Influence of family and pedagogical communication on school violence

School violence alludes to peer bullying and aggression in school. The field of communication has studied school violence by analyzing the influence of media and interpersonal relationships on aggressive behaviors. This article provides a perspective on school violence and concentrates on determinin...

Full description

Autores:: Garcés Prettel, Miguel Efrén
Santoya-Montes, Yanin
Jiménez-Osorio, Javier

Tipo de recurso:

Fecha de publicación:: 2019

Institución:: Universidad Tecnológica de Bolívar

Repositorio:: Repositorio Institucional UTB

Idioma:: eng

id	UTB2_b99ad1a6cf68700c6cf70b6b9ff278a9
oai_identifier_str	oai:repositorio.utb.edu.co:20.500.12585/9369
network_acronym_str	UTB2
network_name_str	Repositorio Institucional UTB
repository_id_str
dc.title.spa.fl_str_mv	Influence of family and pedagogical communication on school violence
dc.title.alternative.spa.fl_str_mv	Influencia de la comunicación familiar y pedagógica en la violencia escolar
title	Influence of family and pedagogical communication on school violence
spellingShingle	Influence of family and pedagogical communication on school violence Violence Family communication Teacher-student communication Adolescent School Teachers Family relationships Pedagogical practices Violencia Comunicación familiar Comunicación profesor-estudiante Adolescente Escuela Docentes Relaciones familiares Prácticas pedagógicas LEMB
title_short	Influence of family and pedagogical communication on school violence
title_full	Influence of family and pedagogical communication on school violence
title_fullStr	Influence of family and pedagogical communication on school violence
title_full_unstemmed	Influence of family and pedagogical communication on school violence
title_sort	Influence of family and pedagogical communication on school violence
dc.creator.fl_str_mv	Garcés Prettel, Miguel Efrén Santoya-Montes, Yanin Jiménez-Osorio, Javier
dc.contributor.author.none.fl_str_mv	Garcés Prettel, Miguel Efrén Santoya-Montes, Yanin Jiménez-Osorio, Javier
dc.subject.keywords.spa.fl_str_mv	Violence Family communication Teacher-student communication Adolescent School Teachers Family relationships Pedagogical practices Violencia Comunicación familiar Comunicación profesor-estudiante Adolescente Escuela Docentes Relaciones familiares Prácticas pedagógicas
topic	Violence Family communication Teacher-student communication Adolescent School Teachers Family relationships Pedagogical practices Violencia Comunicación familiar Comunicación profesor-estudiante Adolescente Escuela Docentes Relaciones familiares Prácticas pedagógicas LEMB
dc.subject.armarc.none.fl_str_mv	LEMB
description	School violence alludes to peer bullying and aggression in school. The field of communication has studied school violence by analyzing the influence of media and interpersonal relationships on aggressive behaviors. This article provides a perspective on school violence and concentrates on determining the influence of interpersonal communication with parents and teachers on adolescent aggressors and victims in school contexts. A non-experimental correlational-transverse design was used with a sample of 1,082 adolescents (M=15,61; DT=0,90). Three reliable scales were implemented to assess adolescent aggression and parental and pedagogical communication. Findings indicate that aggressions among adolescents at school and the interpersonal communication with parents and teachers present differences associated with gender (p=0,00). At the family level, it was found that offensive communication among parents and children (β=0,225; p=0,00) predicts an increment on school victimization. At the pedagogical level, it revealed that teacher communication intended to discipline students (β=−0,297; p=0,00) and make them see the importance of school and learning (β=−0,120; p=0,04) predicts a decrease in aggressive behavior among adolescents and school victimization. These new findings in education evidence the need to strengthen students’ interpersonal communication with their parents and teachers to obtain better results when implementing strategies to intervene and prevent school violence.
publishDate	2019
dc.date.submitted.none.fl_str_mv	2019-08-30
dc.date.accessioned.none.fl_str_mv	2020-09-10T21:20:11Z
dc.date.available.none.fl_str_mv	2020-09-10T21:20:11Z
dc.date.issued.none.fl_str_mv	2020-04-04
dc.type.coarversion.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/article
