Cyberbullying: Social Competence, Motivation and Peer Relationships = Cyberbullying: competencia social, motivación y relaciones entre iguales

Romera, Eva-M. and Cano, Juan-Jesús and García-Fernández, Cristina-M. and Ortega-Ruiz, Rosario Cyberbullying: Social Competence, Motivation and Peer Relationships = Cyberbullying: competencia social, motivación y relaciones entre iguales. Comunicar, 2016, vol. 24, n. 48, pp. 71-79. [Journal article (Paginated)]

[img] Text
c4807en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.

Download (614kB)
[img] Text
c4807es.pdf

Download (559kB)
Alternative locations: http://dx.doi.org/10.3916/C48-2016-07

English abstract

The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of cyberbullying among teenagers.

Spanish abstract

El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (cyberbullying) puede indicar que variables de cognición social, cuya influencia ha sido reconocida en el bullying, también estén presentes en el acoso cibernético. El objetivo de la investigación fue estudiar el ajuste social de los implicados en cyberbullying y analizar las diferencias en la percepción de la competencia social, la motivación y el apoyo de los iguales, entre víctimas, agresores y agresores victimizados del cyberbullying. Un total de 505 adolescentes (47,3% chicas) con edades comprendidas entre los 12 y 16 años (M=13.95; DT=1.42) participaron en el estudio. Se utilizaron instrumentos para adolescentes validados en español y se analizaron las propiedades psicométricas para la adaptación de la escala de competencia social. Análisis factoriales exploratorios y confirmatorios mostraron índices óptimos de fiabilidad y validez. Se observó una mayor implicación de los ciberagresores victimizados. Las comparaciones entre roles a través de pruebas no paramétricas mostraron en los ciberagresores un mayor apoyo social que el resto de perfiles y altos niveles en metas de popularidad. Las cibervíctimas destacaron por su alta percepción de competencia social. Los ciberagresores victimizados mostraron altos niveles de metas de popularidad y baja aceptación social. Los resultados obtenidos permiten concluir que la forma en que el grupo de iguales gestiona su vida emocional y social puede estar explicando la situación de cyberbullying entre los adolescentes.

Item type: Journal article (Paginated)
Keywords: adolescence, social competence, risk behaviors, educational context, research, social motivation, popularity, social relationships, adolescencia, competencia social, conductas de riesgo, contexto educativo, investigación, motivación social, popularidad, relaciones sociales
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 02 Aug 2016 08:05
Last modified: 02 Aug 2016 08:05
URI: http://hdl.handle.net/10760/29615

References

"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

Anderson-Butcher, D., Amorose, A.J., & al. (2014). The Case for the Perceived Social Competence Scale II. Research on Social Work Practice, 9, 1-10. doi: http://dx.doi.org/10.1177/1049731514557362

Austin, J.T., & Vancouver, J.B. (1996). Goal Constructs in Psychology: Structure, Process, and Content. Psychological Bulletin, 120, 338-375. doi: http://dx.doi.org/10.1037/0033-2909.120.3.338

Barlett, C., & Coyne, S.M. (2014). A Meta-analysis of Sex Differences in Cyber-bullying Behavior: The Moderating Role of Age. Aggressive Behavior, 40, 474-488. doi: http://dx.doi.org/10.1002/ab.21555

Berger, C., & Caravita, C.S. (2016). Why do early adolescents bully? Exploring the Influence of Prestige Norms on Social and Psychological Motives to Bully. Journal of Adolescence, 46, 45-56. doi: http://dx.doi.org/10.1016/j.adolescence.2015.10.020

Bost, K.K., Vaughn, B.E., Washington, W.N., Cielinski, K.L., & Bradbard, M.R. (1998). Social Competence, Social Support, and Attachment: Demarcation of Construct Domains, Measurement, and Paths of Influence for Preschool Children Attending Head Start. Child Development, 69, 192-218. doi: http://dx.doi.org/10.1111/j.1467-8624.1998.tb06143.x

Buhrmester, D. (1990). Intimacy of Friendship, Interpersonal Competence, and Adjustment during Preadolescence and Adolescence. Child Development, 61, 1101-1111. doi: http://dx.doi.org/10.1111/j.1467-8624.1990.tb02844.x

Byrne, B.M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and Programming. Mahwah, New Jersey: Erlbaum.

Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in Adolescents: Modalities and aggressors’ profile. Computers in Human Behavior, 26, 1128-1135. doi: http://dx.doi.org/ 10.1016/j.chb.2010.03.017

Casas, J.A., Del-Rey, R., & Ortega-Ruiz, R. (2013). Bullying and Cyberbullying: Convergent and Divergent Predictor Variables. Computers in Human Behavior, 29, 580-587. doi: http://dx.doi.org/ 10.1016/j.chb.2012.11.015

Cerezo, F., Sánchez, C., Ruiz, C., & Arense, J.J. (2015). Adolescents and Preadolescents’ Roles on Bullying, and its Relation with Social Climate and Parenting Styles. Psicodidáctica, 20, 139-155. doi: http://dx.doi.org/10.1387/RevPsicodidact.11097

Crick, N.R., & Dodge, K.A. (1994). A Review and Reformulation of Social Information-processing Mechanisms in Children's Social Adjustment Psychological Bulletin, 115, 74-101. doi: http://dx.doi.org/10.1037/0033-2909.115.1.74

Crick, N.R., Grotpeter, J.K., & Bigbee, M.A. (2002). Relationally and Physically Aggressive Children’s Intent Attributions and Feelings of Distress for Relational and Instrumental Peer Provocations. Child Development, 73, 1134-1142. doi: http://dx.doi.org/10.1111/1467-8624.00462

Del-Rey, R., Casas, J.A., & al. (2015). Structural Validation and Cross-cultural Robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147. doi: http://dx.doi.org/10.1016/j.chb.2015.03.065

Del-Rey, R., Elipe, P., & Ortega-Ruiz, R. (2012). Bullying and Cyberbullying: Overlapping and Predictive Value of the Co-occurrence. Psicothema, 24, 608-613.

Ellison, N.B., Steinfield, C., & Lampe, C. (2007). The Benefits of Facebook ‘Friends’: Social Capital and College Students’ Use of Online Social Network Sites. Journal of Computer-Mediated Communication, 12, 1143-1168. doi: http://dx.doi.org/10.1111/j.1083-6101.2007.00367.x

Elosua Oliden, P., & Zumbo, B.D. (2008). Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20, 896-901.

Fernández-Montalvo, J., Peñalva, A., & Irazabal, I. (2015). Hábitos de uso y conductas de riesgo en Internet en la preadolescencia. [Internet Use Habits and Risk Behaviours in Preadolescence]. Comunicar, 44, 113-120. doi: http://dx.doi.org/10.3916/C44-2015-12

Fox, C. L., & Boulton, M. J. (2005). The Social Skills Problems of Victims of Bullying: Self, Peer and Teacher Perceptions. British Journal of Educational Psychology, 75, 313-328. doi: http://dx.doi.org/10.1348/000709905X25517

Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión. International Journal of Psychology and Psychological Therapy, 11, 233-254.

García-Fernández, C.M., Romera, E.M., & Ortega, R. (2015). Explicative Factors of Face-to-face Harassment and Cyberbullying in a Sample of Primary Students. Psicothema, 27, 347-353. doi: http://dx.doi.org/10.7334/psicothema2015.35

Gini, G., Pozzoli, T., & Hauser, M. (2011). Bullies have Enhanced Moral Competence to Judge relative to Victims, but Lack Moral Compassion. Personality and Individual Differences, 50, 603-608. doi: http://dx.doi.org/10.1016/j.paid.2010.12.002

Habashy-Hussein, M. (2013). The social and Emotional Skills of Bullies, Victims, and Bully-victims of Egyptian Primary School Children. International Journal of Psychology, 48, 910-921. http://dx.doi.org/10.1080/00207594.2012.702908

Harter, S. (1985). The self-perception profile for children: Revision of the Perceived Competence Scale for Children. Denver, CO: University of Denver.

