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Vítimas silenciosas: fatores de risco associados à violência escolar em adolescentes peruanos
Full text linkHighlights
Individual factors significantly influence the occurrence of school violence.
Verbal (63.24%) and psychological violence (54.94%) are the most prevalent forms of school violence among Peruvian adolescents.
Bivariate and multivariate analyses revealed significant associations between school violence and sex, family type, socioeconomic status, and area of residence (urban or rural).
Comprehensive interventions that address multiple factors are needed to reduce violence and promote positive school environments that support learning and emotional well-being.
Introduction: School violence is a global and complex problem. Objective: Identify the types of school violence and their associated factors in Peruvian adolescents. Materials and Methods: An analytical cross-sectional study was conducted. Two self-administered instruments were administered to 253 adolescents selected through stratified random sampling from the first to fifth grade of secondary school at a Peruvian public institution in 2024. Bivariate and multivariate regression analyses were used to identify factors associated with school violence. Results: Verbal violence (63.24%) and psychological violence (54.94%) were the most prevalent, while physical violence (37.55%) and sexual violence (3.95%) were less frequent. The most influential factors were individual (75.49%), social (62.87%), and family (56.13%) factors, whereas community (35.56%), cultural (35.97%), and school (43.10%) factors had less influence. Bivariate analysis revealed significant associations between school violence and sex (p = 0.03), family type (p = 0.02), socioeconomic status (p = 0.01), and area of residence (p = 0.03). Multivariate analysis found an association between individual, family, and social factors and school violence, specifically with verbal and psychological violence. Discussion: These findings confirm the central role of personal, social, and family dynamics in shaping experiences of school violence. Addressing only school-related factors may be insufficient; interventions should also target adolescents\u27 interpersonal environments to achieve long-term impact. Conclusions: School violence is a complex and multifactorial phenomenon. Comprehensive intervention strategies are recommended, not only to reduce violence but also to promote positive school climates that support learning and emotional well-being.
How to cite this article: Fernández-Delgado Jhan Carlos Manuel, Diaz-Villanueva Francisca Edita, Canova-Barrios Carlos Jesus, Machuca-Contreras Felipe, Kappes Maria, AbdElhay Eman Sameh. Silent victims: risk factors associated with school violence in Peruvian adolescents. Revista Cuidarte. 2025;16(3):e4878. https://doi.org/10.15649/cuidarte.4878Introducción: La violencia escolar es un problema global y complejo. Objetivo: Identificar los tipos de violencia escolar y sus factores asociados en adolescentes peruanos. Materiales y Métodos: Estudio analítico transversal, que aplicó dos instrumentos autoadministrados a 253 adolescentes de manera aleatoria estratificada, desde primero hasta quinto grado de secundaria en una institución pública peruana en 2024. Se utilizaron análisis de regresión bivariados y multivariados para identificar factores asociados con violencia escolar. Resultados: La violencia verbal (63,24%) y la violencia psicológica (54,94%) fueron las más prevalentes mientras que la violencia física (37,55%) y la violencia sexual (3,95%) fueron menos frecuentes. Los factores más influyentes fueron los individuales (75,49%), sociales (62,87%) y familiares (56,13%), mientras que los de menor influencia fueron los comunitarios (35,56%), culturales (35,97%) y escolares (43,10%). El análisis bivariado mostró relaciones significativas entre la violencia escolar y el sexo (p = 0,03), el tipo de familia (p = 0,02), el nivel socioeconómico (p = 0,01) y el lugar de residencia (p = 0,03). El análisis multivariado encontró asociación entre los factores individuales, familiares y sociales con la violencia escolar, específicamente con la violencia verbal y la violencia psicológica. Discusión: Estos hallazgos confirman el papel central de las dinámicas personales, sociales y familiares en la configuración de las experiencias de violencia escolar. Abordar únicamente los aspectos institucionales puede resultar insuficiente; las intervenciones también deben centrarse en los entornos interpersonales de los adolescentes para lograr un impacto duradero. Conclusiones: La violencia escolar es un fenómeno multifactorial complejo, por lo que se recomiendan estrategias de intervención integrales que no solo trabajen en la reducción de la violencia, sino también en la promoción de climas escolares positivos que favorezcan el aprendizaje y el bienestar emocional.
