The aims of this paper were two-fold: to validate the AMSC-Q (Adolescent Multidimensional Social Competence Questionnaire) and to examine the social competence of those involved in bullying. The representative sample was composed of 4047 Andalusian secondary school students (48.2% girls). Two measures were used: the AMSC-Q and the EBIPQ (European Bullying Intervention Project Questionnaire). The AMSC-Q measure yielding a 5-factor structure (prosocial behaviour, social adjustment, normative adjustment, cognitive reappraisal and social efficacy) and revealed adequate reliability and validity. Victims presented greater prosocial behaviour and normative adjustment but low social adjustment and social efficacy. Bullies and bully victims demonstrated worse normative adjustment and less developed cognitive reappraisal but similar social adjustment and social efficacy. The social competence characteristics of those involved and non-involved in bullying are discussed.
Los objetivos de este trabajo fueron dos: validar el AMSC-Q (Cuestionario Multidimensional de Competencia Social para Adolescentes) y examinar la competencia social de los distintos implicados en acoso escolar. La muestra representativa estuvo compuesta por 4047 escolares andaluces de educación secundaria (48.2% niñas). Se utilizaron dos instrumentos: el AMSC-Q y el EBIPQ (European Bullying Intervention Project Questionnaire). El AMSC-Q reflejó una estructura de 5 factores (conducta prosocial, ajuste social, ajuste normativo, revaluación cognitiva y eficacia social) y mostró una adecuada fiabilidad y validez. Las víctimas presentaron una mayor conducta prosocial y ajuste normativo, aunque un ajuste social y eficacia social baja. Los agresores y agresores victimizados mostraron un peor ajuste normativo y una revaluación cognitiva menos desarrollada, aunque similar ajuste social y percepción de eficacia social. Se discuten las características en términos de competencia social de los implicados o no en este fenómeno violento.