Herrera-López, M., Romera, E.M., Ortega-Ruiz, R., & Gómez-Ortiz, O. (2016). Influence of Social Motivation, Self-perception of Social Efficacy and Normative Adjustment in the Peer Setting. Psicothema, 28, 32-39. http://dx.doi.org/10.7334/psicothema2015.135

Hinduja, S., & Patchin, J. (2009). Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. Thousand Oaks: Sage Publications.

Holt, M.K., & Espelage, D.L. (2007). Perceived Social Support among Bullies, Victims, and Bully-victims. Journal of Youth and Adolescence, 36, 984-994.

Hu, L., & Bentler, P. (1999). Cut off Criteria for fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives. Structural Equation Modeling, 6, 1-55. http://dx.doi.org/10.7334/10.1080/10705519909540118

Juvonen, J., & Gross, E.F. (2008). Extending the School Grounds? Bullying Experiences in Cyberspace. Journal of School Health, 78, 496-505. doi: http://dx.doi.org/10.1111/j.1746-1561.2008.00335.x

Katzer, C., Fetchenhauer, D., & Belschak, F. (2009). Cyberbullying: Who are the Victims?: A Comparison of Victimization in Internet Chatrooms and Victimization in School. Journal of Media Psychology: Theories, Methods, and Applications, 21, 25-36. doi: http://dx.doi.org/10.1027/1864-1105.21.1.25

Kendrick, K., Jutengren, G., & Stattin, H. (2012). The Protective Role of Supportive Friends against Bullying Perpetration and Victimization. Journal of Adolescence, 35, 1.069-1.080. doi: http://dx.doi.org/10.1016/j.adolescence.2012.02.014

Kowalski, R.M., Giumetti, G.W., Schroeder, A.N., & Lattanner, M.R. (2014). Bullying in the Digital Age: A Critical Review and Meta-analysis of Cyberbullying Research among Youth. Psychological Bulletin, 140, 1.073-1.137. doi: http://dx.doi.org/10.1037/a0035618

Kowalski, R.M., Morgan, C.A., & Limber, S.P. (2012). Traditional Bullying as a Potential Warning Sign of Cyberbullying. School Psychology International, 33, 505-519. doi: http://dx.doi.org/10.1177/0143034312445244

Modecki, K.L., Minchin, J., Harbaugh, A.G., Guerra, N.G., & Runions, K.C. (2014). Bullying prevalence across Contexts: A Meta-analysis Measuring Cyber and Traditional Bullying. Journal of Adolescent Health, 55, 602-611. doi: http://dx.doi.org/10.1016/j.jadohealth.2014.06.007

Mouratidis, A., & Sideridis, G. (2009). On Social Achievement Goals: Their Relations with Peer Acceptance, Classroom Belongingness, and Perceptions of Loneliness. The Journal of Experimental Education, 77, 285-307. doi: http://dx.doi.org/10.3200/JEXE.77.3.285-308

Navarro, R., Yubero, S., & Larrañaga, E. (2015). Psychosocial Risk Factors for Involvement in Bullying Behaviors: Empirical Comparison between Cyberbullying and Social Bullying Victims and Bullies. School Mental Health, 7, 235-248. doi: http://dx.doi.org/10.1007/s12310-015-9157-9

Ojanen, T., Grönroos, M., & Salmivalli, C. (2005). Applying the Interpersonal Circumplex Model into Children’s Social Goals: Connections with Peer Reported behavior and Sociometric Status. Developmental Psychology, 41, 699-710. doi: http://dx.doi.org/10.1037/0012-1649.41.5.699

Olweus, D. (1999). Norway. In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The Nature of School Bullying: A Cross-national Perspective (pp. 28-48). London: Routledge.

