<?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>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372022000200204</article-id>
<article-id pub-id-type="doi">10.17081/psico.25.48.5455</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El efecto de la desvinculación moral sobre el acoso escolar, el ciberacoso y otros comportamientos disruptivos en niños(as) y adolescentes. Una revisión de la literature]]></article-title>
<article-title xml:lang="en"><![CDATA[The Effect of moral disengagement on bullying, cyberbullying, and other disruptive behaviors in children and adolescents. A review of the literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Tabares]]></surname>
<given-names><![CDATA[Anyerson Stiths]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa Duque]]></surname>
<given-names><![CDATA[María Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica Luis Amigó  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>48</numero>
<fpage>204</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372022000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372022000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372022000200204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Un creciente número de estudios han demostrado vínculos consistentes entre la teoría de la desvinculación moral de Bandura y los comportamientos disruptivos e inhumanos. Recientemente se han explorado las relaciones directas e indirectas de la desvinculación moral con el acoso escolar, el ciberacoso y otros comportamientos agresivos en niños(as) y adolescentes, lo cual amerita una revisión de los principales hallazgos.  Objetivo:  Revisar la literatura y evidencia empírica sobre el efecto de la desvinculación moral en la participación de niños(as) y adolescentes en el acoso escolar, el ciberacoso y otros comportamientos agresivos.  Método: Se trató de un estudio de revisión documental. La búsqueda bibliográfica se efectuó en la Web of Science. Se incluyeron 45 estudios empíricos para el análisis.  Resultados:  Se encontró que la desvinculación moral y sus diferentes estrategias sociocognitivas tienen efectos directos e indirectos que predicen la participación de niños(as) y adolescente en el acoso escolar, el ciberacoso, comportamientos agresivos y antisociales. Adicionalmente, la empatía, las relaciones de amistad, la crianza, las tendencias prosociales, la ira y los rasgos insensibles-no emocionales son factores que, en conjunto, contribuyen al desarrollo, mantenimiento o disminución de conductas de acoso y ciberacoso. También se reportó que los hombres presentan una mayor tendencia que las mujeres al acoso escolar, el ciberacoso, la agresión y uso de la desvinculación moral.  Conclusiones:  Se señala la importancia de los procesos de cognición moral para el desarrollo de estrategias de intervención psicoeducativa y psicosocial destinadas a prevenir y reducir el acoso y ciberacoso en niños(as) y adolescentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  A growing number of studies have demonstrated consistent links between Bandura&#8217;s moral disengagement theory and disruptive and inhumane behaviors. The direct and indirect relation- ships of moral disengagement with bullying, cyberbullying, and other aggressive behaviors in children and adolescents have recently been explored, ensuring a review of key findings.  Objective:  To review the literature and empirical evidence on the effect of moral disengagement on children&#8217;s and adolescents&#8217; engagement in bullying, cyberbullying, and other aggressive behaviors.  Method:  This was a documentary review study. The literature search was carried out in the Web of Science. Forty-five empirical studies were included for analysis.  Results:  Were found that moral disengagement and its different socio-cognitive strategies have direct and indirect effects that predict child and adolescent involvement in bullying, cyberbullying, aggressive and antisocial behaviors. Additionally, empathy, friendship relationships, parenting, prosocial tendencies, anger and callous-unemotional traits are factors that together contribute to the development, maintenance or decrease of bullying and cyberbullying behaviors. It was also reported that males present a greater tendency than females to bullying, cyberbullying, aggression, and use of moral disengagement.  Conclusions:  The importance of moral cognition processes for the development of psychoeducational and psychosocial intervention strategies aimed at preventing and reducing bullying and cyberbullying in children and adolescents is pointed out.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[ciberacoso]]></kwd>
<kwd lng="es"><![CDATA[desconexión moral]]></kwd>
<kwd lng="es"><![CDATA[justificación moral]]></kwd>
<kwd lng="es"><![CDATA[atribución de culpa]]></kwd>
<kwd lng="es"><![CDATA[tendencias prosociales]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="en"><![CDATA[cyberbullying]]></kwd>
<kwd lng="en"><![CDATA[moral disengagement]]></kwd>
<kwd lng="en"><![CDATA[moral justification]]></kwd>
<kwd lng="en"><![CDATA[attribution of blame]]></kwd>
<kwd lng="en"><![CDATA[prosocial tendencies]]></kwd>
</kwd-group>
</article-meta>
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