The study carried out the necessary analyses to obtain evidence of validity and reliability of the stress and anxiety scales, which belong to the INDACPS. These two indicators are understood as reactions of the organism to adaptation in an environment (stress) or in response to a threat (anxiety). When these reactions are constant and of strong intensity, they tend to manifest themselves in maladjusted behaviors. T he sample comprised 223 adults in Lima, Peru, using non-probabilistic sampling. The type of research was applied technological research of a descriptive-comparative nature. Three models were developed: one unidimensional model where stress and anxiety items were pooled, and two additional models where they were evaluated independently. The exploratory factor analysis for each independent scale showed a single factor for each (stress with a KMO = .837 and anxiety with a KMO = ....

Introduction: Bullying is harmful behavior in school contexts, affecting students' lives. Objective: To identify and compare indicators of maladjusted behavior in students with different propensities to bullying. Methodology: This descriptive and quantitative study used surveys and a comparative followed by correlational design to assess maladjusted behaviors (stress, low self-esteem, incivility, family maladjustment, propensity to violence) in secondary students from Lima and Callao. The non-probabilistic sample included 1345 first and second-year students, divided into two groups based on their bullying propensity (high -Group E- and low -Group C-). Scales from the INDACPS inventories and the Bullying Propensity Scale (BPS) were applied, analyzing data with SPSS v.25 and Jamovi. Differences between groups were assessed using the Mann-Whitney U test, and variable correlation was determi...

Se comprende el bullying como comportamientos de hostigamiento y maltrato que ocurre en los entornos escolares. En este sentido, se llevó a cabo un estudio psicométrico para construir y validar un instrumento que permita evaluar el comportamiento de bullying. Se elaboraron y validaron 15 preguntas con la participación de jueces expertos, las cuales fueron aplicadas a una muestra de 215 alumnos de primero y segundo año de secundaria en colegios de Lima y Callao. Tras realizar el análisis de validación, discriminación y análisis factorial exploratorio, se seleccionaron 8 preguntas para formar la escala final, en las que se identificaron dos dimensiones de comportamiento de bullying que se denominaron “indirecto” y “directo”, que representan los diferentes comportamientos de los agresores en situaciones de bullying. Estas dimensiones se ratificaron con el análisis factorial...