María Jesús Cava

Validación de la escala de victimización entre adolescentes a través del teléfono móvil y de internet

OBJETIVO: Validar la Escala de Victimizacion entre Adolescentes a traves del Telefono Movil y de Internet (CYBVIC), analizando sus propiedades psicometricas. METODOS: Se realizo un estudio transversal descriptivo en el que participaron dos muestras independientes de adolescentes de ambos sexos, de entre 11 y 19 anos. La primera muestra estuvo constituida por 1 934 adolescentes espanoles, y la segunda por 1 483 adolescentes mexicanos. Se realizo un analisis factorial exploratorio de la escala con la primera muestra, y un analisis factorial confirmatorio con la segunda. Tambien se llevaron a cabo analisis multigrupo, analisis de fiabilidad y analisis de las correlaciones de las dimensiones de la escala con diversas variables externas de ajuste psicologico (sintomatologia depresiva, estres percibido, soledad, satisfaccion con la vida y victimizacion tradicional). RESULTADOS: Se encontraron dos factores, denominados cybmovil y cybinternet, que en conjunto explicaron 52% de la varianza. Estos factores fueron congruentes con la propuesta teorica original. El analisis factorial confirmatorio mostro un ajuste adecuado del modelo de dos factores correlacionados. Los datos indicaron la invarianza factorial del cuestionario entre las muestras de Espana y Mexico. El analisis de fiabilidad confirmo que la escala posee una consistencia interna adecuada. Se encontraron correlaciones significativas entre las dimensiones cybmovil y cybinternet con las variables externas con las que se relacionaron. Conclusiones. La escala CYBVIC tiene propiedades psicometricas adecuadas y puede ser utilizada como una medida valida y fiable en nuevas investigaciones, que contribuyan a ampliar el conocimiento sobre este problema mundial creciente de cyberbullying entre adolescentes.

Psychological profile of adolescent cyberbullying aggressors / Perfil psicosocial de adolescentes agresores de cyberbullying

Abstract The aim of this study was to analyse adolescent cyberbullying aggressors’ psychosocial profiles, taking into account the psychosocial adjustment indicators of life satisfaction, non-conforming reputation, antisocial behaviours at school and antisocial behaviours in the community. The sample was made up of 877 Spanish students (48.6% boys and 51.4% girls) aged 11 to 17 (M = 13.8, SD = 1.4). Three groups of adolescents were distinguished: severe cyberbullies, occasional cyberbullies and non-aggressor adolescents. Analysis of covariance results indicated differences between the two cyberbullying groups and non-aggressor adolescents. The severe cyberbullies, followed by occasional cyberbullies, showed the least adaptive psychosocial profiles, while non-aggressor adolescents obtained the most adaptive profiles. We also discuss the practical implications of these results.

Victimization, loneliness, overt and relational violence at the school from a gender perspective

This ex post facto study analyzes both the direct relationships between victimization and overt and relational violent behavior of students adolescents as the indirect relationships between these variables through the classroom environment, the loneliness, the nonconformist ideal reputation and transgression of social norms. The sample consisted of 1,795 adolescents (48% females) aged 11 to 18 years (M = 14.2, SD = 1.68). We used a structural equation model to analyze the effect of classroom environment and victimization in violent manifest and relational behavior. The results found that a direct positive relationship between victimization and relational violent behavior and a direct negative relationship between classroom environment and overt violent behavior. In addition, classroom environment and victimization were indirectly related to overt and relational violence through its relationship with loneliness, nonconformist ideal reputation and transgression of social norms. Multigroup analysis results indicated that the relationship between loneliness and relational violent behavior was significant for boys but not for girls. Finally, we discuss the results and their practical implications in the school context.

