Raúl Navarro

Students' and Teachers' Views of Gender-Related Aspects of Aggression.

This article enquires into the role of gender in the use of different forms of aggression and in the appearance of conflicts within the interactions between students of 12-17 years of age. In order to understand both aspects, the conversational fragments of students and teachers from two high schools are expounded; discourses obtained using a qualitative methodology with focus groups and individual interviews. The results suggest that aggression is used as a tool to solve certain problems between pairs of the same sex, but is also present in relationships between genders as a form of intimidation that tries to influence heterosexual encounters. The aggression between genders adopts subtle and less visible forms than the aggression in pairs of the same sex due to the negative social opinion that exists about forms of aggression directed towards women. The information presented possesses implications for researchers and teachers if we bear in mind that relationships between genders at these ages reflect future relationships as adults.

Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students

Abstract Few studies have analyzed cyberbullying victimization among university students in comparison to research conducted in other educational levels. The main purpose was to analyze the associations between the cyberbullying victimization and social and emotional factors such as involvement in traditional bullying victimization and perpetration, loneliness, self-esteem and perceived acceptance by friends. The results from a sample of 243 university students from social sciences confirmed the presence of cyberbullying victimization in the university context. Logistic regression revealed that perceived acceptance by peers was found to be significantly associated with cyberbullying victimization, such that those with low perceived acceptance were most likely to report experience of cyberbullying. Involvement in traditional bullying victimization during previous educational levels was also a risk factor for cyberbullying victimization, such that as involvement in traditional victimization increase, likelihood of cyberbullying victimization increases. Research and practice implications are discussed.

Gender Issues and Cyberbullying in Children and Adolescents: From Gender Differences to Gender Identity Measures

Gender studies on cyberbullying have attempted to determine which gender is more involved in cyberbullying victimization and perpetration. However, international research has shown mixed results, and we cannot affirm that cyberbullying is a gender-specific behavior. In this chapter, we argue that the analysis of gender is still relevant, but we need to move from the analysis of mean scores in cyberbullying to analyses of how the internalization of gender-typed beliefs makes youths more vulnerable to cyberbullying. From this point of view, we attempt to generate a debate on the state of gender research in cyberbullying and to identify new directions for future researchers. To do so, we review contemporary research on gender differences in cyberbullying and present a new study into the relationship between cyberbullying and gender identity. The results reveal that self-perceived similarity to other members of the same gender category, satisfaction with one’s own gender, the belief that one’s own gender is superior to the other, and self-description with masculine-typed traits are protective factors of cybervictimization, whereas being male, self-description with masculine-typed traits, lack of gender contentedness, and lack of feminine-typed traits are risk factors for cyberperpetration. Given that these findings suggest that cyberbullying is often directed to those youths who do not conform to gender expectations and norms, we review research on bullying directed to sexual and gender minorities and offer new qualitative data about how youths perceive this type of cyberbullying.

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

A large amount of research in cyberbullying has been conducted in recent years. However, research has prioritized quantitative analysis rather than qualitative ones, even when a qualitative perspective allows focusing on the group dynamics that characterized these negative online interactions. The present study aims to learn the meanings that young Spanish people confer to cyberbullying using focus groups. One hundred and eight (55 females, 53 males) Spanish primary and secondary education students aged 10–16 years participated. Although participants understand bullying and cyberbullying to be interrelated phenomena, they perceived cyberbullying as an aggressive behavior characterized by greater anonymity and by greater difficulty of empathizing with victims and more widespread public repercussion. Definitions given by participants did not always match the criteria previously established by cyberbullying researchers, such as intention, repetition, harm, and imbalance of power. Some of the participants viewed cyberbullying as a result of a previous conflict where perpetrators and victims interchange their roles during the harassment process. According to participants, the point of these behaviors is to inflict pain and instill fear, feel superior, obtain something, or seek revenge, but they also viewed cyberbullying as an entertainment act. Coping strategies exposed by participants coincided with other studies (managing, coping, blocking, saving evidence, social support), which reconfirms preference for peers rather than adults when seeking support. We conclude that there is a need for more research in order to understand the meanings that youngsters confer to cyberbullying. We also point out the necessary educational actions for identifying how students talk about coping strategies and their views about the role that parents play in cyberbullying prevention and intervention.

Padres, hijos e internet. Socialización familiar de la red

Previous research has shown mixed results regarding the effectiveness of parental mediation in the Internet use. The main purpose of this study was to analyze the influence of parents on adolescent’s Internet use. Sample consisted in 938 Spanish families with adolescents aged between 12-to-17 years old. Regression analysis confirmed the relationship between adolescents’ Internet use and family variables, emphasizing the importance of modeling performed by parents. Specifically, results showed that the effect of parents’ actions over their children’s Internet use is mediated by the parent’s use of the Internet. This study points out the need for parents to be involved in the socialization processes related with Internet use.