dc.type.hasversion.spa.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.spa.spa.fl_str_mv	Artículo
status_str	publishedVersion
dc.identifier.citation.spa.fl_str_mv	Garcés-Prettel, Miguel and Santoya-Montes, Yanin and Jiménez-Osorio, Javier Influence of family and pedagogical communication on school violence. Comunicar, 2020, vol. 28, n. 63, pp. 77-86
dc.identifier.issn.none.fl_str_mv	1134-3478
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12585/9369
dc.identifier.url.none.fl_str_mv	https://www.revistacomunicar.com/index.php?contenido=detalles&numero=63&articulo=63-2020-07
dc.identifier.doi.none.fl_str_mv	10.3916/C63-2020-07
dc.identifier.instname.spa.fl_str_mv	Universidad Tecnológica de Bolívar
dc.identifier.reponame.spa.fl_str_mv	Repositorio Universidad Tecnológica de Bolívar
identifier_str_mv	Garcés-Prettel, Miguel and Santoya-Montes, Yanin and Jiménez-Osorio, Javier Influence of family and pedagogical communication on school violence. Comunicar, 2020, vol. 28, n. 63, pp. 77-86 1134-3478 10.3916/C63-2020-07 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar
url	https://hdl.handle.net/20.500.12585/9369 https://www.revistacomunicar.com/index.php?contenido=detalles&numero=63&articulo=63-2020-07
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.uri.*.fl_str_mv	http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.cc.*.fl_str_mv	Atribución-NoComercial 4.0 Internacional
rights_invalid_str_mv	http://creativecommons.org/licenses/by-nc/4.0/ Atribución-NoComercial 4.0 Internacional http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.extent.none.fl_str_mv	10 páginas
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.place.spa.fl_str_mv	Cartagena de Indias
dc.publisher.discipline.spa.fl_str_mv	Comunicación Social
dc.source.spa.fl_str_mv	Comunicar; Núm. 63, Vol. XXVIII (2020); 77-86
institution	Universidad Tecnológica de Bolívar
bitstream.url.fl_str_mv	https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/1/17.pdf https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/2/license_rdf https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/3/license.txt https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/6/17.pdf.txt https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/7/17.pdf.jpg
bitstream.checksum.fl_str_mv	6d99110053288fba45cdec18153f28ef 24013099e9e6abb1575dc6ce0855efd5 e20ad307a1c5f3f25af9304a7a7c86b6 351e26ec38a11d01015eb7fa282816d0 a27f5b1945a49b3baca7ee4f091339a3
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional UTB
repository.mail.fl_str_mv	repositorioutb@utb.edu.co
_version_	1814021791851479040
spelling	Garcés Prettel, Miguel Efrénc69d076e-f450-42a5-98f8-9c96a3d4fdf3Santoya-Montes, Yanin6975de80-529e-4596-b137-c840566a8fa6Jiménez-Osorio, Javierc60236b9-006b-4e66-b62d-ea66485fa1ea2020-09-10T21:20:11Z2020-09-10T21:20:11Z2020-04-042019-08-30Garcés-Prettel, Miguel and Santoya-Montes, Yanin and Jiménez-Osorio, Javier Influence of family and pedagogical communication on school violence. Comunicar, 2020, vol. 28, n. 63, pp. 77-861134-3478https://hdl.handle.net/20.500.12585/9369https://www.revistacomunicar.com/index.php?contenido=detalles&numero=63&articulo=63-2020-0710.3916/C63-2020-07Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarSchool violence alludes to peer bullying and aggression in school. The field of communication has studied school violence by analyzing the influence of media and interpersonal relationships on aggressive behaviors. This article provides a perspective on school violence and concentrates on determining the influence of interpersonal communication with parents and teachers on adolescent aggressors and victims in school contexts. A non-experimental correlational-transverse design was used with a sample of 1,082 adolescents (M=15,61; DT=0,90). Three reliable scales were implemented to assess adolescent aggression and parental and pedagogical communication. Findings indicate that aggressions among adolescents at school and the interpersonal communication with parents and teachers present differences associated with gender (p=0,00). At the family level, it was found that offensive communication among parents and children (β=0,225; p=0,00) predicts an increment on school victimization. At the pedagogical level, it revealed that teacher communication intended to discipline students (β=−0,297; p=0,00) and make them see the importance of school and learning (β=−0,120; p=0,04) predicts a decrease in aggressive behavior among adolescents and school victimization. These new findings in