<?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>S2594-28402026000100008</article-id>
<article-id pub-id-type="doi">10.19136/etie.v8n16.6355</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desconexión moral y agresión escolar en nivel primaria: el papel mediador de la vergüenza]]></article-title>
<article-title xml:lang="en"><![CDATA[Moral Disengagement and School Aggression at the Elementary School Level: The Mediating Role of Shame]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa Arreola]]></surname>
<given-names><![CDATA[José Alan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tánori Quintana]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Partida]]></surname>
<given-names><![CDATA[Cesar Alan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera Noriega]]></surname>
<given-names><![CDATA[José Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya Aguilar]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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[,Universidad 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>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>8</volume>
<numero>16</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2594-28402026000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2594-28402026000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2594-28402026000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio analizó la relación entre la desconexión moral y las conductas agresivas en estudiantes de primaria, considerando la mediación de la vergüenza y el efecto moderador del sexo. Se utilizó un diseño transversal con enfoque cuantitativo y alcance explicativo. La muestra estuvo conformada por 562 estudiantes de quinto y sexto grado de escuelas públicas de Sonora, México (56.8% hombres, 43.2% mujeres; M = 10.70 años, DE = 0.65). Se aplicaron escalas validadas de agresión, desconexión moral y vergüenza. Los análisis incluyeron estadística descriptiva, correlaciones de Pearson, pruebas t de Student y un modelo de mediación moderada mediante PROCESS en JASP. Los resultados mostraron asociaciones positivas y significativas entre desconexión moral, vergüenza y conductas agresivas. La desconexión moral se relacionó directamente con la agresión (&#946; = .24), y la vergüenza medió parcialmente dicha relación (&#946; = .03). Se encontraron diferencias significativas por sexo en agresión y desconexión moral, aunque la interacción desconexión moral × sexo no resultó significativa. En conclusión, la desconexión moral y la vergüenza representan factores relevantes para comprender la agresión escolar en primaria. Estos hallazgos subrayan la importancia de diseñar intervenciones preventivas que integren tanto la dimensión cognitiva como la emocional, considerando además diferencias entre niños y niñas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzed the relationship between moral disengagement and aggressive behaviors in elementary school students, considering the mediating role of shame and the moderating effect of sex. A cross-sectional design with a quantitative and explanatory scope was employed. The sample consisted of 562 students from fifth and sixth grade attending public schools in Sonora, Mexico (56.8% male, 43.2% female; M = 10.70 years, SD = 0.65). Validated scales measuring aggression, moral disengagement, and shame were administered. Analyses included descriptive statistics, Pearson correlations, Student&#8217;s t-tests, and a moderated mediation model using PROCESS in JASP. Results revealed positive and significant associations among moral disengagement, shame, and aggressive behaviors. Moral disengagement was directly related to aggression (&#946; = .24), and shame partially mediated this relationship (&#946; = .03). Significant differences by sex were observed in aggression and moral disengagement, although the interaction between moral disengagement and sex was not significant. In conclusion, moral disengagement and shame are key factors in understanding school aggression in elementary education. These findings highlight the importance of designing preventive interventions that integrate both cognitive and emotional dimensions, while also considering differences between boys and girls.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[agresión]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[mediación escolar]]></kwd>
<kwd lng="es"><![CDATA[diferencias por sexo]]></kwd>
<kwd lng="en"><![CDATA[aggression]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="en"><![CDATA[school mediation]]></kwd>
<kwd lng="en"><![CDATA[gender differences]]></kwd>
</kwd-group>
</article-meta>
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<issue>1</issue>
<page-range>58-73</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
