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Research into risky online behaviour among children and adolescents is on the rise, with more studies being conducted into the factors which can influence this phenomenon, above all in relation to school and family life. In the latter sphere, one relevant factor is the degree of genuine trust children have in their parents when using the Internet....
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... There are also new behaviors, such as phubbing. These behaviors are more frequent among university students from different cultural contexts and countries (Blanca & Bendayan, 2018;Vanden Abeele et al., 2019) and are associated with less positive socialization modes and cyber risks such as problematic Internet use (PIU) (Hales et al., 2018;Lin et al., 2020;Romera et al., 2021). In turn, as some cross-cultural studies report, PIU is associated with psychological health problems such as depression, anxiety, and isolation (Cai et al., 2023;López-Fernández et al., 2023), emotional dysregulation showed a positive relationship (Varcheta et al., 2023;Quaglieri et al., 2022) and resilience was negatively associated (Hidalgo-Fuentes et al., 2023). ...
There are clear signs of the growing use of the internet across all cultures, which generate new behaviors in the virtual environment such as media multitasking, phubbing, and cybergossip, all associated with online risks and less positive modes of socialization. FoMO (Fear of Missing Out) along with virtual emotional experiences could be relevant predictors, where literature suggests that FoMO is a trigger for problematic social media use, and socio‐emotional e‐competencies facilitate adaptive behaviors in virtual environments. Hence, understanding which variables predict these phenomena is crucial and whether they can be generalized across different countries. The objective of this study is to analyze whether two dimensions of socio‐personal development used to interact in virtual environments, FoMO (Fear of Missing Out) and socio‐emotional e‐competencies (e‐COM), are predictors of different cyberbehaviors (cybergossip, phubbing and media multitasking) in university students from two different countries. It also aims to verify if socio‐emotional e‐competencies act as a moderator of this relationship. In order to achieve this, we used a sample of 1524 university students from Mexico and Spain (19.74 years old). The results of the path analysis models show that FoMO is the strongest predictor of the three online behaviors regardless of country and gender, especially in the case of phubbing. In addition, socio‐emotional e‐competencies help to explain the behaviors in a differential way for each country, and the dimension of e‐self‐control of impulsivity plays a moderating role in FoMO in the case of phubbing and media multitasking. Some differences between countries and genders are discussed.
... Por su parte, un control demasiado rígido y duro de los padres sin combinar estrategias que promuevan la autonomía, la calidez o el dialogo disminuye la búsqueda de ayuda del adolescente sobre situaciones que no sabe o no puede manejar en internet, y la apertura del mismo a sus actividades en línea (Romera et al., 2021b). Es necesario tomar en cuenta las características del ambiente familiar (abuso de sustancias, familiares envueltos en criminalidad), el uso de expresiones o conductas agresivas en las relaciones familiares (p. ...
Resumen Se examinó la percepción de desconexión moral en línea (DML) en adolescentes y su relación con factores contextuales escolares y familiares. Los participantes fueron 720 adolescentes (M = 12.41, DE = 0.68), entre los 11 y 14 años, siendo 385 (53.5%) mujeres y 335 (46.5%) hombres de escuelas secundarias públicas de Sonora, México. Se realizaron análisis descriptivos y confirmatorios de los instrumentos de medida, al igual que un modelo de ecuaciones estructurales para explicar la DML. Los resultados indican que altos niveles de agresión y una cultura escolar violenta se relacionan positivamente con la DML. La cohesión familiar tuvo una relación negativa mientras que la supervisión parental tuvo una asociación positiva con la DML. La normalización y actitudes positivas hacia las conductas agresivas dentro del salón de clases inhiben la aparición de mecanismos morales; del mismo modo, una mediación parental rígida dificulta la apertura del adolescente sobre sus actividades en línea.
... As a result, this study has tried to show some practical solutions to improve parent-child communication that can be applied by urban or city-based families, in their home. This can be achieved by turning off appliances during family meals (Wajcman, Bittman, and Brown 2008), creating a positive home environment which can help to address any psychological and mental health-related problems, reducing a person's Internet usage (Faltynkova et al. 2020;Sela et al. 2019), creating a greater feeling of trust at home (Romera et al. 2021), considering the style of parenting (Nielsen, Favez, and Rigter 2020), and considering a judicious use of the Internet (Greenfield 2014). Creating a professional, supportive system with counselling or social work practitioners who can support both parents and children to manage the conflicts in their communication, arising from generation gaps and cultural differences is also crucial in the local context. ...