A Friend Is a Treasure and May Help You to Face Bullying

Bullying is an aggressive behavior among school-aged children. Bullying is repeated over time and includes behaviors such as hitting, breaking someone’s things, name-calling, spreading rumors, or posting someone’s private photos online. Researchers all over the world have found that children who are bullied may have serious health problems, including depression, anxiety, sadness, sleep and eating problems, and decreased performance in school. Psychological studies can help to prevent these serious problems, by analyzing which factors put a child at risk of being bullied. Using anonymous questionnaires, we asked children aged 10–12 years old to report if they were suffering some kind of bullying and how they felt about their relationships both in and out of school (for example, how easily they become friends with other children). We wondered if bullying could happen even in a circle of good friends. We can use the information learned in this study to promote prevention programs in schools, to advise children about how to deal with bullying.

Factores socio-cognitivos y emocionales en la agresión del ciberacoso

Las investigaciones sobre los ciberagresores son escasas. El objetivo de esta investigacion ha sido conocer las variables que predicen la agresion de ciberacoso. El presente estudio examino la relacion entre las variables socio-cognitivas y emocionales con la agresion de ciberacoso. Se examino la desconexion moral hacia el ciberacoso. Se midio tambien el apoyo social y las emocionales con el objetivo de conocer su relacion con la participacion en el ciberacoso. Participaron en el estudio 1.062 adolescentes (54% chicas) con edades entre los 12 y 19 anos (M=15,20; DT=1,91), de seis Institutos de Ensenanza Secundaria de Castilla-La Mancha (Espana). Los resultados muestran que los estudiantes que participan en la agresion tienen niveles mas elevados de cibervictimizacion y acoso, en comparacion con sus companeros que no agreden a traves de ciberacoso. Los resultados muestran que las variables socio-cognitivas y emocionales son relevantes para entender las diferencias individuales en la participacion de ciberacoso. El resultado del analisis de regresion indico que la ciberagresion estaba positivamente asociada con la cibervictimizacion, la agresion cara a cara, la desconexion moral hacia el ciberacoso, el apoyo social y la satisfaccion por su comportamiento. En contraste, no se asocio con emociones negativas. El genero y la edad no desempenaron un papel significativo para la prediccion de la ciberagresion. Por ello, investigaciones futuras deben continuar examinando los factores predictivos asociados a la agresion del ciberacoso.Las investigaciones sobre los ciberagresores son escasas. El objetivo de esta investigacion ha sido conocer las variables que predicen la agresion de ciberacoso. El presente estudio examino la relacion entre las variables socio-cognitivas y emocionales con la agresion de ciberacoso. Se examino la desconexion moral hacia el ciberacoso. Se midio tambien el apoyo social y las emocionales con el objetivo de conocer su relacion con la participacion en el ciberacoso. Participaron en el estudio 1.062 adolescentes (54% chicas) con edades entre los 12 y 19 anos (M=15,20; DT=1,91), de seis Institutos de Ensenanza Secundaria de Castilla-La Mancha (Espana). Los resultados muestran que los estudiantes que participan en la agresion tienen niveles mas elevados de cibervictimizacion y acoso, en comparacion con sus companeros que no agreden a traves de ciberacoso. Los resultados muestran que las variables socio-cognitivas y emocionales son relevantes para entender las diferencias individuales en la participacion de ciberacoso. El resultado del analisis de regresion indico que la ciberagresion estaba positivamente asociada con la cibervictimizacion, la agresion cara a cara, la desconexion moral hacia el ciberacoso, el apoyo social y la satisfaccion por su comportamiento. En contraste, no se asocio con emociones negativas. El genero y la edad no desempenaron un papel significativo para la prediccion de la ciberagresion. Por ello, investigaciones futuras deben continuar examinando los factores predictivos asociados a la agresion del ciberacoso.

Negative Peer Relationships on Piracy Behavior: A Cross-Sectional Study of the Associations between Cyberbullying Involvement and Digital Piracy

The present study examines the relationship between different roles in cyberbullying behaviors (cyberbullies, cybervictims, cyberbullies-victims, and uninvolved) and self-reported digital piracy. In a region of central Spain, 643 (49.3% females, 50.7% males) students (grades 7–10) completed a number of self-reported measures, including cyberbullying victimization and perpetration, self-reported digital piracy, ethical considerations of digital piracy, time spent on the Internet, and leisure activities related with digital content. The results of a series of hierarchical multiple regression models for the whole sample indicate that cyberbullies and cyberbullies-victims are associated with more reports of digital piracy. Subsequent hierarchical multiple regression analyses, done separately for males and females, indicate that the relationship between cyberbullying and self-reported digital piracy is sustained only for males. The ANCOVA analysis show that, after controlling for gender, self-reported digital piracy and time spent on the Internet, cyberbullies and cyberbullies-victims believe that digital piracy is a more ethically and morally acceptable behavior than victims and uninvolved adolescents believe. The results provide insight into the association between two deviant behaviors.