education evidence the need to strengthen students’ interpersonal communication with their parents and teachers to obtain better results when implementing strategies to intervene and prevent school violence.La violencia escolar hace alusión al acoso y agresión entre iguales en la escuela. A nivel comunicacional, se ha estudiado este problema analizando la incidencia de los medios y las relaciones interpersonales en las conductas agresivas. Este artículo aporta una perspectiva de la violencia escolar centrada en determinar la influencia de la comunicación familiar y pedagógica en adolescentes agresores y víctimas en la escuela. Se usó un diseño no experimental de tipo correlacional-transversal con una muestra de 1.082 adolescentes (M=15,61; DT=0,90). Se aplicaron tres escalas confiables que evaluaron las agresiones entre adolescentes y la comunicación parental y pedagógica. Los hallazgos indican que las agresiones entre adolescentes y la comunicación que estos tienen con sus padres y profesores presentaron diferencias asociadas al género (p=0,00). La comunicación ofensiva entre padres e hijos (β=0,225; p=0,00) predijo el aumento de la victimización escolar. Pedagógicamente, se encontró que la comunicación del profesor orientada a generar disciplina en los alumnos (β=−0,297; p=0,00) y hacerles ver la importancia de estudiar y aprender (β=−0,120; p=0,04) predicen respectivamente, la disminución de los comportamientos agresivos entre adolescentes y la victimización. Estos hallazgos novedosos en materia pedagógica evidencian la necesidad de fortalecer la comunicación interpersonal de los estudiantes con sus padres y profesores para lograr resultados eficaces en la implementación de estrategias de prevención e intervención contra la violencia escolar.10 páginasapplication/pdfenghttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Comunicar; Núm. 63, Vol. XXVIII (2020); 77-86Influence of family and pedagogical communication on school violenceInfluencia de la comunicación familiar y pedagógica en la violencia escolarinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículohttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1ViolenceFamily communicationTeacher-student communicationAdolescentSchoolTeachersFamily relationshipsPedagogical practicesViolenciaComunicación familiarComunicación profesor-estudianteAdolescenteEscuelaDocentesRelaciones familiaresPrácticas pedagógicasLEMBCartagena de IndiasComunicación SocialPúblico generalAguirre, K.M. (2018). Relación de la comunicación familiar y la victimización escolar de adolescentes. Investigación y Práctica en Psicología del Desarrollo, 1(1), 109-118. https://doi.org/10.33064/ippd1637Al-Ali, N.M., Yaghy, H.S., Shattnawi, K.K., & Al-Shdayfat, N.M. (2018). Parents’ knowledge and beliefs about the impact of exposure to media violence on children’s aggression. Issues in Mental Health Nursing, 39(7), 592-599. https://doi.org/10.1080/01612840.2017.1422201Baldry, A., Farrington, D., & Sorrentino, A. (2017). School bullying and cyberbullying among boys and girls: Roles and overlap. Journal of Aggression, Maltreatment & Trauma, 26(9), 937-951. https://doi.org/10.1080/10926771.2017.1330793 Barnes, H.L., & Olson, D.H. (1982). Parent-adolescent communication scale. In Olson, D.H. (Ed.), Family inventories: Inventories used in a national survey of families across the family life cycle (pp. 33-48). University of Minnesota.Berger, C., Poteat, V.P., & Dantas, J. (2017). Should I report? The role of general and sexual orientation-specific bullying policies and teacher behavior on adolescents’ reporting of victimization experiences. Journal of School Violence, 18(1), 107-120. https://doi.org/10.1080/15388220.2017.1387134Boggino, N. (2005). Cómo prevenir la violencia en la escuela. Homo Sapiens.Boniel-Nissim, M., & Sasson, H. (2018). Bullying victimization and poor relationships with parents as risk factors of problematic internet use in adolescence. Computers in Human Behavior, 88, 176-183. https://doi.org/10.1016/j.chb.2018.05.041Calvete, E., Fernández-González, L., Orue, I., & Little, T.D. (2018). Exposure to family violence and dating violence perpetration in adolescents: Potential cognitive and emotional mechanisms. Psychology of Violence, 8(1), 67-75. https://doi.org/10.1037/vio0000076Castañeda, R., Fadda, S., Ochoa, G., & Jerónimo, J. (2019). Comunicación con los padres, malestar psicológico y actitud hacia la autoridad en adolescentes mexicanos: Su influencia en la victimización escolar. Estudios sobre Educación, 26, 113-134. https://doi.org/10.15581/004.36.113-134Cerda, G., Pérez, C., Elipe, P., Casas, J.A., & Rey, R.D. (2019). Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria. Revista de Psicodidáctica, 24(1), 46-52. https://doi.org/10.1016/j.psicod.2018.05.001Cid, P., Díaz, A., Pérez, M., Torruella, M., & Valderrama, M. (2008). Agresión y violencia en la escuela como factor de riesgo del aprendizaje escolar. Ciencia y Enfermería, 14(2), 21-30. https://doi.org/10.4067/s0717-95532008000200004De-Los-Pinos, C.C., & González, J.M. (2012). Eficacia de un programa para la prevención de la violencia en un centro de enseñanza secundaria. Revista Española de Orientación y Psicopedagogía, 23(2), 123-138. https://doi.org/10.5944/reop.vol.23.num.2.2012.11453Del-Rey-Alamillo, R., Mora-Merchán, J., Casas, J., Ortega-Ruiz, R., & Elipe, P. (2018). ’Asegúrate’ Program: Effects on cyber-aggression and its risk factors. [Programa «Asegúrate»: Efectos en ciberagresión y sus factores de riesgo]. Comunicar, 26, 39-48. https://doi.org/10.3916/c56-2018-04Doumas, D.M., & Midgett, A. (2018). The effects of students’ perceptions of teachers’ antibullying behavior on bullying victimization: Is sense of school belonging a mediator? Journal of Applied School Psychology, 35(1), 37-51. https://doi.org/10.1080/15377903.2018.1479911Estévez, E., Murgui, S., Moreno, D., & Musitu, G. (2007). Estilos de comunicación familiar, actitud hacia la autoridad institucional y conducta violenta del adolescente en la escuela. Psicothema, 19(1), 108-113. http://bit.ly/2NjjDDb Gallardo, J.A., & Gallardo, P. (2019). Educar en igualdad: Prevención de la violencia de género en la adolescencia. Hekademos, 26, 31-39. http://bit.ly/2MUpgaZGauna, P.J. (2004). La comunicación interpersonal maestro-alumno y el rendimiento académico. Universidad Iberoamericana. Gentile, D., Coyne, S., & Walsh, D. (2011). Media violence, physical aggression, and relational aggression in school age children: A short-term longitudinal study. Aggressive Behavior, 37(2), 193-206. https://doi.org/10.1002/ab.20380Gómez-Ortiz, O., Romera, E., Ortega-Ruiz, R., & Del-Rey-Alamillo, R. (2018). Parenting practices as risk or preventive factors for adolescent involvement in cyberbullying: Contribution of children and parent gender. International Journal of Environmental Research and Public Health, 15(12), 2664. https://doi.org/10.3390/ijerph15122664Hill, A.B. (2015). The environment and disease: Association or causation? Journal of the Royal Society of Medicine, 108(1), 32-37. https://doi.org/10.1177/003591576505800503Jain, S., Cohen, A.K., Paglisotti, T., Subramanyam, M.A., Chopel, A., & Miller, E. (2018). School climate and physical adolescent relationship abuse: Differences by sex, socioeconomic status, and bullying. Journal of Adolescence, 66, 71-82. https://doi.org/10.1016/j.adolescence.2018.05.001Jalón, M.J. (2005). La violencia entre iguales en la adolescencia y su prevención desde la escuela. Psicothema, 17(4), 549-558. http://bit.ly/2yYrvSlJiang, S., Liu, R.D., Ding, Y., Oei, T.P., Fu, X., & Hong, W. (2019). Victim sensitivity and altruistic behavior in school: Mediating effects of teacher justice and teacher-student relationship. Frontiers in Psychology, 10, 1077. https://doi.org/10.3389/fpsyg.2019.01077Jiménez, J., & Jiménez, Y. (2018). Factores comunicacionales y violencia escolar. Universidad Tecnológica de BolívarLabella, M.H., & Masten, A.S. (2018). Family influences on the development of aggression and violence. Current Opinion in Psychology, 19, 11-16. https://doi.org/10.1016/j.copsyc.2017.03.028Leganés-Lavall, E.N. (2013). Una propuesta de intervención para prevenir el acoso escolar desde una perspectiva sociogrupal. Psychology, Society & Education, 5(1), 21-40. https://doi.org/10.25115/psye.v5i1.494Linares, E., Royo, R., & Silvestre, M. (2019). El ciberacoso sexual y/o sexista contra las adolescentes: Nuevas versiones online de la opresión patriarcal de las sexualidades y corporalidades femeninas. Doxa Comunicación, 28, 201-223. https://doi.org/10.31921/doxacom.n28a11Machimbarrena, J.M., Garaigordobil, M., & and (2018). Bullying y cyberbullying: Diferencias en función del sexo en estudiantes de quinto y sexto curso de educación primaria. Suma Psicológica, 25(2), 102-112. https://doi.org/10.14349/sumapsi.2018.v25.n2.2Mayora, F., Rojas, N., & García, M. (2012). La disciplina escolar a partir de los registros diarios de clase en una escuela venezolana. Revista de Investigación, 36(75), 