Emociones de agresores y víctimas de cyberbullying. Un estudio preliminar en estudiantes de Secundaria.

Ansiedad y Estres 01/2009; 15:151-165.


Information and Communication Technologies (ICT) have generated new forms of communication. As in traditional communication scenarios, potentially harmful relational dynamics, such as intimidation and harassment between peers (cyberbullying), may develop in these scenarios. In addition,
some of the characteristics of these new forms of communication may facilitate the establishment of these forms of aggression. This study analyzes the emotional perceptions of the pupils involved in cyberbullying
via the Internet. Participants were 830 pupils from 10 secondary schools in Cordoba (Spain). The instrument used was “Cuestionario Cyberbullying” (Ortega, Calmaestra & Mora-Merchán, 2007). Results confirmed that, as in traditional bullying, bullies and victims show different emotional perceptions about the victim’s suffering. Data suggest that bullies and aggressive-victims may show an emotional perception deficit that could mean they are insensitive to the victim’s feelings.

    • "). De hecho, el estilo de afrontamiento de las víctimas ha sido asociado con las consecuencias emocionales del acoso, resultando los estilos más pasivos, más centrados en la emoción –lo que supone mayor atención a las emociones y menor regulación de éstas–, más negativos (Hunter y Borg, 2006; Hunter, Boyle y Warden, 2004; Nabuzoka, Rønning y Handegård, 2009). Con relación a los agresores y ciberagresores, diversos estudios ponen de manifiesto un menor ajuste psicosocial y escaso nivel de empatía hacia sus víctimas (Hawker y Boulton, 2000; Ortega, Elipe y Calmaestra, 2009; Steffgen y König, 2009). Estudios previos que relacionan IE percibida –IEP– con los roles del acoso escolar y cyberbullying señalan la existencia de diferencias significativas entre no implicados e implicados en acoso escolar tradicional, independientemente del rol –víctima o agresor–, presentando los implicados menor competencia para la reparación emocional y entre éstos, las víctimas mayor atención y menor claridad y reparación (Elipe, Ortega, Del Rey y Mora-Merchán, 2009). "
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    ABSTRACT: The emotional intelligence construct has been introduced in recent years to the field of educational psychology. However, only a few researches have examined this topic in relation to social relationship dynamics in school contexts. Some previous studies have shown that meta-mood about one's own emotions, perceived emotional intelligence (PEI), can distinguish students involved in bullying from those not involved. Specifically, this study aims to look further into this issue by focusing on cyberbullying situations where bullying is mediated by the use of information and communication technologies. Participants were 5759 adolescent students from Andalucia (South of Spain). The results show that PEI can discriminate between the roles young people play in traditional bullying but not for cyberbullying. These results are discussed according to possible differences in emotional management across bullying and cyberbullying.
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    ABSTRACT: We examine the emotional impact caused to victims of bullying in its traditional form, both directly and indirectly, as well as bullying inflicted by use of new technologies such as mobile phones and the Internet. A sample of 1, 671 adolescents and young people responded to a questionnaire which asked if they had been victims of various forms of bullying, as well as the emotions this caused. The results show that although traditional bullying affected significantly more young people than cyberbullying, the latter affected one in ten adolescents. Analysis of the emotions caused showed that traditional bullying produced a wide variety of impacts, with the victims being divided into five different emotional categories, while indirect bullying and cyberbullying presented a narrower variety of results with the victims being classifiable into just two groups: Those who said that they had not been emotionally affected and those who simultaneously suffered from a wide variety of negative emotions. The influence of age, gender, and severity on each emotional category is also analyzed. © 2009 Hogrefe Publishing.
    Zeitschrift für Psychologie 01/2009; 217:197-204. DOI:10.1027/0044-3409.217.4.197 · 0.81 Impact Factor
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    ABSTRACT: Past research has demonstrated the effects of bullying can be severe and long term for the individuals involved. The main aim of this study is to analyze the emotional impact on victims of traditional bullying, both direct and indirect forms, and of cyberbullying through mobile phones and the Internet. A sample of 5,862 adolescents from three different countries, Italy (N = 1,964), Spain (N = 1,671), and England (N = 2,227), responded to a questionnaire that asked if they had experience of various forms of bullying, and the consequent emotional impact. The results show that both traditional bullying and cyberbullying have a significant prevalence in the samples. Emotional responses are linked to types of bullying. Analysis of answers identified specific emotional profiles for the different types of bullying and cyberbullying. Direct bullying and cyberbullying via mobile phone showed similar profiles, and also indirect bullying and cyberbullying using the Internet. Similarities and differences between profiles are discussed and some hypotheses are presented to explain the results. In addition, school grade, gender, country, and severity of bullying episodes were related to the specific emotional profiles of each type of bullying.
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