儿童时期网络欺凌的出现:家长和教师的观点

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Claire P. Monks , Jess Mahdavi , Katie Rix
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引用次数: 61

摘要

本研究调查了家长/监护人和学校工作人员对小学生网络欺凌的认识和看法。8个焦点小组(总样本量N = 41)探讨了网络欺凌的出现、网络欺凌者和网络受害者的特征、网络欺凌的影响以及成人监督的作用。与会者普遍意识到网络欺凌及其各种形式,并认为它可能发生在小学生中。专题分析用于确定焦点小组提出的主题。关于网络欺凌的出现,主题包括儿童的能力(识字和计算机技能)、获取信息和通信技术(ICT)以及同伴压力等外部因素。当被问及参与网络欺凌的儿童的特征时,主题包括参与网络欺凌与传统欺凌之间的关系、性别的作用以及网络欺凌的不同动机。没有一个小组认为网络欺凌对受害者的困扰比传统欺凌少,围绕网络欺凌影响的主题涉及网络欺凌的性质和与受害者特征有关的讨论。在谈到成人干预的作用时,与会者提到了规则/限制的使用以及在ICT技能方面存在的代沟。受访者都同意在家中监管互联网和手机的使用是有益的,但对在学校监管的作用却不太一致。这些发现对研究和干预的意义进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The emergence of cyberbullying in childhood: Parent and teacher perspectives

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 N = 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.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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