Perfil de los niños con problemas de integración social en el aula

Resumen La relevancia que las relaciones entre compañeros tienen en el desarrollopsicosocial del niño, así como las consecuencias negativas de sus dificultades, han merecido una considerable atención de los investigadores (Parker y Asher, 1987). Sin embargo, es todavía necesaria una mayor clarificación de las diferencias existentes entre los niños con problemas de integración social y sus compañeros bien adaptados socialmente. Este es el objetivo principal de esta investigación. La muestra está configuradapor 537 alumnos, de ambos sexos y de edades comprendidas entre los 10 y 16 años. También, se contó con la colaboración de 21 profesores. Se utilizó un cuestionario sociométrico, medidas de autoestima y de percepción del clima escolar y una escala de percepción del alumno por el profesor. Los resultados indican la existencia de diferencias significativas entre ambos grupos de niños en la percepción que de ellos tiene el profesor, en autoestima social y académica, y en algunas dimensiones de la percepción del clima escolar.

Autoestima, percepción de estrés y ánimo depresivo en grupos de riesgo.

Los grupos de riesgo se caracterizan por una mayor vulnerabilidad a desarrollarproblemas psicologicos y sociales y, por tanto, suelen ser los destinatarios prioritarios de muchas de las intervenciones realizadas por los trabajadores sociales. En este sentido, en esta investigacion se analizan tres variables psicologicas que pueden estar relacionadas con la mayor vulnerabilidad de los diversos grupos de riesgo- En concreto, se comparan las variables de autoestima, percepcion de estras y animo depresivo en personas que manifiestan un problema de salud fisica como es la hipertension <n=30) y en personas con un problema de tipo psicosocial como es el consumo abusivo de alcohol (n~47) en relacion con una muestra de poblacion general (n~111). Los resultados indican que los dos grupos de riesgoconsiderados manifiestan menor autoesfima, mayor percepcion de estras y mayor animo depresivo. Estas circunstancias pueden ser de especial interes para el diseno de intervenciones psicosociales dirigidas a estas poblaciones.

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Purpose – This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents. Design/methodology/approach – The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4). Findings – The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades. Research limitations/implications – The results presented in this research sh...

A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence Examining the Role of Individual, Family, and School Variables

The purpose of the present study was to examine the relationships between family and classroom environments and the development of particular individual characteristics, including level of empathy, attitude to institutional authority, and perceived social reputation, and the role these characteristics may in turn play in aggressive behavior. These factors and associations were analyzed by gender and in two different Latin contexts, Spain and Mexico, from a cross-cultural perspective. Participants in the study were 1,319 Spanish adolescents and 1,494 Mexican adolescents drawn from secondary schools. Structural equation models were calculated to test mediational effects among variables. Results obtained indicated, in general terms, that the level of empathy, the social reputation, and the attitude to authority partly mediated the relationship between the environment perceived by boys and girls at home and school, and their aggressive behavior, in both samples. Other similarities and differences between genders and samples were also found and are discussed.

Intercultural sensitivity, empathy, self-concept and satisfaction with life in primary school students / Sensibilidad intercultural, empatía, autoconcepto y satisfacción con la vida en alumnos de educación primaria

Abstract The aim of this study is to analyse the relationships between intercultural sensitivity, empathy, self-concept and satisfaction with life in upper level primary school students. Possible gender differences in these variables are analysed, and their results on self-concept, empathy and satisfaction with life are compared in students with higher and lower levels of intercultural sensitivity. The sample is composed of 473 students (52% boys and 48% girls) between 10 and 13 years old (M = 10.79, SD = 0.74). The results show more intercultural sensitivity, emotional empathy and academic self-concept in girls compared with boys, and higher levels of emotional empathy, social self-concept and satisfaction with life in students with more intercultural sensitivity. These results and their possible implications for the development of intervention programs in intercultural education are discussed.

Violencia escolar y actitud hacia la autoridad de estudiantes agresores de cyberbullying

The main aim of the study is to analyze the differences among students involved in cyberbullying situations (not involved, occasional, severe) in their attitudes toward institutional authority and their participation in direct and indirect violent school behavior, considering the interaction with gender. The sample is composed of 1062 secondary education students of both sexes between 12 and 18 years old. The results of the multivariate analysis show no interactions, but they do show main effects of the group and gender variables. Severe cyberbullies have greater rejection of institutional authority, transgression of norms, and direct and relational violent school behaviors toward peers. Boys have more favorable attitudes toward social norm transgression, and they participate more than girls in direct violent school behaviors involving direct confrontation with the victim. Regression analyses reveal that the study variables predict cyberbullying. These results and their implications are discussed.