Perception of school violence among upper basic education and high school students
DOI:
https://doi.org/10.51247/pdlc.v7iEspecial1.999Keywords:
Violence; Adolescents; Bullying; Communication Technologies; Educational EnvironmentAbstract
School violence is part of a complex phenomenon that integrates both in-person and digital manifestations within the educational environment. This study analyzes the predictive structure of school violence perception among 830 students in Upper Basic Education and High School in the Arenillas canton, Ecuador, aged between 12 and 18 years. The extent to which social exclusion, direct physical violence, and indirect physical violence predict the perception of violence mediated by information and communication technologies (ICT) was examined, comparing this structure across urban and rural contexts. Using a non-experimental, cross-sectional quantitative design, the School Violence Questionnaire (CUVE3-ESO) was administered, and partial least squares structural equation modeling (PLS-SEM) was employed. The results indicate that all three forms of in-person violence significantly predict ICT-mediated violence, accounting for approximately 63% of its variance in both contexts. The multigroup analysis, supported by compositional measurement invariance (MICOM), revealed that the predictive structure does not differ significantly between urban and rural settings. Finally, it is concluded that digital violence operates as a continuation of in-person dynamics, which calls for comprehensive preventive interventions that address both dimensions simultaneously.
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