Como citar este artículo: Fernández-Delgado Jhan Carlos Manuel, Diaz-Villanueva Francisca Edita, Canova-Barrios Carlos Jesus, Machuca-Contreras Felipe, Kappes Maria, AbdElhay Eman Sameh. Silent victims: risk factors associated with school violence in Peruvian adolescents. Revista Cuidarte. 2025;16(3):e4878. https://doi.org/10.15649/cuidarte.4878Introdução: A violência escolar é um problema global e complexo. Objetivo: Identificar os tipos de violência escolar e seus fatores associados em adolescentes peruanos. Materiais e Métodos: Foi realizado um estudo transversal analítico. Dois instrumentos autoaplicáveis foram aplicados a 253 adolescentes selecionados por amostragem aleatória estratificada do primeiro ao quinto ano do ensino médio em uma instituição pública peruana em 2024. Análises de regressão bivariada e multivariada foram utilizadas para identificar os fatores associados à violência escolar. Resultados: A violência verbal (63,24%) e a violência psicológica (54,94%) foram as mais prevalentes, enquanto a violência física (37,55%) e a violência sexual (3,95%) foram menos frequentes. Os fatores mais influentes foram os individuais (75,49%), os sociais (62,87%) e os familiares (56,13%), enquanto os comunitários (35,56%), os culturais (35,97%) e os escolares (43,10%) tiveram menor influência. Análises bivariadas revelaram associações significativas entre violência escolar e sexo (p = 0,03), tipo de família (p = 0,02), status socioeconômico (p = 0,01) e área de residência (p = 0,03). A análise multivariada encontrou uma associação entre fatores individuais, familiares e sociais e violência escolar, especificamente com violência verbal e psicológica. Discussão: Essas descobertas confirmam o papel central das dinâmicas pessoais, sociais e familiares na formação de experiências de violência escolar. Abordar apenas fatores relacionados à escola pode ser insuficiente; as intervenções também devem ter como alvo os ambientes interpessoais dos adolescentes para alcançar impacto a longo prazo. Conclusões: A violência escolar é um fenômeno complexo e multifatorial. Estratégias abrangentes de intervenção são recomendadas, não apenas para reduzir a violência, mas também para promover climas escolares positivos que apoiem a aprendizagem e o bem-estar emocional.
Como citar este artigo: Fernández-Delgado Jhan Carlos Manuel, Diaz-Villanueva Francisca Edita, Canova-Barrios Carlos Jesus, Machuca-Contreras Felipe, Kappes Maria, AbdElhay Eman Sameh. Silent victims: risk factors associated with school violence in Peruvian adolescents. Revista Cuidarte. 2025;16(3):e4878. https://doi.org/10.15649/cuidarte.487
Avaliação do design dos ciclos de melhoria dos estudantes em graduação em enfermagem desenvolvidos através de aprendizagem baseada em projetos
Full text linkThe goal of this article is to describe the level of performance in the final product of fifth and ninth grade nursing students who developed an improvement cycle design under the project-based learning methodology. This quantitative descriptive cross-sectional study was developed according to the reliability of the instrument of evaluation of the final product of the improvement cycle developed through problem-based learning was analyzed, the level of performance was described according to the level of the student's study plan and the theoretical relationships were analyzed. The final product evaluation tool of the improvement cycle developed by problem-based learning obtained Cronbach's alpha of 0.852. Statistical analysis of ANOVA (F = 3,155, P = 0.057) showed no differences in the level of performance. But the Tukey HSD test indicates that ninth semester students concentrated (M = 121.00, DS = 12.12) have significantly higher performance scores. The conditions for a better performance in the product of the improvement cycle developed through problem-based learning were observed in the following characteristics: higher level in which the students took the course, greater number of tutoring hours, lower number of students per teacher and fewer students per group.Este trabajo describe el nivel de desempeño en el producto final de los estudiantes de