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 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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引用次数: 20

摘要

两项实验研究调查了与其他同伴互动(包括欺凌)相比，遭受网络欺凌的青少年和一般年轻人是否会产生更高水平的压力、负面情绪和注意力水平。在这两项研究中，研究人员在观看4个1分钟的视频时记录了参与者的生理激活(研究1和2)和行为数据(研究2)，这些视频分别代表了网络欺凌、面对面欺凌、亲社会和中立的互动。自我报告问卷评估了参与者对视频的情绪反应和受害程度。61名青少年(65.7%为女孩)参与了研究1;35名年轻人(60%为女孩)参加了研究2。结果表明，网络欺凌比亲社会和中立的同伴互动产生更高的压力和负性情绪，但不高于欺凌。网络欺凌也会让受害者比非受害者产生更高水平的压力和负面情绪，但仅限于青少年。

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Emotional, psychophysiological and behavioral responses elicited by the exposition to cyberbullying situations: Two experimental studies

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.

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

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.