa
Assunto(s): Students’ engagement in school; Peer victimization behaviors; Grade levels; Adolescence
Descrição
This work is financed by National Founds through the Fundação para a Ciência e Tecnologia (FCT), in the context of the project PTDC/CPE-CED/114362/2009 — Students Engagement in Schools: Differentiation and Promotion, coordinated by Feliciano H. Veiga. Conceptual Frame:
In recent years, students’ engagement in school (SES) has been pointed out a mean to prevent and
address the occurrence of victimization behaviors between students, either as aggressors or as
victims; however, there is a lack of empirical studies on the relationship between these constructs,
throughout adolescence. Objective: To study the relationships between SES and victimization
behaviors throughout the adolescence years of schooling is the aim of the present study.
Method:
The sample consisted of 685 students from different regions of the country, of both sexes, divided by
grade (6th, 7th, 9th and 10th). Data were collected in classroom context through a survey that
included items from the “Multidimensional Peer Victimization Scale” and the questionnaire “Student’s
Engagement in School - A Four Dimensional Scale (SES-4DS)”, which includes a cognitive, an
affective, a behavioral and an agentic dimension [1].
Results:
The rand 7th versus 9th and 10th grades) and peer victimization (low, medium and high), allowed to find a
decrease throughout schooling years, either in SES, as in peer victimization behaviors (PVB); the
significant effects of the interaction of the variables PV and grade emerged only in the cognitive and
behavioral dimensions, and were due to a larger decrease in such dimensions, in the group with
higher PV, throughout the years.
Conclusions:
Results are considered within the context of social-cognitive perspective of development; and suggest
further deeper analyses, in addition to activation measures of variables such as students’ engagement
in school, as a form to diminish peer esults from the analysis of engagement variance (anova two-way 2x3), according to grade (6th
victimization conducts.