Olweus, D. (2012). Cyberbullying: An Overrated Phenomenon? European Journal of Developmental Psychology, 9, 520-538. doi: http://dx.doi.org/10.1080/17405629.2012.682358

Ortega-Barón, J., Buelga, S., & Cava, M.J. (2016). Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso. [The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying]. Comunicar, 46, 57-65. http://dx.doi.org/10.3916/C46-2016-06

Parker, J.G., & Asher, S.R. (1993). Friendship and Friendship Quality in Middle Childhood: Links with Peer Group Acceptance and Feelings of Loneliness and Social Dissatisfaction. Developmental Psychology, 29, 6-11. doi: http://dx.doi.org/10.1037/0012-1649.29.4.611

Pastor, Y., Quiles, Y., & Pamies, L. (2012). Apoyo social en la adolescencia: adaptación y propiedades psicométricas del «Social Support Scale for Children» de Harter (1985). Revista de Psicología Social, 27, 39-53. doi: http://dx.doi.org/10.1174/021347412798844060.

Rodkin, P., Ryan, A., Jamison R., & Wilson T., (2013). Social Goals, Social Behavior, and Social Status in Middle Childhood. Developmental Psychology, 49, 1.139-1.150. doi: http://dx.doi.org/10.1037/a0029389

Ryan, A., & Shim, S.S. (2006). Social Achievement Goals: The Nature and Consequences of Different Orientations toward Social Competence. Personality and Social Psychology Bulletin, 32, 1.246-1.263. doi: http://dx.doi.org/10.1177/0146167206289345

Ryan, A., & Shim, S.S. (2008). An Exploration of Young Adolescents’ Social Achievement Goals: Implications for Social Adjustment in Middle School. Journal of Educational Psychology, 100, 672-687. doi: http://dx.doi.org/10.1037/0022-0663.100.3.672

Selkie, E.M., Fales, J.L., & Moreno, M.A. (2016). Cyberbullying Prevalence among US Middle and High School-Aged Adolescents: A Systematic Review and Quality Assessment. Journal of Adolescent Health, 58(2), 125-133. doi: http://dx.doi.org/10.1016/j.jadohealth.2015.09.026

Smith, P.K. (2015). The Nature of Cyberbullying and What We Can do about it. Journal of Research in Special Educational Needs, 15, 176-184. doi: http://dx.doi.org/10.1111/1471-3802.12114

Storch, E.A., Brassard, M.R., & Masia-Warner, C.L. (2003). The Relationship of Peer Victimization to Social Anxiety and Loneliness in Adolescence. Child Study Journal, 33, 1-18.

Tani, F., Greenman, P.S., Schneider, B.H., & Fregoso, M. (2003). Bullying and the Big Five. A Study of Childhood Personality and Participant Roles in Bullying Incidents. School Psychology International, 24, 131-146. doi: http://dx.doi.org/10.1177/0143034303024002001

Vaughn, B.E., Shin, N., & al. (2009). Hierarchical Models of Social Competence in Preschool Children: A Multisite, Multinational Study. Child Development, 80, 1.775-1.796. doi: http://dx.doi.org/10.1111/j.1467-8624.2009.01367.x

Wright, M.F., & Li, Y. (2013). The Association between Cyber Victimization and Subsequent Cyber Aggression: The Moderating Effect of Peer Rejection. Journal of Youth and Adolescence, 42, 662-674. doi: http://dx.doi.org/10.1007/s10964-012-9903-3

Zhang, F., You, Z., & al. (2014). Friendship Quality, Social Preference, Proximity Prestige, and Self-perceived Social Competence: Interactive Influences on Children's Loneliness. Journal of School Psychology, 52, 511-526. doi: http://dx.doi.org/10.1016/jsp.2014.06.001

Zych, I., Ortega-Ruiz, R., & Del-Rey, R. (2015). Scientific Research on Bullying and Cyberbullying: Where Have We Been and Where Are We Going. Aggression and Violent Behavior, 24,188-198. doi: http://dx.doi.org/10.1016/j.avb.2015.05.015


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item