Resumo

OLIVERA-CARHUAZ, E  e  YUPANQUI-LORENZO, D. School violence and family functionality in adolescents at risk of dropping out of school. Rev. ciente. UCSA [online]. 2020, vol.7, n.3, pp.3-13. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2020.007.03.003.

Violence is a consequence of learning within a family or social context, which becomes an educational problem when it occurs in the classroom. The family has the role of preventing or encouraging disruptive behaviors such as violence. Therefore, it is proposed to analyze the relationship between school violence and family functionality in adolescents. The structured methodology of the study is of a basic type with a quantitative approach and a non-experimental cross-sectional design. The sample was made up of 35 repeating regular basic education Peruvian students at risk of dropping out of school. For the evaluation of school violence, the School Violence Questionnaire in Secondary Students (CUVE3-ESO) was used, and the Family Cohesion and Adaptability Assessment Scale (FACES-III) was used to measure family functionality. The results showed that all the relationships between school violence and family functionality are statistically significant (p <.05), all members of extreme families (n = 18) and middle (n = 16) show high levels of school violence; The only student who comes from a balanced family shows a medium level of indirect physical violence, likewise, shows a low level of social exclusion. In conclusion, students from extreme and middle families tend to show aggressiveness within the classroom in a physical, indirect way and through social exclusion.

Palavras-chave : School violence; family functionality; repeaters; aggressiveness; dropout.

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