Psicologia Educativa最新文献_第4页

Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies 网络欺凌情境引发的情绪、心理生理和行为反应:两项实验研究

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2016-06-01 DOI: 10.1016/j.pse.2016.02.003

Simona C.S. Caravita , Barbara Colombo , Sara Stefanelli , Roberta Zigliani

{"title":"Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies","authors":"Simona C.S. Caravita , Barbara Colombo , Sara Stefanelli , Roberta Zigliani","doi":"10.1016/j.pse.2016.02.003","DOIUrl":"10.1016/j.pse.2016.02.003","url":null,"abstract":"<div><p>Two experimental studies investigated whether the exposure to cyberbullying situations produces in bullied youth, and in young people in general, higher levels of stress, negative emotions, and attention levels, in comparison to other peer interactions, including bullying. In both studies, participants’ physiological activation (Study 1 and 2) and behavioral data (Study 2) were recorded while watching four 1-minute videos representing cyberbullying, face-to-face bullying, prosocial, and neutral interactions. Self-report questionnaires assessed participants’ emotional responses to the videos, and victimization. Sixty-one adolescents (65.7% girls) participated in Study 1; 35 young adults (60% girls) participated in Study 2. Results indicate that cyberbullying causes higher stress and negative emotions than prosocial and neutral peer interactions, but not than bullying. Cyberbullying also elicited higher levels of stress and negative emotions in victims than non-victims, but only for adolescents.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"22 1","pages":"Pages 49-59"},"PeriodicalIF":1.9,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.02.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131358965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

La ciberconducta y la psicología educativa: retos y riesgos 网络行为与教育心理学:挑战与风险

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2016-06-01 DOI: 10.1016/j.pse.2016.04.001

Rosario Ortega-Ruiz, Izabela Zych

引用次数: 14

A cross-national study of direct and indirect effects of cyberbullying on cybergrooming victimization via self-esteem 网络欺凌通过自尊对网络诱骗受害者的直接和间接影响的跨国研究

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2016-06-01 DOI: 10.1016/j.pse.2016.01.002

Sebastian Wachs , Gabriela Ksinan Jiskrova , Alexander T. Vazsonyi , Karsten D. Wolf , Marianne Junger

{"title":"A cross-national study of direct and indirect effects of cyberbullying on cybergrooming victimization via self-esteem","authors":"Sebastian Wachs , Gabriela Ksinan Jiskrova , Alexander T. Vazsonyi , Karsten D. Wolf , Marianne Junger","doi":"10.1016/j.pse.2016.01.002","DOIUrl":"10.1016/j.pse.2016.01.002","url":null,"abstract":"<div><p>The present study reports frequency rates of cybergrooming, profiled characteristics of cybergrooming perpetrators, and examine direct and indirect associations between cyberbullying victimization, self-esteem, and cybergrooming victimization. The study sample included 2,162 adolescents between 11 and 19 years from three Western (Germany, the Netherlands, the United States) countries and one Southeast Asian country (Thailand). Across countries, 18.5% of participants reported having had contact with a cybergroomer. Western girls, as compared to boys, were at greater risk to have been contacted by a cybergroomer. No significant sex difference was found for Southeast Asian adolescents. Also, Southeast Asian adolescents reported higher rates of cybergroomer contact as compared to Western adolescents. Cybergroomers were most often males and older than victims. Both cyberbullying victimization and low self-esteem increased the probability of coming into contact with a cybergroomer, and self-esteem mediated the effects of cyberbullying victimization on cybergrooming victimization. The results are discussed in relation to practical implications and future research.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"22 1","pages":"Pages 61-70"},"PeriodicalIF":1.9,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.01.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132161529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 45

The emergence of cyberbullying in childhood: Parent and teacher perspectives 儿童时期网络欺凌的出现:家长和教师的观点

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2016-06-01 DOI: 10.1016/j.pse.2016.02.002

Claire P. Monks , Jess Mahdavi , Katie Rix

{"title":"The emergence of cyberbullying in childhood: Parent and teacher perspectives","authors":"Claire P. Monks , Jess Mahdavi , Katie Rix","doi":"10.1016/j.pse.2016.02.002","DOIUrl":"10.1016/j.pse.2016.02.002","url":null,"abstract":"<div><p>This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size <em>N</em>  <!-->41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Participants were generally aware of cyberbullying and its various forms and felt that it could occur among primary school-aged pupils. Thematic analysis was used to identify themes emerging from the focus groups. Relating to the emergence of cyberbullying, themes included children's ability (literacy and computer skills), access to ICT (Information and Communication Technology) and external factors such as peer pressure. When asked about the characteristics of children involved in cyberbullying, themes included the relationship between involvement in cyberbullying and traditional bullying, the role of gender, and different motivations for cyberbullying. None of the groups felt that cyberbullying was less upsetting for victims than traditional bullying and themes surrounding the impact of cyberbullying referred to the nature of cyberbullying and discussions relating to the characteristics of the victim were raised. When talking about the role of adult intervention, participants mentioned the use of rules/restrictions and the perceived generation gap in ICT skills. Participants agreed that supervision of Internet and mobile phone use at home would be beneficial, but was less in accord regarding the usefulness of supervision at school. The findings are discussed in terms of their implications for research and interventions.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"22 1","pages":"Pages 39-48"},"PeriodicalIF":1.9,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.02.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114159819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 61

