Publication: Ajuste psicológico en cibervíctimas y ciberagresores en educación secundaria
Authors
Cañas, Elizabeth ; Estévez, Estefanía ; Marzo, Juan C. ; Piqueras, José A.
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El auge de las agresiones cibernéticas entre estudiantes de se-
cundaria y la importancia de ciertas variables de ajuste psicológico para la
comprensión de este tipo de conducta violenta, tanto en agresores como
en víctimas, nos han llevado a proponer como objetivo del presente trabajo
analizar el perfil psicológico de ambos implicados en situaciones de cibera-
gresión. Las variables de ajuste analizadas fueron autoconcepto, estrés per-
cibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con
la vida e inteligencia emocional. A partir de una muestra de 1318 adoles-
centes (47% chicos), de entre 11 y 18 años (M=13.8, DT=1.32), se estable-
cieron tres grupos de contraste para cibervíctimas (víctimas severas, mode-
radas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores
severos, moderados y no ciberagresores). El análisis de varianza mostró
que los implicados presentan perfiles psicológicos menos ajustados. Las ci-
bervíctimas severas mostraron mayor estrés percibido, soledad, depresión y
ansiedad social, y menor autoconcepto, satisfacción con la vida e inteligen-
cia emocional, en comparación con las no cibervíctimas. Los ciberagresores
severos mostraron mayor estrés percibido, soledad y depresión, y menor
autoconcepto y satisfacción con la vida, comparativamente con los no ci-
beragresores. Estos resultados permiten profundizar en la comprensión del
ciberacoso entre estudiantes y mejorar los programas preventivos y de in-
tervención en escuelas.
he rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the com- prehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depres- sive symptomatology, social anxiety, life satisfaction, and emotional intelli- gence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were estab- lished for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, lone- liness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non- cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preven- tive and intervention programs in schools.
he rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the com- prehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depres- sive symptomatology, social anxiety, life satisfaction, and emotional intelli- gence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were estab- lished for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, lone- liness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non- cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preven- tive and intervention programs in schools.
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