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Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Bullying is a complex problem and research suggests focusing on adolescents' individual characteristics, as well as exploring those contexts that affect their development, such as family and school contexts, by adopting an ecological vision. Objective: To inquire into the individual factors (prosocial/antisocial behaviors) and the characteristics of family and school contexts related to bullying behavior in adolescents attending public and private schools in the city of Córdoba. Method: A test battery was administered to 3,500 adolescents between 11 and 20 years old to measure the study variables. A multiple correspondence analysis was performed. Results: Two dimensions which explain 36.47% of data variability were observed as structural axes of the representations that identify the patterns in which the roles involved in bullying are distinguished. There is evidence that the victims share more characteristics with those not involved in bullying and the aggressors with the group called victims-aggressors, confirming that the roles in bullying are not exclusive. Conclusion: The identification of different factors constitutes a valuable input for designing the interventions aimed at prevention. [ABSTRACT FROM AUTHOR]

Objectives: To describe the perceptions of adolescents, parents and educational counselors of the high school of the Cuauhtémoc Aguascalientes University, about the process of vocational accompaniment (career choice, roles, resources, social factors, family factors, personal factors) towards generation of guidelines for a person-centered methodology. Materials and methods: The study participants were 31, distributed in 4 focus groups: 2 of students in the last semester of high school (18 participants) and two others of parents (6 participants) and vocational counselors and tutors (7 participants); Qualitative research was conducted to describe the vocational process. Results: As important findings in academic, institutional and official monitoring of the vocational guidance program, it allowed a rich and interesting analysis when generating an implementation proposal that mainly suggests intervening in the identification of personal, family, contextual and social factors in related aspects. with the person-centered model; where family aspects prevail from the roles and figures they play, contributing from the academic, personal and family impact when assuming life. Conclusions: There is evidence of a relationship between the moment of graduation and his decision and particularly the position he takes and how he is seen or analyzed by the other actors: parents and guardians and counselors. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Gerenciales is the property of Universidad ICESI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the effect of family structure on sixth-grade achievement in mathematics and reading in some Latin American countries. An analysis is made of information from tests and family and student questionnaires completed by 90,000 children in 2,450 schools during the Second Regional Comparative and Explanatory Study. Multilevel models with three levels (student, school, nation) are used. Three family structures are defined: two parents, single parent, and other combinations. This classification covers the most common basic categories in studies of the topic. Students living in two-parent families obtain higher achievement levels in mathematics and reading than other students, even after controlling the student's socioeconomic level and academic background. The school context and family structure have an effect according to the family's socioeconomic level. [ABSTRACT FROM AUTHOR]

This article analyzes the characteristics and individual, family, and contextual factors associated with the continued presence in school of secondary school students in the metropolitan area of Monterrey, Nuevo León, Mexico. The source of data is a survey applied to secondary school students with and without diplomas in the Monterrey metropolitan area in 2011. The principal results are that a high percentage of young people who do not earn a diploma have not passed all of their subjects; and that students with the highest risk of not graduating are those who show low scholastic performance (absence from class, and failure to understand the subject and do the homework), those who live in a family organization that is not nuclear or single-parent, and those whose parents have a low educational level. [ABSTRACT FROM AUTHOR]

The purpose of this research was to test a behavioral ecologic model. 2 samples were used, one composed by minor indigents and the other by school students. Both samples were matched by family income, age and gender. The model was tested using a confirmatory multisample analysis. The findings were: the exosystem was composed of antisocial behavior, addictive behavior and communitarian violence. The microsystem was composed of intrafamiliar violence, father's physical violence and mother's physical violence. The ontosystem was formed of impulsivity, external control locus and the minor's perception about the indigence. The minor indigence factor was composed of minor's indigence behavior, minor's antisocial behavior and minor's addictive behavior. Both groups were compared and it was observed that the model's structure was equivalent. The proposed model has "adjust goodness"; the R2 associated to minor indigence indicates the factors (exosystem and ontosystem) explains the 36% of the variance for the minor indigence factor. The exosystem exert positive and direct influence over the microsystem (positive and direct over the minor indigence factor). For the group of minor indigents the individual and communitarian factors influence in the minor indigence factor; in the case of the no-indigent minors group the factors which exert influence are the individual factor and family factor. [ABSTRACT FROM AUTHOR]