Socio-cognitive and emotional factors on perpetration of cyberbullying

Larrañaga, Elisa and Navarro, Raúl and Yubero, Santiago Socio-cognitive and emotional factors on perpetration of cyberbullying. Comunicar, 2018, vol. 26, n. 56, pp. 19-28. [Journal article (Paginated)]

[img]
Preview
 Text (In English)
c5602en.pdf - Published version
Available under License Creative Commons Attribution Non-commercial Share Alike.
Download (526kB) | Preview
[img]
Preview
 Text (En español)
c5602es.pdf
Download (2MB) | Preview

English abstract

Research on the characteristics shown by children who cyberbully others is scarce. The objective of this research is to know the variables that predict the involvement of youngsters in cyberbullying perpetration. The current study examined the relation between socio-cognitive and emotional variables and cyberbullying perpetration. It examined the cyberbullies' beliefs about moral disengagement towards cyberbullying. It tested also the social support and emotional reactions to cyberbullying with the aim of understanding their association with cyberbullying perpetration. A number of 1,062 teenagers (54% girls) between 12 and 19 years old (M=15.20, SD=1.91), from six public secondary schools in Castilla-La Mancha (Spain), participated in the study. Results suggest that students who engage in cyberbullying perpetration have higher levels of cyberbullying victimization and bullying aggression when compared with their peers who do not engage in cyberbullying. The findings show that socio-cognitive and emotional variables are important to understand individual differences in engagement in cyberbullying. Result of regressions indicated that perpetration of cyberbullying was positively associated with cyberbullying victimization, bullying aggression, moral disengagement towards cyberbullying, social support and satisfaction expression. In contrast, perpetration of cyberbullying was not associated with negative emotions. Gender and age did not play a significant role in the prediction on perpetration of cyberbullying. Future research should continue to examine predictive factors associated with cyberbullying perpetration.

Spanish abstract

Las investigaciones sobre los ciberagresores son escasas. El objetivo de esta investigación ha sido conocer las variables que predicen la agresión de ciberacoso. El presente estudio examinó la relación entre las variables socio-cognitivas y emocionales con la agresión de ciberacoso. Se examinó la desconexión moral hacia el ciberacoso. Se midió también el apoyo social y las emocionales con el objetivo de conocer su relación con la participación en el ciberacoso. Participaron en el estudio 1.062 adolescentes (54% chicas) con edades entre los 12 y 19 años (M=15,20; DT=1,91), de seis Institutos de Enseñanza Secundaria de Castilla-La Mancha (España). Los resultados muestran que los estudiantes que participan en la agresión tienen niveles más elevados de cibervictimización y acoso, en comparación con sus compañeros que no agreden a través de ciberacoso. Los resultados muestran que las variables socio-cognitivas y emocionales son relevantes para entender las diferencias individuales en la participación de ciberacoso. El resultado del análisis de regresión indicó que la ciberagresión estaba positivamente asociada con la cibervictimización, la agresión cara a cara, la desconexión moral hacia el ciberacoso, el apoyo social y la satisfacción por su comportamiento. En contraste, no se asoció con emociones negativas. El género y la edad no desempeñaron un papel significativo para la predicción de la ciberagresión. Por ello, investigaciones futuras deben continuar examinando los factores predictivos asociados a la agresión del ciberacoso.

Item type: Journal article (Paginated)
Keywords: Cyberbullying; perpetration; bullying; moral disengagement; social support; emotional reactions; adolescence; victims; Ciberacoso; agresión; acoso; desconexión moral; apoyo social; emociones; adolescencia; víctimas
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: 23 Jul 2018 16:29
Last modified: 23 Jul 2018 16:29
URI: http://hdl.handle.net/10760/33050

References

Almeida, A., Correia, I., Marinho, S., & Garcia, D. (2012). Virtual but not less real: A study of cyberbullying and its relations to moral disenga- gement and empathy. In Q. Li, D. Cross, & P.K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspec- tives (pp. 223-244). Chichester, UK: Wiley-Blackwell.

Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193-209. https://doi.org/10.1207/s15327957pspr0303_3

Bauman, S. (2010). Cyberbullying in a rural intermediate school: An exploratory study. Journal of Early Adolescence, 30, 803-833. https://doi.org/10.1177/0272431609350927

Boulton, M.J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-83.

Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513-531. https://doi.org/10.1037/0003-066X.32.7.513

Bussey, K., Fitzpatrick, S., & Raman, A. (2015). The role of moral disengagement and self-efficacy in cyberbullying. Journal of School Violence, 14(1), 30-46. https://doi.org/10.1080/15388220.2014.954045

Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors’ pro-file.

Computers in Human Behavior, 26, 1128-1135. https://doi.org/10.1016/j.chb.2010.03.017

Caravita, S.C.S., Colombo, B., Stefanelli, S., & Zigliani, R. (2016). Emotional, psychophysiological and Behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies. Psicología Educativa, 21, 49-59. https://doi.org/10.1016/j.pse.2016.02.003 Caravita, S.C.S., Gini, G., & Pozzoli, T. (2012). Main and moderated effects of moral cognition and status on bullying and defending.

Aggressive Behavior, 38, 456-468. https://doi.org/10.1002/ab.21447

Cerezo, F., Sánchez, C., Ruiz, C., & Arense, J.J. (2015). Adolescents and preadolescents’ roles on bullying, and its relation with social clima- te and parenting styles. Psicodidáctica, 20, 139-155. https://doi.org/10.1387/RevPsicodidact.11097

Cross, D., Lester, L., & Barnes, A. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditio- nal bullying victimization. International Journal of Public Health. https://doi.org/10.1007/s00038-015-0655-1

Della-Cioppa, V., O’Neil, A., & Craig, W. (2015). Learning from traditional bullying interventions: A review of research on cyberbullying and best practice. Aggression and Violent Behavior, 23, 61-68. doi: 10.1016/j.avb.2015.05.009

Garaigordobil, M. (2011). Prevalence and consequences of cyberbullying: A review. International Journal of Psychology and Psychological Therapy, 11, 233-254.

Garaigordobil. M. (2015). Cyberbullying in adolescents and youth in the Basque Country: Changes with age. [Ciberbullying en adolescentes y jóvenes del País Vasco: Cambios con la edad]. Anales de Psicología, 31(3), 1069-1076. https://doi.org/10.6018/analesps.31.3.179151 Giménez-Gualdo, A.M., Hunter, S.C., Durkin, K., Arnaiz, P., & Maquilón, J. (2015). The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role. Computers & Education, 82, 228-235. https://doi.org/10.1016/j.compedu.2014.11.013 Gómez, A., & Vázquez, A. (2015). The power of ‘feeling one’ whit a group. Identity fusion and extreme pro-group behaviors. International Journal of Social Psychology, 30, 481-511. https://doi.org/10.1080/02134748.2015.1065089

González, M.T., & Landero, R. (2014). Psychometric properties of the Social Support From Parents and Friends Scale (AFA-R) in a student sample. [Propiedades psicométricas de la Escala de Apoyo Social Familiar y de Amigos (AFA-R) en una muestra de estudiantes]. Acta de Investigación Psicológica, 4(2), 1469-1480.

Hall, W.J. (2016). Initial development and validation of the Bullyharm: The bullying, harassment, and aggression receipt measure.

Psychology in the Schools, 53(9). http://dx.doi.org/10.1002/pits.21957

Herrera-López, M., Romera, E., & Ortega-Ruiz, R. (2017). Bullying and cyberbullying in Colombia; co-occurrence in adolescent schoolchil- dren. [Bullying y cyberbullying en Colombia; coocurrencia en adolescentes escolarizados]. Revista Latinoamericana de Psicología, 49(3), 163-172. https://doi.org/10.1016/j.rlp.2016.08.001

Horner, S., Asher, Y., & Fireman, G.D. (2015). The impact and response to electronic bullying and traditional bullying among adolescents.

Computers in Human Behavior, 49, 288-295. https://doi.org/10.1016/j.chb.2015.03.007

Menesini, E., Nocentinni, A., & Palladino, B.E. (2012). Empowering students against bullying and cyberbullying: Evaluation of an Italian peer-led model. International Journal of Conflict and Violence, 6(2), 313-320.

