<?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>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802022000300202</article-id>
<article-id pub-id-type="doi">10.21615/cesp.5465</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Convivencia escolar desde el marco de la psicología evolutiva y de la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Positive school climate from the conceptual framework of Developmental and Educational Psychology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zych]]></surname>
<given-names><![CDATA[Izabela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>15</volume>
<numero>3</numero>
<fpage>202</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802022000300202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802022000300202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802022000300202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La promoción de la convivencia escolar es una tarea imprescindible en las escuelas del siglo XXI, que, aparte de la enseñanza del contenido académico, están llamadas a preparar para la vida y prevenir la violencia. Aunque se reconozca la importancia de la convivencia escolar y se hayan implementado diversos programas para su promoción, todavía es necesario profundizar en el conocimiento de las bases psicológicas que fundamentan el quehacer de las escuelas en relación con la convivencia. Por ello, en el presente artículo se pretende delimitar el concepto de convivencia escolar y se propone un modelo de convivencia escolar basado en los conocimientos de la Psicología Evolutiva y de la Educación. Se trata de un modelo en el que la convivencia escolar se nutre de factores personales y contextuales para la prevención de la violencia y promoción de la ciudadanía y la paz. Con este propósito, se realiza una revisión de literatura científica sobre diversos componentes de la convivencia escolar y su desarrollo normativo en el alumnado, y una propuesta de su promoción a través de la educación. La convivencia se conceptualiza desde una perspectiva positiva a partir de la promoción de conductas prosociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Fostering a positive school climate is a crucial task of the 21st century schools which, besides teaching academic skills, need to prepare for life and prevent violence. Although the importance of a positive school climate is broadly recognized, and there are numerous programs for its promotion, it is still necessary to increase knowledge on the psychological bases for educational practice in relation to a positive school climate. This article provides a theoretical basis to understand the concept and a model of a positive school climate based on developmental and educational Psychology. In this model, school climate is a combination of personal and contextual factors that make it possible to prevent violence and promote citizenship and peace. A literature review focused on different components of a positive school climate and their normative development in students is presented together with suggestions for its promotion. A school climate is conceptualized from a positive perspective based on the promotion of prosocial behaviour.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[convivencia escolar]]></kwd>
<kwd lng="es"><![CDATA[prevención de la violencia]]></kwd>
<kwd lng="es"><![CDATA[potencial personal]]></kwd>
<kwd lng="es"><![CDATA[comportamiento prosocial]]></kwd>
<kwd lng="es"><![CDATA[acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[ciberacoso.]]></kwd>
<kwd lng="en"><![CDATA[positive school climate]]></kwd>
<kwd lng="en"><![CDATA[violence prevention]]></kwd>
<kwd lng="en"><![CDATA[personal potential]]></kwd>
<kwd lng="en"><![CDATA[prosocial behavior]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="en"><![CDATA[cyberbullying.]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies]]></article-title>
<source><![CDATA[Psicología Educativa]]></source>
<year>2016</year>
<volume>22</volume>
<page-range>5-18</page-range></nlm-citation>
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</article>
