<?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>2594-2840</journal-id>
<journal-title><![CDATA[Emerging trends in education (México, Villahermosa)]]></journal-title>
<abbrev-journal-title><![CDATA[Emerg. trends educ.]]></abbrev-journal-title>
<issn>2594-2840</issn>
<publisher>
<publisher-name><![CDATA[Universidad Juárez Autónoma de Tabasco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2594-28402025000200049</article-id>
<article-id pub-id-type="doi">10.19136/etie.v8n15.6327</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Clima social escolar y acoso hacia pares en adolescentes. El rol mediador de la compasión]]></article-title>
<article-title xml:lang="en"><![CDATA[School Social Climate and Peer Bullying Among Adolescents. The Mediating Role of Compassion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arreola-Olivarría]]></surname>
<given-names><![CDATA[Claudia Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés-Cuervo]]></surname>
<given-names><![CDATA[Angel Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Álvarez]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Vargas]]></surname>
<given-names><![CDATA[Luis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaidez-Villalobos]]></surname>
<given-names><![CDATA[Ileana Danae]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>49</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402025000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402025000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402025000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El contexto escolar cumple una función clave en la prevención del acoso entre pares; no obstante, aún es necesario comprender los mecanismos que median dicha influencia. El presente estudio tuvo como objetivo examinar las relaciones directas e indirectas entre el clima social escolar, la compasión y la frecuencia de acoso entre pares en estudiantes de secundarias públicas del sur de Sonora, México. Participaron 450 estudiantes (M edad = 13.11 años, DE = 0.94), 219 chicos y 231 chicas, quienes respondieron instrumentos de autorreporte. Se calculó un modelo de mediación cuyos resultados indicaron que el clima social escolar se asocia de manera negativa con la frecuencia de acoso entre pares. Además, se encontró que la compasión hacia pares víctimas de agresión media parcialmente la relación entre el clima social escolar y la frecuencia de acoso. Se concluye que un clima escolar positivo es un factor clave para fomentar el desarrollo moral y prevenir el acoso entre pares en estudiantes de educación secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The school context plays a crucial role in preventing bullying; however, it is still necessary to better understand the mechanisms that mediate this influence. The present study examined the direct and indirect relationship between school social climate, compassion, and peer bullying in students from public secondary schools in southern Sonora, Mexico. A total of 450 students (M age = 13.11 years, SD = 0.94), 219 boys and 231 girls, participated in the study. A mediation model was tested, whose results showed that the school social climate has a significant and negative direct relationship with the frequency of peer harassment. Additionally, it was identified that this relationship is partially explained by the positive effect of school social climate on compassion towards peer victims of aggression, which in turn reduces bullying behaviors. It is concluded that fostering a positive school climate is essential to preventing bullying among secondary school students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Acoso escolar, adolescentes, clima escolar, compasión]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="en"><![CDATA[compassion]]></kwd>
<kwd lng="en"><![CDATA[school climate]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
</kwd-group>
</article-meta>
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