33-51. http://bit.ly/33rZG2DOrtega-Barón, J., Buelga, S., & Cava, M. (2016). The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying. [Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso]. Comunicar, 24, 57-65. https://doi.org/10.3916/c46-2016-06Ospina-Ramírez, D.A., López-González, S., Burgos-Laitón, S.B., & Madera-Ruiz, J.A. (2018). La paz entre lo urbano y lo rural: Imaginarios de paz de niños y niñas sobre el posconflicto en Colombia. Revista Latinoamericana de Ciencias Sociales, 16(2), 943-960. https://doi.org/10.11600/1692715x.16220Pérez, V.M. (2005). Conflictividad escolar y fomento de la convivencia. Revista Iberoamericana de Educación, 38, 33-52. http://bit.ly/2Cp3iqgPrice, M., Hill, N.E., Liang, B., & Perella, J. (2019). Teacher relationships and adolescents experiencing identity-based victimization: What matters for whom among stigmatized adolescents. School Mental Health, 11(42), 790-806.Rey, R., & Ortega, R. (2005). Violencia interpersonal y gestión de la disciplina. Revista Mexicana de Investigación Educativa, 10(26), 805-832. http://bit.ly/34A9l7rRomero-Abrio, A., Villarreal-González, M.E., Callejas-Jerónimo, J.E., Sánchez-Sosa, J.C., & Musitu, G. (2019). La violencia relacional en la adolescencia: Un análisis psicosocial. Psicología y Salud, 29(1), 103-113. https://doi.org/10.24265/liberabit.2018.v24n1.03Ruiz-Ramírez, R., García-Cué, J.L., Ruiz-Martínez, F., & Ruiz-Martínez, A. (2018). La relación bullying-deserción escolar en bachilleratos rurales. Revista Electrónica de Investigación Educativa, 20(2), 37-45. https://doi.org/10.24320/redie.2018.20.2.1527Tabachnick, B.G., & Fidell, L.S. (2001). Using multivariate statistics. Allyn & Bacon. UNESCO (Ed.) (2019). Behind the numbers: Ending school violence and bullying. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. http://bit.ly/31AV4pIValdés-Cuervo, A., Martínez-Ferrer, B., & Carlos-Martínez, E. (2018). El rol de las prácticas docentes en la prevención de la violencia escolar entre pares. Revista de Psicodidáctica, 23(1), 33-38. https://doi.org/10.1016/j.psicod.2017.05.006Valdés-Cuervo, A.A., Martínez-Cebreros, M.M., & Vales-García, J.V. (2010). Percepciones de docentes con respecto a la disciplina en la escuela. Psicología Iberoamericana, 18(1), 30-37. http://bit.ly/33o7OREVan-Geel, M., Goemans, A., Zwaanswijk, W., Gini, G., & Vedder, P. (2018). Does peer victimization predict low self-esteem, or does low self-esteem predict peer victimization? Meta-analyses on longitudinal studies. Developmental Review, 49, 31-40. https://doi.org/10.1016/j.dr.2018.07.001Varela, J.J., Sirlopú, D., Melipillán, R., Espelage, D., Green, J., & Guzmán, J. (2019). Exploring the influence school climate on the relationship between school violence and adolescent subjective well-being. Child Indicators Research, 12(50), 1-16. https://doi.org/10.1007/s12187-019-09631-9Xia, Y., Li, S., & Liu, T.H. (2018). The interrelationship between family violence, adolescent violence, and adolescent violent victimization: An application and extension of the cultural spillover theory in China. International Journal of Environmental Research and Public Health, 15(2), 371-371. https://doi.org/10.3390/ijerph15020371Zapata, C.M., Gómez, M.C., & Rojas, M.D. (2010). Modelado de la relación de confianza profesor-estudiante en la docencia universitaria. Educación y Educadores, 13(1), 77-90. https://doi.org/10.5294/edu.2010.13.1.5http://purl.org/coar/resource_type/c_6501ORIGINAL17.pdf17.pdfArtículo principalapplication/pdf1386710https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/1/17.pdf6d99110053288fba45cdec18153f28efMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8914https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/2/license_rdf24013099e9e6abb1575dc6ce0855efd5MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83182https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/3/license.txte20ad307a1c5f3f25af9304a7a7c86b6MD53TEXT17.pdf.txt17.pdf.txtExtracted texttext/plain41956https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/6/17.pdf.txt351e26ec38a11d01015eb7fa282816d0MD56THUMBNAIL17.pdf.jpg17.pdf.jpgGenerated Thumbnailimage/jpeg94200https://repositorio.utb.edu.co/bitstream/20.500.12585/9369/7/17.pdf.jpga27f5b1945a49b3baca7ee4f091339a3MD5720.500.12585/9369oai:repositorio.utb.edu.co:20.500.12585/93692023-05-26 09:57:37.839Repositorio Institucional UTBrepositorioutb@utb.edu.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

Influence of family and pedagogical communication on school violence

Publicaciones similares