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Online parental supervision is considered a protective factor against cybervictimization, but it seems that this relationship is mediated by the practices of children in social networks (RRSS). This work aims to advance in this line of research. First, analyzing the direct relationship between both variables in victims of cyberbullying. Second, considering the extimacy and the use of RRSS as mediating variables. Third, analyzing the possible differences in gender and age groups in this relationship. And finally, knowing whether these variables influence the possibility of being a victim of cyberbullying. The sample is made up of 6,408 (49% girls) students in primary and secondary education, aged between 10 and 16 (M = 12.60, SD = 1.65). After selecting the victims of cyberbullying (n = 817), descriptive and comparative analyses of means between sexes and age groups were carried out. Two structural equation models (SEM) have been calculated with this sub-sample of cybervictims. The first one with the direct relationship between parental supervision and cybervictimization without finding an adjustment, and the second one that confirms this relationship mediated by extimacy and the use of RRSS. This model does not show differences in adjustment between sexes and age groups. Likewise, it has been found that the variables studied are important in the possibility of becoming a cybervictim. Based on these results, it can be concluded that positive parental supervision can reduce cybervictimization if it promotes monitoring of extimacy and the use of RRSS. La supervisión parental online se considera un factor protector frente a la cibervictimización, pero parece que esta relación es mediada por las prácticas de los y las menores en las redes sociales (RRSS). Este trabajo pretende avanzar en esta línea de investigación. Primero, analizando la relación directa entre ambas variables en víctimas de ciberbullying. Segundo, considerando la extimidad y el uso de RRSS como variables mediadoras. Tercero, analizando las posibles diferencias de sexo y grupos de edad en esta relación. Y, por último, conociendo si estas variables influyen en la posibilidad de ser o no víctima de ciberbullying. La muestra está formada por 6.408 (49% chicas) estudiantes de educación Primaria y Secundaria, con edades entre los 10 y 16 años (M = 12.60, DT = 1.65). Tras seleccionar a las víctimas de ciberbullying (n = 817), se han realizado análisis descriptivos y comparativas de medias entre sexos y grupos de edad. Se han calculado dos modelos de ecuaciones estructurales (SEM) con dicha submuestra de cibervíctimas. El primero con la relación directa entre supervisión parental y cibervictimización sin hallar ajuste, y el segundo que confirma esta relación mediada por la extimidad y el uso de RRSS. Este modelo no muestra diferencias de ajuste entre sexos y grupos de edad. Igualmente, se ha encontrado que las variables estudiadas son importantes en la posibilidad de convertirse en cibervíctima. En base a estos resultados se puede concluir que una supervisión parental positiva puede reducir la cibervictimización si ésta promueve supervisar la extimidad y el uso de RRSS.
José-María Martin-Criado; José-Antonio Casas; Rosario Ortega-Ruiz; Rosario Del Rey. Parental supervision and victims of cyberbullying: Influence of the use of social networks and online extimacy. Revista de Psicodidáctica (English ed.) 2021, 26, 160 -167.
AMA StyleJosé-María Martin-Criado, José-Antonio Casas, Rosario Ortega-Ruiz, Rosario Del Rey. Parental supervision and victims of cyberbullying: Influence of the use of social networks and online extimacy. Revista de Psicodidáctica (English ed.). 2021; 26 (2):160-167.
Chicago/Turabian StyleJosé-María Martin-Criado; José-Antonio Casas; Rosario Ortega-Ruiz; Rosario Del Rey. 2021. "Parental supervision and victims of cyberbullying: Influence of the use of social networks and online extimacy." Revista de Psicodidáctica (English ed.) 26, no. 2: 160-167.
Psychopathy and intimate partner aggression (IPA) are two concepts that usually appear concomitantly. Male violence toward women is often considered a psychopathic trait that sometimes involves the woman’s homicide by her partner and, at other times, attempted homicide. This phenomenon has been studied by conducting interviews following Hare’s model with 92 men incarcerated under a compliance regime in a Spanish prison (Córdoba). The results detected six explanatory factors of IPA as a result of attempted homicide or homicide: criminal past and delinquency, impulsivity, the need to stand out from others, lack of empathy, manipulation of others, and instability in partner relationships. The first two factors predict a occurrence of high scores on Hare’s Psychopathy Checklist. The results are discussed, and future lines of research are presented, especially focused on the concept of dehumanization and revenge.
José Gómez; Rosario Ortega-Ruiz; Miguel Clemente; José Casas. Intimate Partner Aggression Committed by Prison Inmates with Psychopathic Profile. International Journal of Environmental Research and Public Health 2021, 18, 5141 .
AMA StyleJosé Gómez, Rosario Ortega-Ruiz, Miguel Clemente, José Casas. Intimate Partner Aggression Committed by Prison Inmates with Psychopathic Profile. International Journal of Environmental Research and Public Health. 2021; 18 (10):5141.
Chicago/Turabian StyleJosé Gómez; Rosario Ortega-Ruiz; Miguel Clemente; José Casas. 2021. "Intimate Partner Aggression Committed by Prison Inmates with Psychopathic Profile." International Journal of Environmental Research and Public Health 18, no. 10: 5141.
