Victimización por ciberacoso y su influencia en los resultados de Educación Física en estudiantes escolares
DOI:
https://doi.org/10.47197/retos.v70.116715Palabras clave:
Autoimagen, ciberacoso, educación física, motivación estudiantil, apoyo entre paresResumen
Introducción: el estudio abordó la creciente preocupación por el ciberacoso entre estudiantes escolares y su impacto en los resultados de la educación física, una relación que aún está poco explorada en la literatura. el tema es especialmente relevante debido al creciente uso digital entre los adolescentes y las demandas psicosociales que implica el entorno de la educación física.
Objetivo: el objetivo fue examinar la influencia de la victimización por ciberacoso en la participación, el rendimiento, la motivación y las actitudes en educación física, así como analizar el papel mediador de la percepción de la imagen corporal y el papel moderador del apoyo entre pares.
Metodología: se empleó un diseño cuantitativo y transversal mediante un cuestionario estructurado administrado a 150 estudiantes de secundaria. los análisis estadísticos incluyeron regresión lineal, correlación de pearson, y modelos de mediación y moderación.
Resultados: los resultados mostraron que la victimización por ciberacoso redujo significativamente la participación, el rendimiento y la motivación de los estudiantes en educación física. se encontró que la imagen corporal medió esta relación, mientras que el apoyo entre pares moderó el impacto negativo.
Discusión: los hallazgos fueron coherentes con estudios previos que vinculan el acoso con el retraimiento psicosocial, y ampliaron la comprensión sobre cómo estas dinámicas se manifiestan en contextos de educación física.
Conclusiones: el estudio concluye que el ciberacoso tiene consecuencias profundas en el compromiso físico y emocional de los estudiantes en educación física. es esencial implementar intervenciones que fortalezcan la imagen corporal y el apoyo entre pares para mitigar los efectos adversos de la victimización.
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