With 72% of Vietnamese households using the Internet after Vietnam first had access in November 1997, the traditional culture of parent–child communication within families in particular has been significantly influenced by the arrival of this technology. This paper presents a mixed‐method study that surveyed 464 parent–child dyads, conducted 30 in‐depth interviews and 6 group discussions held in three major cities across Vietnam. The results demonstrate how the parents and their children use the Internet and recognize the influence of this technology on their communication. It is apparent that despite the old ways of a top‐down or hierarchical relationship in traditional homes, parent–child communication is moving in the direction of a more equal and open manner despite some disparities in the understanding and respecting of each other's emotions and perspectives due to conflicts created by generational gaps and cultural understandings. The positive and negative impacts of the Internet on parent and child communication are acknowledged, but this study advocates for a change from informal communication rules related to Internet usage and suggests developing a professional system that supports parents and children to manage the parent–child communication issues and challenges more effectively.
... En los últimos años, las TIC se han convertido en la adolescencia en una nueva forma de relacionarse con sus iguales, gracias a la aparición de las redes sociales y aplicaciones de mensajería (Boer et al., 2020;Quintana-Orts et al., 2022), que les facilitan la expresión libre, el apoyo social continuo (Maftei y Măirean, 2023;Wang et al., 2019), y la creación y mantenimiento de relaciones sociales (Steer et al., 2020). Sin embargo, su uso excesivo puede llevar a distintos inconvenientes, como el uso problemático de Internet y de las redes sociales (Arrivillaga et al., 2022;Boer et al., 2020), el cibercotilleo (Romera et al., 2021) y el ciberacoso, entre otros (Cénat et al., 2019;Steer et al., 2020). Destaca el ciberacoso, el cual es cada día un problema más acuciante, existiendo en España un 16,8% de adolescentes implicados en ciberacoso, y un 8,8% que revela sufrir cibervictimización (Rodríguez-Hidalgo et al., 2020). ...
... En los últimos años, numerosos estudios se han centrado en las repercusiones del ciberacoso sobre el bienestar psicológico. Entre otros, cabe destacar que las víctimas de ciberacoso sufren ansiedad, depresión, irritabilidad (Maftei y Măirean, 2023;Romera et al, 2021), baja autoestima, abuso de sustancias (Steer et al., 2020;van Geel et al., 2022), impulsividad, autolesiones y tendencias suicidas (Huang et al., 2023;Quintana-Orts et al., 2022). De entre estas consecuencias, es necesario resaltar las tendencias suicidas a causa de su gravedad: el suicidio es la segunda causa de muerte entre los 15 y los 19 años a nivel mundial (Organización Mundial de la Salud, 2022), mientras que en España es la primera causa de muerte entre los 15 y 29 años (Fundación Española para la Prevención del Suicidio, 2022). ...
The use of ICTs
has increased in recent years, and with it, the rates of cyberbullying. This stressful event triggers psychological distress, which can lead adolescents
to suicidal ideation. In the last decade, self-defeating humor has been shown to be a risk factor for both cybervictimization and suicidal ideation.
However, these studies are still scarce, and it is necessary to explore this relationship. This research has two objectives: to analyze the relationships
between cybervictimization, suicidal ideation and self-defeating humor; and to examine self-defeating humor as a possible moderator variable in the
relationship between cybervictimization and suicidal ideation. For this, in the present study, a sample of 362 adolescents (44.75 % men and 54.42
% women) from southern Spain, aged between 12 and 18 years (M
age
= 14.64, SD = 1.71) was evaluated through questionnaires to evaluate cybervictimization, self-defeating humor, and suicidal ideation. The data were analyzed using SPSS and the PROCESS macro (Model 1). The results
showed that self-defeating humor plays a moderating role in the relationship between cybervictimization and suicidal ideation (β = .24, p < .05). This
shows that at high levels of self-defeating humor, there is a greater probability that suicidal ideation will appear during adolescence in the face of the
cybervictimization experience. It is important to continue researching in this direction to focus suicide prevention and intervention on replacing this
maladaptive humor style with healthier humor styles and interpersonal interaction strategies.
... La vinculación entre la calidad de las relaciones familiares y el uso problemático de las RS también ha sido objeto de estudios con muestras de adolescentes, donde la comunicación intrafamiliar, la supervisión o el control parental se han postulado como variables relevantes que median entre el uso de RRSS y un buen ajuste psicológico, reduciendo la implicación en conductas de ciberagresión (Ortega- Barón et al., 2017;Romera et al., 2021). Aunque en definitiva se considera que un buen clima familiar puede contribuir en gran medida a prevenir los peligros que tienen las RRSS, se sabe poco de si ésta sigue ejerciendo un papel relevante en la etapa Universitaria. ...
... Se ha visto que un menor sentimiento de cercanía familiar, menor autoestima y menor control percibido (o locus de control externo) se relaciona con un empleo de las RRSS para escapar o evadirse de la realidad. Aunque no podemos establecer una clara relación entre distintas motivaciones en el uso de las RRSS con un manejo problemático, nuestros datos sugieren que este estilo de uso se encuentra más relacionado con variables psicológicas negativas e irían en la misma dirección señalada en los estudios de Andreassen et al. Romera et al. (2021) que consideran que un buen clima familiar puede contribuir en gran medida a prevenir los peligros que tienen las RRSS, aunque este factor está fuera del contexto de las universidades, sí pueden permitir alertar de la situación familiar de algunos casos . Además, la utilización de las RRSS para conexiones profesionales, aunque de magnitud poco relevante, se relaciona con un mayor control percibido de la vida. ...
La generación Z está marcada por el nacimiento y la expansión de internet y las redes sociales (RRSS) suponen un escenario natural desde edades tempranas para comunicarse e informarse. Este artículo muestra perfiles de uso de las RRSS en estudiantes universitarios españoles. Se aplicó un cuestionario a 1363 estudiantes de diferentes áreas de conocimiento, de primeros y últimos cursos académicos. Se analizó la estructura subyacente del cuestionario a través de un Análisis Factorial Exploratorio (AFE) y confirmación de dicha estructura a través de Análisis Clúster bietápico y de K-medias. Aparecen tres usos motivacionales que se pusieron en relación con la autoestima, el control percibido y la cercanía familiar. Aparecen cuatro perfiles de uso de RRSS (contactos profesionales e información; comunicación con otros; evasión de la propia identidad y uno alternativo con uso reducido de RRSS), descritos según el tipo y el tiempo empleado de las RRSS, las áreas de conocimiento, sexo y curso académico. En contactos personales predominan mujeres estudiantes de Económicas y Derecho; en Evasión, sobresalen mujeres de primeros cursos de las áreas de Ciencias Humanas y Sociales y de Enfermería y Fisioterapia, y entre los alternativos destacan varones de últimos cursos de Ingeniería y Teología. En contactos profesionales solo sobresalen por el uso de LinkedIn. Un uso evasivo de las RRSS se asocia a una baja autoestima, poco control percibido de la vida y escasa cercanía familiar, hecho que puede alertar en la orientación educativa para mejorar la formación que se da a los estudiantes.
... A pesar de la trascendencia que tiene en la vida adolescente el hecho de establecer vínculos en las OSN, no hay un corpus robusto de estudios o de producción teórica al respecto. Esto puede deberse a que, ante el evidente aumento de riesgos online a los cuales se han visto expuesto los adolescentes, importantes investigaciones (Cebollero-Salinas et al., 2022a;Marín-Cortés et al., 2021;Marín-López et al., 2020;Romera et al., 2021;Zych et al., 2018) se han enfocado más en el estudio de causas y estrategias para mitigar riesgos como el cyberbullying y phubbing, entre otros. ...
... Ante el uso continuo de las OSN entre los adolescentes, instituciones como la familia y la escuela han mostrado cierta desconfianza hacia su uso, pues muchos de ellos se ven afectados por los comentarios que hacen otros en estos espacios virtuales de socialización. No obstante, cuando los adolescentes cuentan con relaciones familiares construidas a partir del respeto, la confianza y la comunicación asertiva, se pueden reducir los riesgos a los cuales se exponen en las OSN (Romera et al., 2021). ...
