<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732017000200125</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas de crianza y acoso escolar: descripción en alumnado de educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Upbringing and bullying: a description of students at the basic education level]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza González]]></surname>
<given-names><![CDATA[Brenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>74</numero>
<fpage>125</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732017000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732017000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732017000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El acoso escolar es un subtipo del comportamiento agresivo, cuyo origen es multicausal. Existe amplia evidencia científica que señala que el contexto familiar, influye en el aprendizaje de comportamiento agresivo, por lo que, el objetivo es conocer las diferencias significativas entre grupos de alumnos que participan en violencia y acoso escolar y los que no se involucran, en función de las prácticas de crianza que reciben de sus padres, identificando si existe mayor riesgo de participación en episodios de acoso escolar en función del género y nivel escolar. En el estudio participaron 557 alumnos de educación básica, de cinco escuelas públicas. El alumnado contestó dos instrumentos de evaluación, que miden las variables de investigación. El estudio es descriptivo, con diseño transversal. Los resultados identifican diferencias en las prácticas de crianza empleadas por los padres según el rol de participación en acoso escolar (víctima, víctima/agresor y no involucrado). Con respecto al sexo, hombres y mujeres se encuentran en igual riesgo, asimismo en relación a la escolaridad, el alumnado de primaria se encuentra en mayor riesgo de participar en acoso escolar que el de secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Bullying is a subtype of aggressive behavior with a multi-causal origin. There is much scientific evidence indicating that the family context influences the learning of aggressive behavior; therefore, the objective of this paper is to identify the important differences between groups of students who participate in violence and bullying and those who do not participate, in relation to the kind of upbringing they received from their parents, in order to identify if there is greater risk of participation in episodes of bullying with regard to gender and academic level. Five hundred fifty-seven students at the basic education level participated in the study, from five public schools. The students answer two evaluation instruments, measuring the research variables. The study is descriptive, with a transversal design. The results identify differences in the kind of upbringing exercised by the parents in relation to the role of participation in bullying (i.e. victim, victim/aggressor, or no involvement). The risks are the same for males and females; and with regard to educational level, primary school students are at higher risk of participating in bullying than secondary school students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[agresión]]></kwd>
<kwd lng="es"><![CDATA[crianza]]></kwd>
<kwd lng="es"><![CDATA[educación familiar]]></kwd>
<kwd lng="es"><![CDATA[familia]]></kwd>
<kwd lng="en"><![CDATA[Bullying]]></kwd>
<kwd lng="en"><![CDATA[aggression]]></kwd>
<kwd lng="en"><![CDATA[family]]></kwd>
<kwd lng="en"><![CDATA[family education]]></kwd>
<kwd lng="en"><![CDATA[upbringing]]></kwd>
</kwd-group>
</article-meta>
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