小学时期的网络八卦和网络欺凌

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2017-07-01 DOI:10.1016/j.pse.2017.05.007

Inés C. López-Pradas, Eva M. Romera, José A. Casas, Rosario Ortega-Ruiz

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引用次数: 22

摘要

使用社交网站和即时通讯应用程序，尽管在建立社会关系方面发挥了关键作用，但也带来了风险，比如网络八卦。本研究主要是对网络八卦现象的研究和测量，以及网络八卦q - primary量表的心理测量特性。本文分析了网络八卦对网络欺凌行为发展的影响。欧洲网络欺凌干预项目问卷(ECIPQ)适用于小学适龄儿童。样本包括866名学生(52.9%为女生)，年龄在10 - 13岁之间(M = 11.21, SD = 0.90)。采用探索性和验证性因素分析，对比了网络八卦工具的一维结构和网络欺凌(网络攻击和网络受害)的二维结构的拟合性。结构方程分析揭示了网络八卦与网络欺凌之间的显著关系。研究结果与网络八卦、网络攻击、网络受害以及误读信息的后果有关。

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Cybergossip and cyberbullying during primary school years

The use of social networking sites and instant messaging apps, despite playing a key role in building social relations, poses a risk, such as cybergossip. This research focused on the study and measurement of the cybergossip phenomenon and the psychometric properties of the Cybergossip-Q-Primary instrument. Cybergossip involvement in the development of cyberbehaviours performed in cyberbullying was analyzed. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) was adapted to primary school-age children. The sample comprised 866 students (52.9% girls) with ages ranging from 10 to 13years (M = 11.21, SD = 0.90). Using both exploratory and confirmatory factor analyses, the fit of a one-dimensional structure for the cybergossip instrument and a two-dimensional structure for cyberbullying (cyberaggression and cybervictimization) were contrasted. A structural equations analysis revealed a significant relationship between cybergossip and cyberbullying. The results in relation to cybergossip, cyberaggression, cybervictimization, and the consequences of misinterpreting information are discussed.

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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.