RESUMEN. En este ensayo se presenta una reflexión acerca de la forma en que los adolescentes crean su identidad y vivencian relaciones de alteridad a través de sus experiencias de interacción en un transitar constante entre espacios físicos y virtuales. Acudiendo a los postulados filosóficos de Lévinas acerca de la alteridad, se busca reali-zar una aproximación a la comprensión de las formas de encuentro y de relación entre los adolescentes en el escenario de las redes sociales online, lo cual implica analizar algunas especificidades y alcances de la comunicación en lo digital, así como la cons-trucción del yo digital por medio del uso de la imagen y de la interacción social. Es importante resaltar que la relación con el otro en el contexto digital ha sido estudiada como ciberconvivencia, que profundiza en los riesgos y en las posibles alternativas de solución. No obstante, en este texto se propone considerar la relación con otros en lo digital como un proceso complejo que involucra a los desconocidos y en el que también es posible cuidar de los demás, reconocer sus diferencias, ser solidario y empático, sin que esto signifique una pretensión por plantear relaciones de alteridad enmarcadas en un ideal de perfección y armonía. PALABRAS CLAVE: adolescentes / identidad / alteridad / redes sociales / comunicación
... In relation to the influence of gender and age in this phenomenon, it seems that the frequency of cybergossip tends to increase with age (Cebollero-Salinas et al., 2022a;Romera et al., 2021). However, as regards the gender variable, results in the literature are not conclusive. ...
... However, as regards the gender variable, results in the literature are not conclusive. Two different research teams found that adolescent girls engaged in cybergossip to a greater degree than boys (Garcia-Fernandez et al., 2022;Oluwole, 2009), while other studies found no significant gender differences associated with the frequency of cybergossip (Cebollero-Salinas et al., 2022a;Romera et al., 2018Romera et al., , 2021. ...
... This study investigated the capacity of social competency, empathy, emotional online content (e-motions), and socio-emotional e-competencies (e-COM) as predictors of cybergossip in adolescents by gender and age. Given the increased use of social media/networks among adolescents (Throuvala et al., 2019), the impact of risk behaviours such as cybergossip Romera et al., 2021), the socio-emotional motivation of adolescents (Casas et al., 2019;Dores-Cruz, Balliet, et al., 2019), and the general intensity of emotions typically experienced at this stage of life (Bailen et al., 2019), it may be relevant to analyse emotional factors to gain a better understanding of the mechanisms explaining cybergossip in adolescents. ...
Cybergossip in adolescence: Its relationship with social competency, empathy, emotions in online communication and socio-emotional e-competencies by gender and age. Abstract Cybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that are evaluated in the online environment, taking into account gender and age differences. Thus, the aim of this study is to analyse the predictive capacity of social competency, empathy, emotional online content (e-motions), and socio-emotional e-competencies in relation to cybergossip. In order to achieve this, we conducted a large-scale survey among Spanish adolescents (n = 992) aged 12-16 (54.4% girls, M = 13.80, and SD = 1.27). Results showed that cybergossip increases with age, with a similar frequency in boys and girls. Regression analysis showed that the variables we evaluated in the online environment can improve our knowledge about cybergossip in relation to social competency and empathy. Moreover, emotions , which tend to come into play in the transmission of online messages, increase the frequency of cybergossip. Socio-emotional e-competencies, however, can reduce its occurrence, thereby helping adolescents adapt to online interaction environments. Certain socio-emotional e-competencies stand out: e-regulation of emotions in girls, e-self-control of impulsivity in boys, and emotional e-independence in both genders and in older adolescents. Finally, we highlight the need for adolescents to develop specific online emotional competencies.
... However, only one study in the present review's sample investigates children's disclosure of online activity vis-ávis parents as concrete actions undertaken by children (Table 3). Romera et al. (2021) analysed self-reports from a survey on 866 children ages 10-13 in Spain on their involvement in cybergossip (i.e., sharing positive, neutral or negative comments about a person who is not present), cyberaggression/cyberbullying, problematic Internet use and child disclosure vis-á-vis parents about what they experience on social Romera et al. (2021) confirm through their analysis that child disclosure protects against cyberbullying, and that this protection is mediated by the child's eventual problematic Internet use and involvement in cybergossip. Even though the evidence is correlational and cannot confirm an eventual causal direction between child disclosure and protection against cyberbullying, the study is interesting because it reveals an embedded aspect of inherent and/or pathogenic vulnerability from participating in cybergossip measured as children's score on the statement 'It makes me feel closer to my group of friends'. ...
... However, only one study in the present review's sample investigates children's disclosure of online activity vis-ávis parents as concrete actions undertaken by children (Table 3). Romera et al. (2021) analysed self-reports from a survey on 866 children ages 10-13 in Spain on their involvement in cybergossip (i.e., sharing positive, neutral or negative comments about a person who is not present), cyberaggression/cyberbullying, problematic Internet use and child disclosure vis-á-vis parents about what they experience on social Romera et al. (2021) confirm through their analysis that child disclosure protects against cyberbullying, and that this protection is mediated by the child's eventual problematic Internet use and involvement in cybergossip. Even though the evidence is correlational and cannot confirm an eventual causal direction between child disclosure and protection against cyberbullying, the study is interesting because it reveals an embedded aspect of inherent and/or pathogenic vulnerability from participating in cybergossip measured as children's score on the statement 'It makes me feel closer to my group of friends'. ...
