Voorspellend onderzoeksmodel van de factoren die een rol spelen bij cyberpesten van adolescente slachtoffers. Onderzoekers: Ligia Isabel Estrada-Vidal, Amaya Epelde-Larrañaga en Fátima Chacón-Borrego

De ontwikkeling van informatie- en communicatietechnologieën heeft de toegang tot technologische middelen bij adolescenten bevorderd. Deze tools bieden toegang tot informatie die het leren kan bevorderen. Ze kunnen echter ook een negatief effect hebben op mensen, omdat ze kunnen worden gebruikt met andere functionaliteit, waarin cyberpestensituaties worden veroorzaakt tijdens de interacties die optreden bij het gebruik van sociale netwerken. Het doel van dit onderzoek was om de voorspellende waarde van de rol van slachtoffers van cyberpesten te bepalen op basis van variabelen die verband houden met andere rollen die betrokken zijn bij cyberpesten en pesten (agressors en getuigen), evenals persoonlijke kenmerken (geslacht en leeftijd), contextuele kenmerken (type van de school waar ze naar toe gaan) en positieve groepswerkgewoonten. (samenwerking, verantwoordelijkheid, dialoog, luisteren, respect). 

Voorspellend onderzoeksmodel van de factoren die een rol spelen bij cyberpesten van adolescente slachtoffers. Onderzoekers: Ligia Isabel Estrada-Vidal, Amaya Epelde-Larrañaga en Fátima Chacón-Borrego

(Nederlandse vertaling Google translate)

1. Departement Onderzoeksmethoden en Diagnose van Onderwijs, Faculteit Onderwijs en Sportwetenschappen van Melilla, Universiteit van Granada, Melilla, Spanje
2. Departement Didactiek van Muzikale, Plastische en Lichaamsuitdrukking, Faculteit Educatie en Sportwetenschappen van Melilla, Universiteit van Granada, Melilla, Spanje
3. Departement Lichamelijke Opvoeding en Sport, Faculteit Pedagogische Wetenschappen, Universiteit van Sevilla, Sevilla, Spanje

Er is informatie verzameld bij 227 leerlingen van de onderwijsfasen Primair Onderwijs en Secundair Onderwijs, in de leeftijd tussen 11 en 15 jaar, in een stad met een hoge index van culturele diversiteit. De stapsgewijze techniek werd gebruikt om het regressiemodel te bouwen. De resultaten geven aan dat het model een goede goodness of fit-coëfficiënt heeft (gecorrigeerde R2: 0,574; p < 0,001). De rol van cyberpesten is de belangrijkste voorspellende variabele van de rol van het slachtoffer bij cyberpesten en in mindere mate de rol van de getuige bij cyberpesten, de rol van de getuige bij pesten en de rol van het slachtoffer van pesten. De rol van de pestende agressor en de variabelen geslacht, leeftijd, type opleidingscentrum en teamworkgewoonten zijn uitgesloten in het voorspellende model.

Download Research Predictive Model of The Factors Involved in Cyberbullying of Adolescent Victims

Research Predictive Model of The Factors Involved in Cyberbullying of Adolescent Victims

Ligia Isabel Estrada-Vidal1, Amaya Epelde-Larrañaga2* and Fátima Chacón-Borrego3

1. Department of Research Methods and Diagnosis of Education, Faculty of Education and Sports Sciences of Melilla, University of Granada, Melilla, Spain
2. Department of Didactics of Musical, Plastic and Body Expression, Faculty of Education and Sports Sciences of Melilla, University of Granada, Melilla, Spain
3. Department of Physical Education and Sports, Faculty of Education Sciences, University of Sevilla, Seville, Spain

The development of Information and Communication Technologies has favored access to technological resources in adolescents. These tools provide access to information that can promote learning. However, they can also have a negative effect against people, as they can be used with other functionality, in which cyberbullying situations are caused during the interactions that arise when using social networks. The objective of this study was to determine the predictive value of the role of cyberbullying victims based on variables related to other roles involved in cyberbullying and bullying (aggressors and witnesses), as well as personal characteristics (sex and age), contextual characteristics (type of educational school in which they are attending) and positive teamwork habits. (cooperation, responsibility, dialogue, listening, respect). Information was collected from 227 students of the educational stages of Primary Education and Secondary Education, aged between 11 and 15 years, in a city with a high index of cultural diversity. The step-by-step technique was used to build the regression model. The results indicate that the model has a good goodness of fit coefficient (adjusted R2: 0.574; p < 0.001). The role of cyberbully is the most important predictive variable of the role of the victim in cyberbullying and, to a lesser extent, the role of the witness in cyberbullying, the role of the witness in bullying, and the role of the victim of bullying. The role of the bullying aggressor and the variables sex, age, type of educational center, and teamwork habits are excluded in the predictive model.

Conclusion

The results obtained in the study allow the following conclusions to be drawn:

The aggressor’s behavior on social networks is what really defines the degree of harassment of the victim. The profile of the cyber-aggressor is characterized by his callousness and moral disconnection. Adolescents receive more cyberbullying when the aggressor is more active, and when other adolescents are witnesses, especially in virtual environments. Additionally, the degree of virtual harassment increases slightly in case of being a victim in face-to-face environments. The victim’s behavior in cyberbullying is not influenced by the aggressor’s behavior in face-to-face situations, nor by sex, age, type of center, and teamwork habits, because they were excluded in the predictive model.

For all these reasons, it is recommended to develop educational intervention programs aimed at students that allow them to acquire coping strategies in cyberbullying situations in the case of victimization, especially in the face of the behavior of the aggressor and witnesses in the said environment. Among the strategies are assertiveness, emotional intelligence, self-regulation, or an adequate use of personal information in virtual environments. In the same way, it would be convenient to train teachers and families to identify signs that can occur in adolescents as signs that make the bullying situation visible in order to help them. Even the specialized training of teachers would allow students to guide them in developing these coping strategies. Likewise, students must be made aware of the feelings that the victim provokes in a bullying situation, and of the situational reality that is provoked. It is of special interest to intervene in pre-adolescents to favor the prevention of bullying situations.

Download Research Predictive Model of The Factors Involved in Cyberbullying of Adolescent Victims