<?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>2011-2084</journal-id>
<journal-title><![CDATA[International Journal of Psychological Research]]></journal-title>
<abbrev-journal-title><![CDATA[int.j.psychol.res.]]></abbrev-journal-title>
<issn>2011-2084</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de San Buenaventura, Medellín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-20842018000100050</article-id>
<article-id pub-id-type="doi">10.21500/20112084.1777</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Challenging Behavior, Parental Conflict and Community Violence in Students with Aggressive Behavior]]></article-title>
<article-title xml:lang="es"><![CDATA[Conducta desafiante, conflicto parental y violencia en comunidad en estudiantes con comportamiento agresivo]]></article-title>
</title-group>
<contrib-group>
<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[Tánori Quintana]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carlos Martínez]]></surname>
<given-names><![CDATA[Ernesto Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wendlandt Amezaga]]></surname>
<given-names><![CDATA[Teodoro Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[Obregón ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico Superior de Cajeme  ]]></institution>
<addr-line><![CDATA[Obregón ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>50</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-20842018000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-20842018000100050&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-20842018000100050&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers   (R2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se buscó establecer la relación de la presencia de conductas desafiantes, conflictos entre padres y violencia en la comunidad con la probabilidad de ocurrencia de comportamientos de intimidación en estudiantes de primaria. En este estudio participaron 664, de los cuales 80 (12.04%) fueron identificados como agresores; posteriormente se incluyeron al azar 80 estudiantes sin informes de ataques como grupo control. Usando la regresión lógica, se encontró que las variables estudiadas manifiestan diferencias significativas entre los grupos de estudiantes con y sin comportamiento agresivo hacia los compañeros (R2 = .39). El comportamiento desafiante (OR = 7.83), el conflicto parental (OR = 3.77) y la violencia comunitaria (OR = 5.36) aumentan la probabilidad de pertenecer al grupo de agresores. Concluimos que es necesario analizar el bullying desde un marco ecológico que considera variables ubicadas en los contextos en los que interactúan los individuos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="en"><![CDATA[neighborhood]]></kwd>
<kwd lng="en"><![CDATA[school violence]]></kwd>
<kwd lng="en"><![CDATA[bullying]]></kwd>
<kwd lng="es"><![CDATA[Familia]]></kwd>
<kwd lng="es"><![CDATA[comunidad]]></kwd>
<kwd lng="es"><![CDATA[violencia escolar]]></kwd>
<kwd lng="es"><![CDATA[bullying]]></kwd>
</kwd-group>
</article-meta>
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