enfermería de quinto y noveno nivel que desarrollaron un diseño de ciclo de mejora bajo la metodología de aprendizaje basado en proyectos. Se desarrolló un estudio cuantitativo descriptivo transversal. En el cual se analizó la confiabilidad del instrumento de evaluación del producto final del ciclo de mejora desarrollado a través del aprendizaje basado en problemas, se describió el nivel de desempeño según el nivel del plan de estudio de los estudiantes y se analizaron las relaciones teóricas. En cuanto a los resultados, el instrumento de evaluación del producto final del ciclo de mejora desarrollado por el aprendizaje basado en problemas obtuvo alfa de Cronbach de 0,852. El test estadístico de ANOVA (F = 3,155, P = 0,057) no muestra diferencias en el nivel de desempeño. Pero el test Tukey HSD indica que los estudiantes de noveno semestre concentrado (M = 121,00, DS = 12,12) tienen significativamente mayor puntaje de desempeño. Se concluye que las condiciones para un mejor desempeño en el producto del ciclo de mejora desarrollado a través del aprendizaje basado en problemas se observó en las siguientes características: nivel superior en el que los estudiantes cursaron la asignatura, mayor cantidad de horas de tutoría, menor número de estudiantes por profesor y menor cantidad de estudiantes por grupo.
 
Evaluación del diseño de ciclos de mejora en estudiantes de enfermería de pregrado desarrollados a través del aprendizaje basado en proyectos
No full textAbstract:The goal of this article is to describe the level of performance in the final product of fifth and ninth grade nursing students who developed an improvement cycle design under the project-based learning methodology. This quantitative descriptive cross-sectional study was developed according to the reliability of the instrument of evaluation of the final product of the improvement cycle developed through problem-based learning. The level of performance was described according to the level of the student's study plan and the theoretical relationships were analyzed. The final product evaluation tool of the improvement cycle developed by problem-based learning obtained a Cronbach's alpha of 0.852. Statistical analysis of ANOVA (F = 3,155, P = 0.057) showed no differences in the level of performance, but the Tukey HSD test indicates that ninth semester students concentrated (M = 121.00, DS = 12.12) have significantly higher performance scores. The conditions for a better performance in the product of the improvement cycle developed through problem-based learning were observed in the following characteristics: higher level in which the students took the course, greater number of tutoring hours, lower number of students per teacher and fewer students per group.Resumo: O Objetivo FOI escrever o nível de desempenho no produto final dos estudantes de enfermagem de quinto e nono ano que desenvolveram um projeto de ciclo de melhoria de acordo com a metodologia de aprendizado baseada em projetos. É um estudo transversal descritiva quantitativa foi realizada. Em que se analisou a confiabilidade do instrumento de avaliação do produto final do ciclo de melhoria desenvolvido através de aprendizagem baseada em problemas, o nível de desempenho foi descrito de acordo com o nível do plano de estudo do aluno e as relações teóricas foram analisadas. Resultados: O instrumento obteve alfa de Cronbach de 0,852. A análise estatística de ANOVA (F = 3,155, P = 0,057) não mostrou diferenças no nível de desempenho. Mas o teste Tukey HSD indica que os alunos no nono semestre se concentrada (M = 121,00, DS = 12,12) apresentam pontuações de desempenho significativamente maiores. Conclui-se que as condições para um melhor desempenho no produto do ciclo de melhoria desenvolvido através de aprendizagem baseada em problemas foram observadas nas seguintes características: nível superior em que os alunos cursaram o curso, maior número de horas de tutoria, menor número de alunos por professora e menos alunos por grupoResumen: Este trabajo describe el nivel de desempeño en el producto final de los estudiantes de enfermería de quinto y noveno nivel que desarrollaron un diseño