... Even though the evidence is correlational and cannot confirm an eventual causal direction between child disclosure and protection against cyberbullying, the study is interesting because it reveals an embedded aspect of inherent and/or pathogenic vulnerability from participating in cybergossip measured as children's score on the statement 'It makes me feel closer to my group of friends'. Engaging in cybergossip to overcome individually experienced inherent and pathogenic vulnerability may be a valid strategy for the child, even though Romera et al. (2021) found that taking part in cybergossip is related to being involved in cyberaggression because posting messages about others may normalise hurtful behaviour. Therefore, cybergossip may entail inflicting or increasing vulnerability in others. ...
This literature review adds to the existing literature on the relationships between young people’s use of digital technology and their well-being by investigating how perceived excessive use of the Internet in one social setting may increase a person’s well-being in a different social setting. By combining clinical-psychological and digital literacy perspectives on well-being with a theoretical framework focussing on human vulnerability and the protective potential of human agency, the review’s thematic synthesis of 21 studies between 2011 and 2021 supports previous research suggesting that digital engagement can be a coping strategy for young people experiencing problems. First, the analysis examines how young people’s activity across social contexts represented by family, leisure, school and a digital space for democratic participation may affect their predefined roles as children or students, and how new possibilities for development and learning emerge. Second, the discussion combines the clinical-psychological and digital literacy perspectives for a deeper understanding of how young people’s agency may help them overcome different sources of vulnerability as obstacles to well-being. Thus, the review nuances the discussion on digital technology and well-being to understand what this technology represents to young people as they navigate, negotiate and struggle with the normal pitfalls of life.
... La elección de las actitudes analizadas se fundamenta en los resultados de los focus group previamente realizados, así como en diversos estudios e informes sobre ciberconductas de riesgo (Livingstone et al., 2014;Garmendia et al., 2016;Ramos-Soler et al., 2018;Perís Hernández et al., 2018;Garitaonandia et al., 2020;Osorio-Tamayo y Millán Otero, 2020;Galbava et al., 2021;Romera et al., 2021;Andrade et al., 2021). ...
El joven ha integrado una parte importante de su cotidianeidad en el ecosistema digital, en donde se están generando situaciones de fuerte impacto emocional. Este estudio identifica aquellas situaciones en las que los jóvenes españoles (entre 18 y 35 años) se sienten vulnerables en el entorno online, a partir de sus emociones, actitudes y experiencias vividas; además se realiza una radiografía del perfil sociodemográfico del joven más vulnerables en el mundo digital. La recogida de información se ha realizado a través de una metodología cualitativa mediante grupos de discusión y cuantitativa a una muestra representativa de 1.500 jóvenes. Los principales resultados han permitido identificar un mapa de territorios de vulnerabilidad digital de los jóvenes, donde el relato emocional adquiere importantes matices según el nivel de madurez y experiencias digitales vividas a lo largo de los años, siendo en concreto las mujeres y los jóvenes de menor edad (18 a 21 años), el segmento más sensible ante las distintas situaciones de vulnerabilidad digital.
... Regarding this point, Íñiguez et al. [10] express that traditional bullying continues with cyberbullying, hence the importance of examining the predictors of this behavior. Specifically, in the relationships that take place in the school space, these behaviors of cyberbullying are frequent [11][12][13]. Data on cyberbullying derived from reports prepared by Save the Children [14,15] in Spain indicate that the figures continue to be worrying both for schoolchildren involved in recent months as aggressors (3.3% in cyberbullying) and for those in the role of victim (6.9% in cyberbullying). ...
Cyberbullying is considered a serious health problem that mainly affect adolescents, with different characteristics depending on the role in which they are directly involved. The objective of our research was to analyze the sociodemographic characteristics and psychopathological behaviors among the roles of those involved in cyberbullying (victims, aggressors, bystanders and aggressive victims). The study participants were 280 students aged between 12 and 17 years (61.8% female) from the Region of Murcia, Spain. The Cyberbullying Screening of Bullying among Peers, the Clinical Analysis Questionnaire and a sociodemographic survey were used. Hierarchical regression analysis was used. This study showed that the roles of those directly involved in cyberbullying correlate with psychopathological behaviors. It is a priority to promote prevention programs aimed at improving cyberbullying among students.