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Profiles of mobile phone problem use in bullying and cyberbullying among adolescents

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dc.contributor.authorMéndez Mateo, Inmaculada
dc.contributor.authorJorquera Hernández, Ana Belén
dc.contributor.authorRuiz Esteban, Cecilia
dc.contributor.departmentPsicología Evolutiva y de la Educación
dc.contributor.editorRuiz Esteban, Cecilia
dc.contributor.otherFacultades de la UMU::Facultad de Educación
dc.coverage.spatialeast=1.11369; north=41.48378
dc.coverage.temporalSiglo XXI
dc.date.accessioned2026-01-16T08:47:51Z
dc.date.available2026-01-16T08:47:51Z
dc.date.copyright© 2020 Méndez, Jorquera Hernández and Ruiz-Esteban
dc.date.issued2020-10-15
dc.descriptionEste artículo deviene de la tesis de Ana Belen Jorquera Hernández
dc.description.abstractTechnology is being used by individuals of all ages; young children show a high tendency of problematic use of devices such as smartphones. This study aimed to identify different profiles that vary in conflicts related to problematic mobile phone use and maladaptive communication and emotional patterns. Therefore, we examined whether there are significant differences in bullying and cyberbullying among teenagers who have a problem utilizing mobile phones. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32), with 52.2% being girls. Questionnaires on school violence and experiences related to mobile phones were administered. The latent profile analysis identified three different types of problematic mobile phone use: (a) low levels of conflict was associated with mobile phone abuse and low levels of communication and emotional use; (b) moderate levels of conflict was associated with mobile phone abuse and moderate levels of communication and emotional use; and (c) high levels of conflict was associated with mobile phone abuse and high levels of communication and emotional use. The study results highlight significant differences in the manifestations of school violence between the profiles. Finally, this study’s findings form the basis for the development of education programs to prevent mobile phone abuse and school violence and therefore academic adjustment.
dc.formatapplication/pdf
dc.format.extent7
dc.identifier.citationFrontiers in Psychology, 2020, Vol. 11 : 596961
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2020.596961
dc.identifier.eissn2504-284X
dc.identifier.urihttp://hdl.handle.net/10201/187669
dc.languagespa
dc.publisherFrontiers Media
dc.relationSin financiación externa a la Universidad
dc.relation.publisherversionhttps://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.596961/full
dc.rightsAttribution 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCyberbullying
dc.subjectAdolescentes
dc.subjectUso de moviles
dc.subjectBullying
dc.subjectMobile phone
dc.subjectAdolescence
dc.subjectAcademic adjustment
dc.subject.odsObjetivo 16: Paz y justicia
dc.subject.odsObjetivo 5: Igualdad de género y empoderamiento de la mujer
dc.titleProfiles of mobile phone problem use in bullying and cyberbullying among adolescents
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
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relation.isAuthorOfPublicationd6cc82e8-bab8-4db3-b158-3a4549969cc8
relation.isAuthorOfPublication.latestForDiscovery32fdde4e-d04f-4d35-b56f-df3b10e4c558
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