de ciclo de mejora bajo la metodología de aprendizaje basado en proyectos. Se desarrolló un estudio cuantitativo descriptivo transversal, en el cual se analizó la confiabilidad del instrumento de evaluación del producto final del ciclo de mejora desarrollado a través del aprendizaje basado en problemas, se describió el nivel de desempeño según el nivel del plan de estudio de los estudiantes y se analizaron las relaciones teóricas. En cuanto a los resultados, el instrumento de evaluación del producto final del ciclo de mejora desarrollado por el aprendizaje basado en problemas obtuvo un alfa de Cronbach de 0,852. El test estadístico de ANOVA (F = 3,155, P = 0,057) no muestra diferencias en el nivel de desempeño, pero el test Tukey HSD indica que los estudiantes de noveno semestre concentrado (M = 121,00, DS = 12,12) tienen significativamente mayor puntaje de desempeño. Se concluye que las condiciones para un mejor desempeño en el producto del ciclo de mejora desarrollado a través del aprendizaje basado en problemas se observan en las siguientes características: nivel superior en el que los estudiantes cursaron la asignatura, mayor cantidad de horas de tutoría, menor número de estudiantes por profesor y menor cantidad de estudiantes por grupo
Avaliação do design dos ciclos de melhoria dos estudantes em graduação em enfermagem desenvolvidos através de aprendizagem baseada em projetos
No full textThe goal of this article is to describe the level of performance in the final product of fifth and ninth grade nursing students who developed an improvement cycle design under the project-based learning methodology. This quantitative descriptive cross-sectional study was developed according to the reliability of the instrument of evaluation of the final product of the improvement cycle developed through problem-based learning was analyzed, the level of performance was described according to the level of the student's study plan and the theoretical relationships were analyzed. The final product evaluation tool of the improvement cycle developed by problem-based learning obtained Cronbach's alpha of 0.852. Statistical analysis of ANOVA (F = 3,155, P = 0.057) showed no differences in the level of performance. But the Tukey HSD test indicates that ninth semester students concentrated (M = 121.00, DS = 12.12) have significantly higher performance scores. The conditions for a better performance in the product of the improvement cycle developed through problem-based learning were observed in the following characteristics: higher level in which the students took the course, greater number of tutoring hours, lower number of students per teacher and fewer students per group.Este trabajo describe el nivel de desempeño en el producto final de los estudiantes de enfermería de quinto y noveno nivel que desarrollaron un diseño de ciclo de mejora bajo la metodología de aprendizaje basado en proyectos. Se desarrolló un estudio cuantitativo descriptivo transversal. En el cual se analizó la confiabilidad del instrumento de evaluación del producto final del ciclo de mejora desarrollado a través del aprendizaje basado en problemas, se describió el nivel de desempeño según el nivel del plan de estudio de los estudiantes y se analizaron las relaciones teóricas. En cuanto a los resultados, el instrumento de evaluación del producto final del ciclo de mejora desarrollado por el aprendizaje basado en problemas obtuvo alfa de Cronbach de 0,852. El test estadístico de ANOVA (F = 3,155, P = 0,057) no muestra diferencias en el nivel de desempeño. Pero el test Tukey HSD indica que los estudiantes de noveno semestre concentrado (M = 121,00, DS = 12,12) tienen significativamente mayor puntaje de desempeño. Se concluye que las condiciones para un mejor desempeño en el producto del ciclo de mejora desarrollado a través del aprendizaje basado en problemas se observó en las siguientes características: nivel superior en el que los estudiantes cursaron la asignatura, mayor cantidad de horas de tutoría, menor número de estudiantes por profesor y menor cantidad de estudiantes por grupo.
 
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