The widespread use of social networks has turned cyber violence into a serious problem. We performed a survey with 1,468 adolescents aged 13-17 years and found that almost one in four frequently observed different forms of cyber violence against women and girls. More than a third of the adolescents who witnessed the violence did nothing, and while girls gave more active responses to help the victim, both girls and boys normalized and even justified this behavior. Our findings also underline how little is known about institutional resources for victims. We also discuss the implications for awareness and prevention.

El artículo presenta los resultados de un estudio sobre las relaciones de género en la adolescencia. El objetivo fundamental es conocer la predisposición del alumnado a establecer relaciones entre iguales según la naturaleza de la actividad y analizar la influencia de expectativas sociales de género en sus elecciones. Se aplica una escala, diseñada ad hoc, para medir las preferencias relacionales. Participaron 722 estudiantes de Educación Secundaria de 12 a 17 años. Los resultados muestran que los chicos son más elegidos para jugar videojuegos y practicar deporte, y las chicas lo son para compartir secretos y prestarse ropa. También se observa una predisposición a elecciones mutuas entre adolescentes del mismo sexo en actividades escolares y extraescolares. Los resultados obtenidos muestran coincidencias con investigaciones realizadas en contextos diferentes, lo que demuestra la influencia de estereotipos de género en las relaciones entre iguales durante la adolescencia.

Este artículo presenta resultados parciales de la investigación “las mujeres como tejedoras de las redes sociales: estrategias relacionales e inclusión digital”, financiada por el Ministerio de Economía y Competitividad. El objetivo del estudio es conocer las competencias digitales de las mujeres en el uso de las redes sociales y determinar perfiles según su nivel de habilidad en las redes. Además, analizamos las diferencias en la competencia digital en función de la situación laboral de las mujeres. Con este fin, se realizó una encuesta de 1340 mujeres con diferentes perfiles en función de su situación laboral y su edad. Se aplicó una escala para medir las competencias digitales en el uso de redes sociales, que obtuvo índices óptimos de validez y fiabilidad. Los resultados muestran un nivel medio-alto de competencias en el uso de las redes sociales, siendo las mujeres profesionales y emprendedoras las que muestran competencias más avanzadas respecto a las mujeres desempleadas. Todas ellas tienen poco desarrolladas las competencias de manejo de información y creación de contenidos, lo que tiene repercusión en la formación para el empleo.

This paper tries to discover the resources that help adolescent girls overcome an abusive dating relationship and their role in the recovery process. To this end, 13 adolescent girls narrate their experience through autobiographical interviews, which are examined using interpretive analysis based on grounded theory. The results show that family (mothers, grandmothers and sisters) and friends are key support points for their emotional recovery during the whole process. Programs that offer psychological care for teenage survivors of abusive partnerships are also positively valued, because they offer victims the chance of meeting other girls in similar situations and listening to their experience while giving them a chance to tell of their own. Legal complaints are also an essential resource that allow survivors to distance themselves from their abusers, as are actions taken by the police that encourage teens to report episodes of gender violence. Hobbies (dance, theater, sports, etc.) are a key personal resource to regain self-esteem and to reestablish friendships. Gender training allows them to assert and protect themselves. We also discuss the implications of awareness and prevention in these processes.

This paper presents the results of an educational innovation project, whose aim is to describe the emotions that students put into play in different learning activities supported by a virtual environment. 143 students in an undergraduate course of Education Studies participated in this research. To do this, we carried out a survey study with a Likert scale about experienced emotions and Osgood semantic differential about attitudes towards learning activity. The scale shows a highly valid measure of students’ emotional experience and has acceptable reliability indices for measuring emotional wellbeing optimal indices for measuring emotional distress. The variables studied are: experienced emotions, attitude towards tasks, level of interest towards the subject and its perceived difficult The results show that students experience positive emotions such as relief and enthusiasm at the same time as negative emotions such as stress and worry, detecting differences in emotional experience depending on the type of activity, level of interest towards the academic subject and its perceived difficulty.