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Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación
| Content Provider | Semantic Scholar |
|---|---|
| Author | García-Fernández, Cristina María Romera-Félix, Eva Mª Ruiz, Rosario Ortega |
| Copyright Year | 2017 |
| Abstract | espanolEl cyberbullying ha sido identificado como uno de los problemas mas importantes entre los jovenes en la ultima decada. Las contribuciones cientificas a este fenomeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participacion en el acoso cibernetico como no implicados, espectadores, victimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% ninas), con edades comprendidas entre los 10-14 anos, en Andalucia (M = 11.11; DT = 0.75) participaron en el estudio. Los analisis estadisticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernetico, especificamente, se observo el genero, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultados se discuten en funcion de las contribuciones cientificas que explican la influencia de estos factores en los roles de participacion en el acoso cibernetico. EnglishCyberbullying has been identified as one of the most important problems among young people in the last decade. The scientific contributions to this phenomenon focus prominently on the study of factors associated with personality traits, mainly in the secondary stage. The aim of this study is to determine if together with certain personality variables exist school context variables that may explain involvement in cyberbullying as not involved, bystanders, victims, aggressors and aggressors victimized. A number of 1278 schoolchildren (47.7% girls), of primary education aged 10-14 years, in Andalucia (M = 11.11; SD = 0.75) participated in the study. The statistical analysis indicates that both personal and interpersonal variables are influential in cyberbullying, specifically it noted gender, negative self-esteem, social adjustment between peers, and disruption and conflict. The results are discussed on the basis of the scientific contributions that explain the influence of these factors in the roles of involvement in cyberbullying Key words: cyberbullying; roles of involvement; personal factors; school context factor. |
| Starting Page | 251 |
| Ending Page | 262 |
| Page Count | 12 |
| File Format | PDF HTM / HTML |
| DOI | 10.25115/psye.v9i2.697 |
| Volume Number | 9 |
| Alternate Webpage(s) | http://repositorio.ual.es/bitstream/handle/10835/5333/697-3196-1-PB.pdf?sequence=1 |
| Alternate Webpage(s) | https://doi.org/10.25115/psye.v9i2.697 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
