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dc.contributor.authorGázquez, José J.
dc.contributor.authorCangas Díaz, Adolfo Javier
dc.contributor.authorPérez Fuentes, María del Carmen
dc.contributor.authorAcién, Francisca L.
dc.date.accessioned2013-04-03T07:10:47Z
dc.date.available2013-04-03T07:10:47Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/10835/2054
dc.description.abstractThe objective of the present study was to explore, in three European countries (Spain, Hungary and the Czech Republic), teachers' perception of the prevalence of different problematic aspects related to coexistence in schools, and of how they are personally affected by these aspects. The results reveal a high prevalence of fights, insults and demotivation/boredom in pupils, according to teachers in these three countries, and they also report pupils' demotivation/boredom as the aspect that most affects them personally. By countries, Spain and the Czech Republic present the highest rates of school violence, with Hungary showing significantly lower rates. Also, there are differences between the three countries analyzed as regards the prevalence and repercussions of a range of coexistence problems studied.es_ES
dc.language.isoenes_ES
dc.titleTeachers’ perception of school violence in a sample from three european countrieses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://rd.springer.com/article/10.1007/BF03173474es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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