La supervisión parental online se considera un factor protector frente a la cibervictimización, pero parece que esta relación es mediada por las prácticas de los y las menores en las redes sociales (RRSS). Este trabajo pretende avanzar en esta línea de investigación. Primero, analizando la relación directa entre ambas variables en víctimas de ciberbullying. Segundo, considerando la extimidad y el uso de RRSS como variables mediadoras. Tercero, analizando las posibles diferencias de sexo y grupos de edad en esta relación. Y, por último, conociendo si estas variables influyen en la posibilidad de ser o no víctima de ciberbullying. La muestra está formada por 6.408 (49% chicas) estudiantes de educación Primaria y Secundaria, con edades entre los 10 y 16 años (M = 12.60, DT = 1.65). Tras seleccionar a las víctimas de ciberbullying (n = 817), se han realizado análisis descriptivos y comparativas de medias entre sexos y grupos de edad. Se han calculado dos modelos de ecuaciones estructurales (SEM) con dicha submuestra de cibervíctimas. El primero con la relación directa entre supervisión parental y cibervictimización sin hallar ajuste, y el segundo que confirma esta relación mediada por la extimidad y el uso de RRSS. Este modelo no muestra diferencias de ajuste entre sexos y grupos de edad. Igualmente, se ha encontrado que las variables estudiadas son importantes en la posibilidad de convertirse en cibervíctima. En base a estos resultados se puede concluir que una supervisión parental positiva puede reducir la cibervictimización si ésta promueve supervisar la extimidad y el uso de RRSS. Online parental supervision is considered a protective factor against cybervictimization, but it seems that this relationship is mediated by the practices of children in social networks (RRSS). This work aims to advance in this line of research. First, analyzing the direct relationship between both variables in victims of cyberbullying. Second, considering the extimacy and the use of RRSS as mediating variables. Third, analyzing the possible differences in gender and age groups in this relationship. And finally, knowing whether these variables influence the possibility of being a victim of cyberbullying. The sample is made up of 6,408 (49% girls) students in primary and secondary education, aged between 10 and 16 (M = 12.60, SD = 1.65). After selecting the victims of cyberbullying (n = 817), descriptive and comparative analyses of means between sexes and age groups were carried out. Two structural equation models (SEM) have been calculated with this sub-sample of cybervictims. The first one with the direct relationship between parental supervision and cybervictimization without finding an adjustment, and the second one that confirms this relationship mediated by extimacy and the use of RRSS. This model does not show differences in adjustment between sexes and age groups. Likewise, it has been found that the variables studied are important in the possibility of becoming a cybervictim. Based on these results, it can be concluded that positive parental supervision can reduce cybervictimization if it promotes monitoring of extimacy and the use of RRSS.
José-María Martin-Criado; José-Antonio Casas; Rosario Ortega-Ruiz; Rosario Del Rey. Supervisión parental y víctimas de ciberbullying: influencia del uso de redes sociales y la extimidad online. Revista de Psicodidáctica 2021, 26, 161 -168.
AMA StyleJosé-María Martin-Criado, José-Antonio Casas, Rosario Ortega-Ruiz, Rosario Del Rey. Supervisión parental y víctimas de ciberbullying: influencia del uso de redes sociales y la extimidad online. Revista de Psicodidáctica. 2021; 26 (2):161-168.
Chicago/Turabian StyleJosé-María Martin-Criado; José-Antonio Casas; Rosario Ortega-Ruiz; Rosario Del Rey. 2021. "Supervisión parental y víctimas de ciberbullying: influencia del uso de redes sociales y la extimidad online." Revista de Psicodidáctica 26, no. 2: 161-168.
From an increasingly early age, parents face the challenge of educating their sons and daughters to act in the world of offline and online relationships. If for professional educators it is not proving easy, the involvement and guidance of parents in their children′s use of the internet seems to be a complex and unexplored challenge. This work aims to analyse the variables that influence digital education and determine a predictive model of positive parental involvement. This study was done with a representative sample consisting of five hundred and ninety-six families (596), representing the parents of children from schools with similar socio-cultural indexes. To do this, and using self-report instruments convertible into independent scales, four predictor variables were analysed: (1) parental knowledge of cyberbullying; (2) perception of parental competence in this regard; (3) parental perception of online risks; and (4) the attribution of parental responsibility in digital education. A structural equations model (SEM) examined the predictive value of these variables with respect to positive parental involvement. The structural equations model confirmed direct and mediated relationships between the independent and mediating variables on the dependent variable: parental supervision. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge of cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility.
Jose Martín-Criado; Jose Casas; Rosario Ortega-Ruiz. Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention. International Journal of Environmental Research and Public Health 2021, 18, 1562 .
AMA StyleJose Martín-Criado, Jose Casas, Rosario Ortega-Ruiz. Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention. International Journal of Environmental Research and Public Health. 2021; 18 (4):1562.
Chicago/Turabian StyleJose Martín-Criado; Jose Casas; Rosario Ortega-Ruiz. 2021. "Parental Supervision: Predictive Variables of Positive Involvement in Cyberbullying Prevention." International Journal of Environmental Research and Public Health 18, no. 4: 1562.
Bullying is a serious problem that particularly affects schoolchildren with disabilities. However, studies in this group have been carried out on smaller cohorts and the results obtained are, therefore, less representative and sometimes inconclusive. The purpose of this paper is to perform a systematic review of the work carried out in recent years, including the analysis of several variables related to the sample, the methodology applied and the type of bullying. The guidelines set down by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement were followed in three phases. The total sample consisted of 55 children who fulfilled the inclusion criteria. The results reveal that half the studies were conducted in cohorts of less than 250 schoolchildren and drew no distinctions between the different types of disabilities. Furthermore, there is no consensus regarding the methodology used, and no specialized instruments were used. Hardly any specific interventions have been performed into the type of bullying investigated, in which victimization is the predominant mode. We concluded that there is an urgent need to increase the number of studies, including a larger number of individuals and using specialized instruments, in order to obtain more solid results. Such studies will allow us to create specific prevention and intervention programs to address the bullying of schoolchildren with disabilities.
Daniel Falla; Sergio Sánchez; José Casas. What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability 2021, 13, 416 .
AMA StyleDaniel Falla, Sergio Sánchez, José Casas. What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability. 2021; 13 (1):416.
Chicago/Turabian StyleDaniel Falla; Sergio Sánchez; José Casas. 2021. "What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work." Sustainability 13, no. 1: 416.
An increasing proportion of adolescents appear to see sexting as something normal, despite the serious consequences it can have on their well-being. Only little is known about the factors that facilitate teens' participation, and even less about whether the same factors influence different types of sexting behaviors – sending, receiving, forwarding, or receiving via an intermediary – in different ways. Here we analyze whether the need for popularity, participation in cybergossip, social competence, the level of normalization of sexting and willingness to sext predicts to what extent teens participate in the activity, while at the same time investigating how gender influences this participation. In total, 1431 (46.4% female) Spanish adolescents, aged 11 to 18 years, participated in a two-wave longitudinal study with a time lag of four months. All factors under study predicted involvement in all four sexting behaviors, but the relative importance of the factors differed depending on the behavior, and between boys and girls. Participation in cybergossip and the need for popularity were the two most important factors for girls. For boys, the levels of normalization and willingness to sext mattered most. Our results highlight the importance of including these factors and accounting for gender differences in sexting prevention strategies.
José A. Casas; Mónica Ojeda; Paz Elipe; Rosario Del Rey. Exploring which factors contribute to teens' participation in sexting. Computers in Human Behavior 2019, 100, 60 -69.
AMA StyleJosé A. Casas, Mónica Ojeda, Paz Elipe, Rosario Del Rey. Exploring which factors contribute to teens' participation in sexting. Computers in Human Behavior. 2019; 100 ():60-69.
Chicago/Turabian StyleJosé A. Casas; Mónica Ojeda; Paz Elipe; Rosario Del Rey. 2019. "Exploring which factors contribute to teens' participation in sexting." Computers in Human Behavior 100, no. : 60-69.
En el ámbito de la psicología escolar los programas de ayuda entre iguales han sido señalados como estrategias de prevención e intervención efectivas. En los últimos años han proliferado notablemente y se han diversificado sus funciones. Sin embargo, solo algunos de estos programas se han evaluado empíricamente. El objetivo de este trabajo es doble. Primero, conocer si la participación en el programa de ayuda entre iguales de Córdoba desarrolla la competencia social del alumnado. Segundo, comprobar la implicación de los participantes en los diferentes roles asociados a bullying y ciberbullying. Para ello, se ha realizado un estudio de diseño longitudinal, «ex post facto», cuasi experimental, pre-post de dos grupos, uno cuasi-control en los que se han medido variables relativas a competencia social e implicación en bullying y ciberbullying. La población objetivo son los adolescentes con edades comprendidas entre los 12 y los 16 años. La muestra está compuesta por estudiantes de secundaria (n=206, 53% chicas). Los resultados muestran diferencias significativas en las dimensiones relativas a la competencia social. El programa ha demostrado ser eficaz para el desarrollo de la competencia social y para evitar la implicación del alumnado participante en los roles de víctima y agresor en bullying y ciberbullying.
José M. Martín-Criado; José A. Casas. Evaluación del efecto del Programa “Ayuda entre Iguales de Córdoba” sobre el fomento de la Competencia Social y la Reducción del Bullying. Aula Abierta 2019, 48, 221 -228.
AMA StyleJosé M. Martín-Criado, José A. Casas. Evaluación del efecto del Programa “Ayuda entre Iguales de Córdoba” sobre el fomento de la Competencia Social y la Reducción del Bullying. Aula Abierta. 2019; 48 (2):221-228.
Chicago/Turabian StyleJosé M. Martín-Criado; José A. Casas. 2019. "Evaluación del efecto del Programa “Ayuda entre Iguales de Córdoba” sobre el fomento de la Competencia Social y la Reducción del Bullying." Aula Abierta 48, no. 2: 221-228.
The continued progression of the digital age raises the question of Internet and social media abuse among adolescents and of the need for more specific assessment instruments to measure the phenomenon. The purpose of the current study was to explore the role of intrapersonal and interpersonal factors influencing Internet addiction, as well as to evaluate the psychometric properties of the Internet Related Experiences Questionnaire (IREQ-I) in relation to a sample of Italian adolescents. Two studies were designed. In study 1, a school-based sample of 838 Italian adolescents was recruited to test the psychometric properties of the IREQ-I by using a robust Confirmatory Factor Analysis (CFA). In study 2, a total of 438 Italian adolescents were recruited to investigate the concurrent validity of the instrument. We found that intrapersonal rather than interpersonal factors were associated with Internet abuse. The final version of the IREQ-I showed a good level of fit and the bi-factorial solution was consistent with the previous findings. The results of this study suggest that the IREQ-I is a valuable bifactorial instrument for measuring Internet abuse, including both intrapersonal and interpersonal factors as theoretically relevant constructs. La progression continue de l’ère numérique soulève non seulement la question, également la nécessité de mettre à disposition des instruments d’évaluation plus spécifiques pour mesurer l’abus d’Internet et des médias sociaux chez les adolescents. Le but de la présente étude était d’explorer le rôle des facteurs intrapersonnels et interpersonnels influençant la dépendance à Internet ainsi que d’évaluer les propriétés psychométriques du Questionnaire sur les expériences liées à Internet (IREQ-I) dans un échantillon d’adolescents italiens. Deux études ont été conçues. Un échantillon scolaire de 838 adolescents italiens a participé à l’étude 1. Sur cet échantillon, en utilisant une robuste analyse factorielle confirmatoire, les propriétés psychométriques de l’IREQ-I ont été testées. Un total de 438 adolescents italiens a participé à l’étude 2, dans laquelle la validité concourante a été étudiée. Nous avons constaté que les facteurs intrapersonnels plutôt que interpersonnels étaient associés à l’abus d’Internet. La version finale de l’IREQ-I a montré un bon niveau d’ajustement et la solution bi-factorielle était cohérente avec les résultats précédents. Les résultats de cette étude suggèrent que l’IREQ-I est un instrument valide pour mesurer l’abus sur Internet, en particulier pour la construction théorique des facteurs intrapersonnels et interpersonnels.
R. Servidio; M.G. Bartolo; A.L. Palermiti; J.A. Casas; R.O. Ruiz; A. Costabile. Internet addiction, self-esteem and the validation of the Italian version of the Internet Related Experiences Questionnaire. European Review of Applied Psychology 2019, 69, 51 -58.
AMA StyleR. Servidio, M.G. Bartolo, A.L. Palermiti, J.A. Casas, R.O. Ruiz, A. Costabile. Internet addiction, self-esteem and the validation of the Italian version of the Internet Related Experiences Questionnaire. European Review of Applied Psychology. 2019; 69 (2):51-58.
Chicago/Turabian StyleR. Servidio; M.G. Bartolo; A.L. Palermiti; J.A. Casas; R.O. Ruiz; A. Costabile. 2019. "Internet addiction, self-esteem and the validation of the Italian version of the Internet Related Experiences Questionnaire." European Review of Applied Psychology 69, no. 2: 51-58.
This article presents the impact on cyberbullying of the Asegúrate program. This educational program is based on the theory of normative social behavior, self-regulation skills, and the beliefs held by adolescents and consists in a whole package of strategies and resources to help teachers to include in the ordinary curricula. The evaluation of Asegúrate was carried out with a sample of 4779 students (48.9% girls) in 5th and 6th grade in primary education and compulsory secondary education (M = 12.76; SD = 1.67) through a quasi-experimental methodology, with two measures over time. The instrument used was the European Cyberbullying Intervention Project Questionnaire. The results show that the involvement in cyberbullying as cyber-victim, cyber-aggressor, and cyber-bully-victim increase without intervention, whereas it diminishes when intervention is carried out by the teachers who have received specific training and have used the didactic Asegúrate package. Additionally, the impact of the intervention on the different types of behaviors was analyzed, and the results show that Asegúrate is more effective with some forms than with others. Consequently, the Asegúrate program is effective for decreasing the prevalence of cyberbullying, but some modifications need to be made to impact on all the different forms it can take.
Rosario Del Rey; Rosario Ortega-Ruiz; José Antonio Casas. Asegúrate: An Intervention Program against Cyberbullying Based on Teachers’ Commitment and on Design of Its Instructional Materials. International Journal of Environmental Research and Public Health 2019, 16, 434 .
AMA StyleRosario Del Rey, Rosario Ortega-Ruiz, José Antonio Casas. Asegúrate: An Intervention Program against Cyberbullying Based on Teachers’ Commitment and on Design of Its Instructional Materials. International Journal of Environmental Research and Public Health. 2019; 16 (3):434.
Chicago/Turabian StyleRosario Del Rey; Rosario Ortega-Ruiz; José Antonio Casas. 2019. "Asegúrate: An Intervention Program against Cyberbullying Based on Teachers’ Commitment and on Design of Its Instructional Materials." International Journal of Environmental Research and Public Health 16, no. 3: 434.
The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying —aggressor, victim, bully/victim, non-involved— were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.
Antonio J. Rodríguez-Hidalgo; Juan Calmaestra; José A. Casas; Rosario Ortega-Ruiz. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology 2019, 10, 1 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Juan Calmaestra, José A. Casas, Rosario Ortega-Ruiz. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Juan Calmaestra; José A. Casas; Rosario Ortega-Ruiz. 2019. "Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents." Frontiers in Psychology 10, no. : 1.
Past research has shown the influence of various factors, both personal and contextual, on school performance. This study explores the association between academic performance and students’ perceptions of school coexistence from a multidimensional approach. The participants were 1016 Chilean students (49.9% girls, 50.1% boys; M = 9.72, SD = .97 years). A structural equation model relating academic performance with the eight dimensions of coexistence considered in this study was performed. The model explains a 39.6% of the variability in school performance. We highlight the negative impact of levels of indiscipline, aggression, victimization, and teacher apathy on academic performance; and conversely, the positive and protective role of positive interpersonal management, normative adjustment, and peer social networks. The implications of these results for intervention in the school system are discussed from an individual and contextual perspective. Diversos estudios han puesto de manifiesto la influencia de distintos factores, tanto personales como contextuales, sobre el rendimiento escolar. Esta investigación explora la asociación entre rendimiento escolar y percepción del alumnado sobre la convivencia escolar desde una aproximación multidimensional. El estudio cuenta con la participación de 1016 estudiantes chilenos (49.9% chicas, 50.1% chicos; M = 9.72, DT = .97 años). Se analiza un modelo de ecuaciones estructurales que relaciona el rendimiento académico con las ocho dimensiones de la convivencia consideradas en este estudio. Este modelo explica el 39.6% de la variabilidad del rendimiento escolar. Se enfatiza el impacto negativo de los niveles de indisciplina, agresividad, victimización y desidia docente sobre el rendimiento académico; y contrariamente, el rol protector y positivo de la gestión interpersonal positiva, ajuste normativo, y red social de iguales. Se discuten las implicaciones de estos resultados para la intervención en el sistema escolar desde una perspectiva individual y contextual.
Gamal Cerda; Carlos Perez; Paz Elipe; José A. Casas; Rosario Del Rey. School Coexistence and Its Relationship with Academic Performance Among Primary Education Students. Revista de Psicodidáctica (English ed.) 2019, 24, 46 -52.
AMA StyleGamal Cerda, Carlos Perez, Paz Elipe, José A. Casas, Rosario Del Rey. School Coexistence and Its Relationship with Academic Performance Among Primary Education Students. Revista de Psicodidáctica (English ed.). 2019; 24 (1):46-52.
Chicago/Turabian StyleGamal Cerda; Carlos Perez; Paz Elipe; José A. Casas; Rosario Del Rey. 2019. "School Coexistence and Its Relationship with Academic Performance Among Primary Education Students." Revista de Psicodidáctica (English ed.) 24, no. 1: 46-52.
Diversos estudios han puesto de manifiesto la influencia de distintos factores, tanto personales como contextuales, sobre el rendimiento escolar. Esta investigación explora la asociación entre rendimiento escolar y percepción del alumnado sobre la convivencia escolar desde una aproximación multidimensional. El estudio cuenta con la participación de 1016 estudiantes chilenos (49.9% chicas, 50.1% chicos; M = 9.72, DT = .97 años). Se analiza un modelo de ecuaciones estructurales que relaciona el rendimiento académico con las ocho dimensiones de la convivencia consideradas en este estudio. Este modelo explica el 39.6% de la variabilidad del rendimiento escolar. Se enfatiza el impacto negativo de los niveles de indisciplina, agresividad, victimización y desidia docente sobre el rendimiento académico; y contrariamente, el rol protector y positivo de la gestión interpersonal positiva, ajuste normativo y red social de iguales. Se discuten las implicaciones de estos resultados para la intervención en el sistema escolar desde una perspectiva individual y contextual. Past research has shown the influence of various factors, both personal and contextual, on school performance. This study explores the association between academic performance and students’ perceptions of school coexistence from a multidimensional approach. The participants were 1016 Chilean students (49.9% girls, 50.1% boys; M = 9.72, SD = .97 years). A structural equation model relating academic performance with the eight dimensions of coexistence considered in this study was performed. The model explains a 39.6% of the variability in school performance. We highlight the negative impact of levels of indiscipline, aggression, victimization, and teacher apathy on academic performance; and conversely, the positive and protective role of positive interpersonal management, normative adjustment, and peer social networks. The implications of these results for intervention in the school system are discussed from an individual and contextual perspective.
Gamal Cerda; Carlos Pérez; Paz Elipe; Jose A. Casas; Rosario Del Rey. Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria. Revista de Psicodidáctica 2018, 24, 46 -52.
AMA StyleGamal Cerda, Carlos Pérez, Paz Elipe, Jose A. Casas, Rosario Del Rey. Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria. Revista de Psicodidáctica. 2018; 24 (1):46-52.
Chicago/Turabian StyleGamal Cerda; Carlos Pérez; Paz Elipe; Jose A. Casas; Rosario Del Rey. 2018. "Convivencia escolar y su relación con el rendimiento académico en alumnado de Educación Primaria." Revista de Psicodidáctica 24, no. 1: 46-52.
Developmental psychology has paid special research attention to explain how certain moral-nature factors influence behavior. Most research on morality and bullying has focused on studying moral disengagement as a risk factor for peer aggression. However, neuroscience has revealed that morality is a complex phenomenon composed of several factors. Thus, it requires the usage of holistic explanatory models that study the complexity of the moral functioning. The purpose of this review is to explore —from an integrative perspective— the moral elements that influence the transgressive behavior that damages other people, and its relation to bullying, a clear example of unjustified and immoral aggressiveness. This article reviews the state-of-the-art of morality including moral sensitivity, reasoning, emotion, motivation and identity, and group norms, analyzing its protective role against bullying. The need for a comprehensive theoretical approach to morality understood as a complex construct is discussed, starting from the articulated analysis of all its dimensions. This work advances knowledge useful for the design of educational interventions aimed to prevent bullying, to stimulate the socially desirable and prosocial behavior, as well as to improve peer relationships.
E.M. Romera; J.A. Casas; O. Gómez-Ortiz; R. Ortega-Ruiz. Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior 2018, 45, 75 -82.
AMA StyleE.M. Romera, J.A. Casas, O. Gómez-Ortiz, R. Ortega-Ruiz. Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior. 2018; 45 ():75-82.
Chicago/Turabian StyleE.M. Romera; J.A. Casas; O. Gómez-Ortiz; R. Ortega-Ruiz. 2018. "Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality." Aggression and Violent Behavior 45, no. : 75-82.
Intervention against cyberbullying and other risks associated with the misuse of ITC and social networks is an important social demand. The «Asegúrate» Program tries to support teachers in this intervention. This research shows the impact of the program among those that have shown to be less sensitive to other ones: cyber-aggressors. Concretely, the impact of the program on the prevalence of aggression in cyberbullying and bullying, sexting and abusive use of the Internet and social networks are analyzed. The evaluation of the program was carried out with a sample of 479 students (54.9% girls) of Compulsory Secondary Education (age M=13.83. SD=1.40) through a quasi-experimental methodology, with two measures over time. The instruments used were the “European Cyberbullying Intervention Project Questionnaire”, the “European Bullying Intervention Project Questionnaire”, the ”Internet Related Experiences Questionnaire” and two items about sexting involvement. The results show that the involvement in cyber aggression, sexting, and intrapersonal dimension of abusive use of Internet and social network increases without intervention, whereas it diminishes when the intervention is carried out. Moreover, a significant decrease in the aggression and cyber aggression among cyber aggressors is evidenced. Thus, “Asegúrate” Program is effective for decreasing the prevalence of aggressions and cyber aggressions as well as the involvement in other phenomena considered cyberbullying risk factors. La intervención contra el ciberacoso entre escolares y otros riesgos asociados al uso inapropiado de las TIC y las redes sociales, es una importante demanda social. El programa «Asegúrate» pretende facilitar la labor docente en dicha intervención. El presente trabajo da cuenta del impacto de este programa entre quienes han mostrado ser menos sensibles en otros programas: los ciberagresores. Concretamente, se analiza su impacto en la prevalencia de agresión en ciberacoso y acoso escolar, así como en sexting y uso abusivo de Internet y redes sociales. La evaluación del programa se desarrolló con un total de 479 estudiantes (54,9% chicas) de Educación Secundaria Obligatoria (edad M=13,83. DT=1,40) mediante una metodología cuasi-experimental, con dos mediciones a lo largo del tiempo. Los instrumentos utilizados fueron el «European Cyberbullying Intervention Project Questionnaire», el «European Bullying Intervention Project Questionnaire», el «Cuestionario de Experiencias Relacionadas con Internet» y dos ítems sobre implicación en sexting. Los resultados muestran que, en ausencia de intervención, la implicación en ciberagresión, sexting y la dimensión intrapersonal del uso abusivo de Internet y redes sociales aumenta mientras que, con intervención, dichas implicaciones disminuyen. Asimismo, se evidencia una disminución significativa de la intensidad de la agresión y ciberagresión en ciberagresores. Por tanto, se puede afirmar que el programa resulta efectivo tanto para disminuir la prevalencia de agresiones y ciberagresiones como la implicación en otros fenómenos considerados factores de riesgo del ciberacoso.
Rosario Del-Rey; Joaquín-A. Mora-Merchán; José-A. Casas; Rosario Ortega-Ruiz; Paz Elipe. 'Asegúrate' Program: Effects on cyber-aggression and its risk factors. Comunicar 2018, 26, 39 -48.
AMA StyleRosario Del-Rey, Joaquín-A. Mora-Merchán, José-A. Casas, Rosario Ortega-Ruiz, Paz Elipe. 'Asegúrate' Program: Effects on cyber-aggression and its risk factors. Comunicar. 2018; 26 (56):39-48.
Chicago/Turabian StyleRosario Del-Rey; Joaquín-A. Mora-Merchán; José-A. Casas; Rosario Ortega-Ruiz; Paz Elipe. 2018. "'Asegúrate' Program: Effects on cyber-aggression and its risk factors." Comunicar 26, no. 56: 39-48.
School-wide climate is a construct widely spread in the area of education. However, so far the instruments designed to measure this phenomenon usually collect data about specific aspects of the construct, rather than comprehending the construct as a whole. The objective was to analyse the validity of the factorial structure of a scale designed to assess the construct coexistence in school on students of primary education. The sample, 2447 primary education students from Chile and Spain. An exploratory and then a confirmatory analysis factor were run to test the validity of a structure composed by: Positive Interpersonal Management, Victimization, Disruptiveness, Peer Social Network, Aggression, Normative Adjustment, Indiscipline, and Teacher Apathy. The results proved that the eight-factor structure is suitable for the Chilean population. In addition, the results revealed invariance across both populations. The School-wide Climate Scale is a reliable and valid instrument for the multidimensional assessment of the school-wide climate.
Paz Elipe Muñoz; J.A. Casas; R. Del Rey; R. Ortega-Ruiz; G. Cerdá; C. Pérez. Validation and cross-cultural robustness of the School-wide Climate Scale (SCS) across Spanish and Chilean students. Studies in Educational Evaluation 2018, 56, 182 -188.
AMA StylePaz Elipe Muñoz, J.A. Casas, R. Del Rey, R. Ortega-Ruiz, G. Cerdá, C. Pérez. Validation and cross-cultural robustness of the School-wide Climate Scale (SCS) across Spanish and Chilean students. Studies in Educational Evaluation. 2018; 56 ():182-188.
Chicago/Turabian StylePaz Elipe Muñoz; J.A. Casas; R. Del Rey; R. Ortega-Ruiz; G. Cerdá; C. Pérez. 2018. "Validation and cross-cultural robustness of the School-wide Climate Scale (SCS) across Spanish and Chilean students." Studies in Educational Evaluation 56, no. : 182-188.
Cybergossip is the act of two or more people making evaluative comments via digital devices about somebody who is not present. This cyberbehavior affects the social group in which it occurs and can either promote or hinder peer relationships. Scientific studies that assess the nature of this emerging and interactive behavior in the virtual world are limited. Some research on traditional gossip has identified it as an inherent and defining element of indirect relational aggression. This paper adopts and argues for a wider definition of gossip that includes positive comments and motivations. This work also suggests that cybergossip has to be measured independently from traditional gossip due to key differences when it occurs through ICT. This paper presents the Colombian and Spanish validation of the Cybergossip Questionnaire for Adolescents (CGQ-A), involving 3,747 high school students (M = 13.98 years old, SD = 1.69; 48.5% male), of which 1,931 were Colombian and 1,816 were Spanish. Test models derived from item response theory, confirmatory factor analysis, content validation, and multi-group analysis were run on the full sample and subsamples for each country and both genders. The obtained optimal fit and psychometric properties confirm the robustness and suitability of a one-dimensional structure for the cybergossip instrument. The multi-group analysis shows that the cybergossip construct is understood similarly in both countries and between girls and boys. The composite reliability ratifies convergent and divergent validity of the scale. Descriptive results show that Colombian adolescents gossip less than their Spanish counterparts and that boys and girls use cybergossip to the same extent. As a conclusion, this study confirmes the relationship between cybergossip and cyberbullying, but it also supports a focus on positive cybergossip in psychoeducational interventions to build positive virtual relationships and prevent risky cyberbehaviors.
Eva M. Romera; Mauricio Herrera-López; Jose A. Casas; Rosario Ortega Ruiz; Rosario Del Rey. How Much Do Adolescents Cybergossip? Scale Development and Validation in Spain and Colombia. Frontiers in Psychology 2018, 9, 1 .
AMA StyleEva M. Romera, Mauricio Herrera-López, Jose A. Casas, Rosario Ortega Ruiz, Rosario Del Rey. How Much Do Adolescents Cybergossip? Scale Development and Validation in Spain and Colombia. Frontiers in Psychology. 2018; 9 ():1.
Chicago/Turabian StyleEva M. Romera; Mauricio Herrera-López; Jose A. Casas; Rosario Ortega Ruiz; Rosario Del Rey. 2018. "How Much Do Adolescents Cybergossip? Scale Development and Validation in Spain and Colombia." Frontiers in Psychology 9, no. : 1.
The improvement of interpersonal life is a priority education objective in most the educational systems. In Spain, the fulfillment of such an objective is the task of the Projects of Convivencia, which seek the involvement of all of the members of the educational community to promote better peer relationships in schools. One such project is on bullying. The use of multimedia mobile devices, smartphones, tablets, laptops has transformed the convivencia into cyberconvivencia and the bullying into cyberbullying. Schools therefore need to consider in their Projects of Convivencia that interpersonal relationships are now maintained through technology. Despite this, the scientific community has limited resources to offer to schools on the issue of cyberbullying due to the lack of evidence-based practice. This chapter describes the ConRed program showcasing aspects cyberconvivencia for the prevention of cyberbullying, such as training and working with teachers, families, and pupils about the impact of social networks on their social and emotional lives.
Jose A. Casas; Rosario Del Rey; Rosario Ortega-Ruiz. The ConRed program: Educating in cybercoexistence and cyberbullying prevention by improving coexistence projects in schools. Reducing Cyberbullying in Schools 2018, 203 -211.
AMA StyleJose A. Casas, Rosario Del Rey, Rosario Ortega-Ruiz. The ConRed program: Educating in cybercoexistence and cyberbullying prevention by improving coexistence projects in schools. Reducing Cyberbullying in Schools. 2018; ():203-211.
Chicago/Turabian StyleJose A. Casas; Rosario Del Rey; Rosario Ortega-Ruiz. 2018. "The ConRed program: Educating in cybercoexistence and cyberbullying prevention by improving coexistence projects in schools." Reducing Cyberbullying in Schools , no. : 203-211.
El objetivo de esta investigación fue examinar la confiabilidad y validez de la Escala Integral de Calidad de Vida para población con discapacidad intelectual y del desarrollo, en población chilena. Este es uno de los principales instrumentos empleados para evaluar la calidad de vida en esta población desde una doble perspectiva objetiva, completada por los profesionales a cargo, y subjetiva administrada a los propios sujetos. Para ello, han participado 751 estudiantes y 82 profesionales. Los principales resultados demuestran que existe una adecuada fiabilidad del instrumento en población chilena y la estructura factorial es totalmente congruente con la versión española. Los resultados confirman que la Escala Integral es un instrumento válido y con una óptima fiabilidad en población chilena para evaluar la calidad de vida de personas con discapacidad intelectual y del desarrollo.
Lilian Castro; Viviana Vallejos; Jose A. Casas; Gamal Cerda; Sergio Sanchez; Daniela Zúñiga. Adaptación de la Escala Integral de Calidad de Vida en personas con discapacidad intelectual y del desarrollo en población chilena. Terapia psicológica 2017, 35, 231 -238.
AMA StyleLilian Castro, Viviana Vallejos, Jose A. Casas, Gamal Cerda, Sergio Sanchez, Daniela Zúñiga. Adaptación de la Escala Integral de Calidad de Vida en personas con discapacidad intelectual y del desarrollo en población chilena. Terapia psicológica. 2017; 35 (3):231-238.
Chicago/Turabian StyleLilian Castro; Viviana Vallejos; Jose A. Casas; Gamal Cerda; Sergio Sanchez; Daniela Zúñiga. 2017. "Adaptación de la Escala Integral de Calidad de Vida en personas con discapacidad intelectual y del desarrollo en población chilena." Terapia psicológica 35, no. 3: 231-238.
International research on the risk and protective factors of cyberbullying focus on individual personality variables and the use of technological devices. However, it is necessary to examine in greater depth the interpersonal context as a factor that may influence cyberbullying and the possible differences between cultures. The objective of this article was to analyze the relationship of influence of two interpersonal variables, multidimensional social competence and social motivation, on cyberaggression and cybervictimization through a cultural study of Spain and Colombia, which will permit generalizing the influence of interpersonal variables on cyberbullying in different cultural settings. The sample consisted of 3,830 secondary school students (50.4% Colombian and 49.6% Spanish). Self-reporting measurement instruments validated with different European samples were used. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were performed. A model of mutual influence revealing the inverse relationship of normative adjustment and the direct relationship of popularity goals in cyberaggression was obtained. Cybervictimization was explained by the direct influence of prosocial behaviors and avoidance goals and the inverse influence of perceived social efficacy, development goals, and social and normative adjustment. As conclusion, this study demonstrates the homogeneity of the Colombian and Spanish models and the important role that the face-to-face context plays in cyberbullying involvement. This article highlights and supports the design of cyberbullying prevention programs, which requires the inclusion of multidimensional social competence and social goals.
Eva M. Romera; Mauricio Herrera-López; José A. Casas; Rosario Ortega-Ruiz; Olga Gómez-Ortiz. Multidimensional Social Competence, Motivation, and Cyberbullying: A Cultural Approach With Colombian and Spanish Adolescents. Journal of Cross-Cultural Psychology 2017, 48, 1183 -1197.
AMA StyleEva M. Romera, Mauricio Herrera-López, José A. Casas, Rosario Ortega-Ruiz, Olga Gómez-Ortiz. Multidimensional Social Competence, Motivation, and Cyberbullying: A Cultural Approach With Colombian and Spanish Adolescents. Journal of Cross-Cultural Psychology. 2017; 48 (8):1183-1197.
Chicago/Turabian StyleEva M. Romera; Mauricio Herrera-López; José A. Casas; Rosario Ortega-Ruiz; Olga Gómez-Ortiz. 2017. "Multidimensional Social Competence, Motivation, and Cyberbullying: A Cultural Approach With Colombian and Spanish Adolescents." Journal of Cross-Cultural Psychology 48, no. 8: 1183-1197.
Inés C. López-Pradas; Eva M. Romera; José A. Casas; Rosario Ortega-Ruiz. Cybergossip and cyberbullying during primary school years. Psicología Educativa 2017, 23, 73 -80.
AMA StyleInés C. López-Pradas, Eva M. Romera, José A. Casas, Rosario Ortega-Ruiz. Cybergossip and cyberbullying during primary school years. Psicología Educativa. 2017; 23 (2):73-80.
Chicago/Turabian StyleInés C. López-Pradas; Eva M. Romera; José A. Casas; Rosario Ortega-Ruiz. 2017. "Cybergossip and cyberbullying during primary school years." Psicología Educativa 23, no. 2: 73-80.