Neuroscience and education: We already reached the tipping point 神经科学和教育:我们已经到达了临界点

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2015-12-01 DOI: 10.1016/j.pse.2015.09.001

Manuel Martín-Loeches

引用次数: 7

Social cognition in adolescence: Social rejection and theory of mind 青少年社会认知:社会排斥与心理理论

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2015-12-01 DOI: 10.1016/j.pse.2015.08.004

Catherine L. Sebastian

{"title":"Social cognition in adolescence: Social rejection and theory of mind","authors":"Catherine L. Sebastian","doi":"10.1016/j.pse.2015.08.004","DOIUrl":"10.1016/j.pse.2015.08.004","url":null,"abstract":"<div><p>Neuroimaging studies have shown continued structural and functional development in neural circuitry underlying social and emotional behaviour during adolescence. This article explores adolescent neurocognitive development in two domains: sensitivity to social rejection and Theory of Mind (ToM). Adolescents often report hypersensitivity to social rejection. The studies presented here suggest that this is accompanied by reduced responses in brain regions involved in emotion regulation. Studies on social rejection in adolescents with autism spectrum conditions will also be discussed. ToM is another social cognitive domain which undergoes neurocognitive development between adolescence and adulthood. ToM refers to the ability to understand others’ thoughts and intentions. Neuroimaging data suggest that the ability to integrate emotional information into ToM decisions continues to develop between adolescence and adulthood. In sum, these studies demonstrate ongoing development of social and emotional cognition during adolescence at both behavioural and neural levels, providing a neurocognitive framework for understanding adolescent behaviour.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"21 2","pages":"Pages 125-131"},"PeriodicalIF":1.9,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2015.08.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114333623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

6000 días más: evidencia neurocientífica acerca del impacto de la pobreza infantil 6000多天:关于儿童贫困影响的神经科学证据

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2015-12-01 DOI: 10.1016/j.pse.2015.08.003

Sebastián J. Lipina, María Soledad Segretin

引用次数: 20

Neurociencia y Educación: ¿podemos ir de la investigación básica a su aplicación? Un posible marco de referencia desde la investigación en dislexia 神经科学与教育:我们能从基础研究走向应用吗?阅读障碍研究的一个可能的参考框架

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2015-12-01 DOI: 10.1016/j.pse.2015.08.002

Usha Goswami

{"title":"Neurociencia y Educación: ¿podemos ir de la investigación básica a su aplicación? Un posible marco de referencia desde la investigación en dislexia","authors":"Usha Goswami","doi":"10.1016/j.pse.2015.08.002","DOIUrl":"10.1016/j.pse.2015.08.002","url":null,"abstract":"<div><p>Neuroscience has the potential to transform education because it provides novel methods for understanding human learning and cognitive development. It therefore offers deeper understanding of causal mechanisms in learning and an empirical approach to evaluating the efficacy of different pedagogies. However, this will be a long-term enterprise and there will be few immediate pay-offs. Here I set out one possible framework for linking basic research in neuroscience to pedagogical questions in education. I suggest that the developing field of educational neuroscience must first study how sensory systems build cognitive systems over developmental time. I focus on one cognitive system, language, the efficient functioning of which is critical for reading acquisition. Small initial differences in sensory function, for example auditory function, have the potential to cause large differences in linguistic performance over the learning trajectory. The tools offered by neuroscience can enable better understanding of the causal developmental mechanisms linking audition, phonological development and literacy development, in fine-grained detail. Following this basic research, neuroscience can then inform education and pedagogy by exploring the effects on these neural mechanisms of different learning contexts and pedagogies.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"21 2","pages":"Pages 97-105"},"PeriodicalIF":1.9,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2015.08.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130753018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Development of the social brain during adolescence 青少年时期社会大脑的发育

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2015-12-01 DOI: 10.1016/j.pse.2015.08.001

Iroise Dumontheil

引用次数: 82

The emerging role of educational neuroscience in education reform 教育神经科学在教育改革中的新兴作用

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2015-12-01 DOI: 10.1016/j.pse.2015.08.005

Janet N. Zadina

引用次数: 39