Menesini, E., Palladino, B.E., & Nocentini, A. (2015). Emotions of moral disengagement, class norms, and bullying in adolescence: A multile- vel approach. Merrill-Palmer Quarterly, 61(1), 124-143. https://doi.org/10.13110/merrpalmquar1982.61.1.0124

Menesini, E., Sanchez, V., Fonzi, A., Ortega, R., Costabile, A., & Lo Feudo, G. (2003). Moral emotions and bullying: A cross-national com- parison of differences between bullies, victims and outsiders. Aggressive Behavior, 29(6), 515-530. doi: 10.1002/ab.10060

Meter, D.J., & Bauman, S. (2016). Moral disengagement about cyberbullying and parental monitoring: Effects on traditional bullying and victi- mization via cyberbullying involvement. Journal of Early Adolescence, 1-24. https://doi.org/10.1177/0272431616670752

Moore, P.M., Huebner, E.S., & Hills, K.J. (2012). Electronic bullying and victimization and life satisfaction in middle school students. Social Indicators Research, 107(3), 429-447. https://doi.org/10.1007/s11205-011-9856-z

Muros, B., Aragón, Y., & Bustos, A. (2013). Youth’s usage of leisure time with video games and Social Networks. [La ocupación del tiempo libre de jóvenes en el uso de videojuegos y redes]. Comunicar, 40, 31-39. https://doi.org/10.3916/C40-2013-02-03

Olthof, T., Goossens, F.A., Vermande, M.M., Aleva, E.A., & van-der-Meulen, M. (2011). Bullying as a strategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, 49, 339-359. https://doi.org/10.1016/j.jsp.2011.03.003 Ortega, R., Calmaestra, J., & Mora-Merchán, J. (2008). Cyberbullying. International Journal of Psychology and Psychological Therapy, 8(2), 183-192.

Ortega, R., Elipe, P., Mora-Merchán, A., Calmaestra, J, & Vega, E. (2009). The emotional impact on victims of traditional bullying and cyberbullying. A study of Spanish adolescents. Journal of Psychology, 217(4), 197-204. https://doi.org/10.1027/0044-3409.217.4.197 Pérez-Latorre, O. (2012). From chess to StarCraft. A comparative analysis of traditional games and videogames. [Del ajedrez al StarCraft. Análisis comparativo de juegos tradicionales y videojuegos]. Comunicar, 38, 121-129. https://doi.org/10.3916/C38-2012-03-03

Perren, S., & Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengage- ment, moral emotions, and moral values. European Journal of Developmental Psychology, 9, 195-209. https://doi.org/10.1080/17405629.2011.643168

Raskauskas, J., & Stoltz, A.D. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43(3), 564-575. doi: 10.1037/0012-1649.43.3.564

Romera, E., Cano, J.J., García-Fernández, C., & Ortega-Ruiz, R. (2016). Cyberbullying: Social competence, motivation and peer relations- hips. [Cyberbullying: competencia social, motivación y relaciones entre iguales]. Comunicar, 48, 71-79. https://doi.org/10.3916/C48-2016-07 Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112-120. https://doi.org/10.1016/j.avb.2009.08.007

Slonje, R., & Smith, P.K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147-154. https://doi.org/10.1111/j.1467-9450.2007.00611.x

Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Russell. S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x

Sticca, F., Ruggieri, S., Alsaker, F., & Perren, S. (2013). Longitudinal risk factors for cyberbullying in adolescence. Journal of Community and Applied Social Psychology, 23, 52-67. https://doi.org/10.1002/casp.2136

Ttofi, M.M., & Farrington, D.P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review.

Journal of Experimental Criminology, 7(1), 27-56. https://doi.org/10.1007/s11292-010-9109-1

Twyman, K., Saylor, C., Taylor, L.A., & Comeaux, C. (2010). Comparing children and adolescents engaged in cyberbullying to matched peers. Cyberpsychology, Behavior, and Social Networking, 13(2), 195-199. https://doi.org/10.1089/cyber.2009.0137

Willians, K.R., & Guerra, N.G. (2007). Prevalence and predictors of internet bullying. Journal of Adolescence Health, 41(6 Suppl 1), 14-21. https://doi.org/10.1016/j.jadohealth.2007.08.018

Zych, I., Ortega-Ruiz, R., & Marín-López, I. (2016). Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies. Psicología Educativa 22(1), 5-18. doi: 10.1016/j.pse.2016.03.002


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS