Cyberbullying y emociones negativas durante la pandemia COVID-19
Resumen El objetivo de este artículo fue analizar las emociones manifestadas por acosadores, víctimas, padres de familia y docentes de educación básica y media superior de diferentes estados de la República mexicana involucrados en un conflicto de cyberbullying en el primer año de la pandemia. Se realizaron entrevistas a través de las plataformas de videollamadas y se utilizó la teoría fundamentada como herramienta de análisis. Los principales hallazgos son: recuperación de las diferentes narrativas de los sujetos, recursos de poder utilizados, tipos de violencia que se presentaron, emociones negativas que expresaron ante este tipo de acoso y repercusiones en la identidad de los sujetos.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
ADIYANTI, M. A.; NUGRAHENI, A. A.; YULIAWANTI, R.; RAGASUKMASUCI, L. B. y MAHARANI, M. (2019). Emotion regulation and empathy as mediators of self-esteem and friendship quality in predic-ting cyberbullying tendency in Javanese-Indonesian adolescents. International Journal of Adolescence and Youth, 25(1), 251-263. https://doi.org/10.1080/02673843.2019.1614079
AFTAB, P. (2000). The parent’s guide to protecting your children in cyberspace. New York. Mc-Graw-Hill.
AL-RAHMI, W. M.; YAHAYA, N.; ALTURKI, U.; ALROBAI, A.; ALDRAIWEESH, A. A.; ALSAYED, A. O. y BIN KAMIN, Y. B. (2020). Social media-based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2020.1728342
ARENAS, N. (2005). Dando a Conocer la Aplicación de la Grounded Theory (Teoría Fundamentada en los Datos). Dirección de Medios y Publicaciones de la Universidad de Carabobo.
ARIZA, M. (2017). Vergüenza, orgullo y humillación: contrapuntos emocionales en la experiencia de la mi-gración laboral femenina. Estudios sociológicos, 35(103), 65-89.
BALDRY, A.; BLAYA, C. y FARRINGTON, D. P. (eds.) (2018). International perspectives on cyber-bullying. Prevalence, Risk factors and interventions. Palgrave Macmillan, Springer International Publis-hing.
BALOG-WAY, D. H. P.y MCCOMAS, K. (2020). COVID-19: Reflections on trust, tradeoffs, and prepared-ness. Journal of Risk Research, 23(7-8), 838-848. https://doi.org/10.1080/13669877.2020.1758192
BARRAT, E. S. (1991). Measuring and predicting aggression within the context of a personality theory. The Journal of Neuropsychiatry and Clinical Neurosciences, 3(2), 35-39. PMID. https://pubmed.ncbi.nlm.nih.gov/1821220/
BENNETT, D. C.; GURAN, E. L.; RAMOS, M. C. y MARGOLIN, G. (2011). College students’ electronic victimization in friendships and dating relationships: anticipated distress and associations with risky behaviors. Violence and Victims, 26(4), 410-429. https://www.ncbi.nlm.nih.gov/pubmed/21882666
BLAIR, R. J. R.; MITCHELL, D. G. V.; PESCHARDT, K. S.; COLLEDGE, K. S.; LEONARD, R. A.; SHINE, J. H. y PERRETT, J. H. (2004). Reduced sensitivity to others’ fearful expressions in psychopathic indivi-duals. Personality and Individual Differences, 37, 1111-1122.
HTTP://DX.DOI.ORG/10.1016/J.PAID.2003.10.008
BORK-HÜFFER, T.; Mahlknecht, B. y Kaufmann, K. (2021). (Cyber)Bullying in schools-when bullying stretches across ON/FFlating spaces. Children’s Geographies, 19(2), 241-253. https://doi.org/10.1080/14733285.2020.1784850
BOURDIEU, P. (2008). El sentido práctico. Siglo XXI Editores.
CHARALAMPOUS, K.; Ioannou, M.; Georgiou, S. y Stavrinides, P. (2020). Cyberbullying, psychopathic traits, moral disengagement, and school climate: the role of self-reported psychopathic levels and gender. Educational Psychology, 43(1), 282-301. https://doi.org/10.1080/01443410.2020.1742874
CHOON, Ch. H. y WONG, D. S. W. (2020). The overlap between cyberbullying perpetration and victimisa-tion: exploring the psychosocial characteristics of Hong Kong adolescents. Asia Pacific Journal of Social Work and Development, 30(3), 164-180. https://doi.org/10.1080/02185385.2020.1761436
CORTÉS-PASCUAL, A.; CANO-ESCORIANZA, J.; ELBOJ-SASO, C. e IÑIGUEZ-BERROZPE, T. (2020). Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain). International Journal of Adolescence and Youth, 25(1), 182-199. https://doi.org/10.1080/02673843.2019.1602064
CUESTA, L.; HENNING, C.; DUQUE, L. A. y MALFASY, S. (2018). Cyberbullying: tackling the silent enemy. International Journal of Inclusive Education, 24(9). https://doi.org/10.1080/13603116.2018.1500648
DOLEV-COHEN, M. y Levkovich, I. (2020). Teachers’ responses to face-toface and cyberbullying of co-lleagues by others in Israeli schools. International Journal of School & Educational Psychology, 9, sup. 1, 1-13. https://doi.org/10.1080/21683603.2020.1772159
DOMÍNGUEZ-ALONSO, J.; VÁZQUEZ-VARELA, E. y NUÑEZ-LOIS, S. (2017). Cyberbullying escolar: incidencia del teléfono móvil e internet en adolescentes. Revista Electrónica de Investigación y Evalua-ción Educativa RELIEVE, 23(2), 1-11. http://doi.org/10.7203/relieve.23.2.8485
EKMAN, P. (1982). Emotion in the Human Face. Cambridge University Press.
ESCOBAR, M. R. (1988). Contribución al estudio del poder. UNAM-ENEP-Acatlán.
FOUCAULT, M. (1988). Vigilar y castigar. Nacimiento de la prisión. Sigo XXI Editores.
GARCÍA, M. y Madriaza, P. (2006). Estudio cualitativo de los determinantes de la violencia escolar en Chile. Estudios de Psicología, 11(3), 247-256. https://doi.org/10.1590/S1413-294X2006000300001
GOFFMAN, E. (2006). Estigma. La identidad deteriorada. Amorrortu Editores.
GRAHAM, R. y Wood, F. R. (2017). Associations between cyberbullying victimization and deviant health risk behaviors. The Social Science Journal, 56(2), 183-188. https://doi.org/10.1016/j.soscij.2018.05.005
HAFFEJEE, F.; CORONA, R. y DAUDA, P. (2020). Cyberbullying and condom use among tertiary educa-tion students. Cogent Social Sciences, 6(1), 1-11. https://doi.org/10.1080/23311886.2020.1795332
HAN, B. C. (2019). Topología de la violencia. Herder.
HANSBERG, O. E. (1999). De las emociones morales. Revista de Filosofía, 9(16), 151-170. https://revistas.ucm.es/index.php/RESF/article/view/RESF9696220151A
HAUGE, Ch. y Rowsell, J. (2020). Child and youth engagement: civic literacies and digital ecologies. Dis-course: Studies in the Cultural Politics of Education, 41(5), 667-672. https://doi.org/10.1080/01596306.2020.1769933
HIRIGOYEN, M. F. (2002). El acoso moral. El maltrato psicológico en la vida cotidiana. Paidós.
HIRIGOYEN, M. F. (2020). Los narcisos han tomado el poder. Paidós.
HOCHSCHILD, A. (1990). Ideology and Emotions Management. A perspective and path for future re-search. En Th. Kemper (ed.), Research agendas in the sociology of emotions (pp. 117-144). SUNY Press.
JIMENO, M. (2004). Unos cuantos piquetitos. Violencia, mente y cultura. Cahiers des Amériques Latines, 45(1), 143-164.
KAËS, R., BLEGER. J., ENRIQUEZ, E., FORNARI, F., FUSTIER, P., ROUSSILLON, R y VIDAL, J.P. (1989). La institución y las instituciones. Estudios psicoanalíticos. Paidós.
LE BRETON (1999). LAS PASIONES ORDINARIAS. ANTROPOLOGÍA DE LAS EMOCIONES. PAI-DÓS.
LEE, J.; CHUN, J. S., KIM, J. y LEE, J. (2020). Cyberbullying victimization and school dropout intention among South Korean adolescents: the moderating role of peer/teacher support. Asia Pacific Journal of Social Work and Development, 30(3), 195-211. https://doi.org/10.1080/02185385.2020.1774409
LI, O. y CHAN, Ch. (2021). How the COVID-19 pandemic influences judgments of risk and benefit: the role of negative emotions. Journal of Risk Research, 24, 3-4. https://doi.org/10.1080/13669877.2021.1900338
L1GHT (2020, 1 de mayo). Rising Levels of Hate Speech and Online Toxicity During This Time of Crisis. Reporte L1ght, https://l1ght.com/Toxicity_during_coronavirus_Report-L1ght.pdf
LO CRICCHIO, M. G.; GARCÍA-POOLE, CH.;TE BRINKE, L. W.; BIANCHI, D. y MENESINI, E. (2020). Moral disengagement and cyberbullying involvement: A systematic review. European Journal of Developmental Psychology, 18(2) 271-311. https://doi.org/10.1080/17405629.2020.1782186
MARÍN-CORTÉS, A.; FRANCO-BUSTAMANTE, S.; BETANCUR-HOYOS, E. y VÉLEZ-ZAPATA, V. (2020). Miedo y tristeza en adolescentes espectadores de cyberbullying. Vulneración de la salud mental en la era digital. Revista Virtual Universidad Católica del Norte, (61), 66-82. https://www.doi.org/10.35575/rvucn.n61a5
MARÍN-CORTÉS, A.; PALACIO, D.; MEDINA, J. y Carmona, A. (2021). Compasión, celos y envidia: emo-ciones sociales y Cyberbullying entre adolescentes. Revista Colombiana de Ciencias Sociales, 12(2), 494-515. https://doi.org/10.21501/22161201.345
MARRACCINI, M. E.; BRICK, L. A.; O’NEILL, J. C.; WEYANDT, L. L. y BUCHANAN, A. L. (2020). Self-Injurious Thoughts and Behaviors Among College Students: A Latent Class Analysis. Archives of Suicide Research, 25(4), 731-750. https://doi.org/10.1080/13811118.2020.1746942
MARTIN, F.; HUNT, B.; WANG, CH. y BROOKS, E. (2020). Middle School Student Perception of Techno-logy Use and Digital Citizenship Practices. Computers in the Schools, 37(3), 196-215. https://doi.org/10.1080/07380569.2020.1795500
MARTÍNEZ, M.; BLASCO, C. y MOYA, L. (2010). Definición y tipología de la agresión y la violencia. En L. Moya (ed. y coord.), Psicobiología de la violencia. Pirámide.
MASOOMEH, S.; SHADMANFAAT, C.; HOWELL, J.; MUNIZ, C. N.; COCHRAN, J. K.; KABIRI, S. y FONTAINE, E. M. (2019). Cyberbullying perpetration: an empirical test of social learning theory in Iran. Deviant Behavior, 41(3), 278-293. https://doi.org/10.1080/01639625.2019.1565513
MELDRUM, R. C.; PATCHIN, J. W.; YOUNG, J. T. N. y HINDUJA, S. (2020). Bullying Victimization, Ne-gative Emotions, and Digital Self-Harm: Testing a Theoretical Model of Indirect Effects. Deviant Beha-vior, 43(3), 303-321. https://doi.org/10.1080/01639625.2020.1833380
MESQUITA, B.; FRIJDA, N. H. y SCHERER, K. R. (1997). Culture and emotion. En J. W. BERRY, P. R. DA-SEN y T. S. SARASWATHI (eds.), Handbook of cross-cultural psychology (pp. 255-297). Boston, MA: Allyn & Bacon, 2.ª ed.
MILES, B. y HUBERMAN, A. (1994). Qualitative data analysis: a source book of new methods. Beverly Hills: Sage.
MUGARI, I. (2020). The dark side of social media in Zimbabwe: Unpacking the legal framework conundrum. Cogent Social Sciences, 6(1), 1-15. https://doi.org/10.1080/23311886.2020.1825058
NAIDOO, L. y Van Hout, M. C. (2021). Child Sex Offender Mind-Set and Grooming Strategies: A Discour-se Analysis of Sex Offender Narratives from South Africa. Journal of Child Sexual Abuse, 30(5), 616-635. https://doi.org/10.1080/10538712.2021.1890296
ONG-BULLYING SIN FRONTERAS. (2022, 23 de junio). Estadísticas mundiales sobre bullying 20/21. ONG-Bullying sin fronteras. https://bullyingsinfronteras.blogspot.com/2018/10/estadisticas-mundiales-de-bullying_29.html
PAEZ, G. R. (2018). Cyberbullying Among Adolescents: A general strain theory perspective. Journal of School Violence, 17(1), 74-85. https://doi.org/10.1080/15388220.2016.1220317
PIQUERAS, J. A.; RAMOS, V.; MARTÍNEZ, A. E. y OBLITAS, L. A. (2009). Emociones negativas y su im-pacto en la salud mental y física. Suma Psicológica, 16(2), 85-112. https://doi.org/10.1080/10345329.2020.1849933
PLUTCHIK, R. (2001). The Nature of Emotions: Human emotions have deep evolutionary roots, a fact that may explain their complexity and provide tools for clinical practice. American Scientist, 89(4), 344-350. http://www.jstor.org/stable/27857503
REEVE, M. (1994). Motivación y Emoción. McGraw Hill.
REYES, V.; ALCÁZAR-OLÁN, R. J. y FLORES, R. (2020). Miedo a la violencia y afrontamiento en pobla-ción infantil mexicana: diferencias y correlaciones. Revista Iberoamericana de Psicología, 13(2), 3-12. https://reviberopsicologia.ibero.edu.co/article/view/1859
RICOEUR, P. (1988). Lo voluntario y lo involuntario II. Poder, necesidad y consentimiento. Editorial Do-cencia.
SEETHARAMAN, P. y BHATT, S. (2019). Online peer victimization. Journal of Information Technology Case and Application Research, 21(3-4), 115-123. https://doi.org/10.1080/15228053.2019.1667665
SMITH, P. K.; MAHDAVI, J.; CARVALHO, M.; FISHER, S.; RUSSELL, S. y TIPPETT, N. (2008). Cyber-bullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
SPIRANOVIC, C.; HUDSON, N.; WINTER, R.; STANFORD, S.; NORRIS, K.; BARTKOWIAK-THERON, I. y CASHMAN, K. (2020). Navigating risk and protective factors for family violence during and after the COVID-19 ‘perfect storm’. Current Issues in Criminal Justice, 1-14. https:// 10.1080/10345329.2020.1849933
STRAUSS, A. y CORBIN, J. (2002). Grounded Theory Methodology: An Overview. En N. K. DENZIN e Y. S. LINCOLN (eds.), Handbook of Qualitative Research (Chapter 17, pp. 273-285). Sage.
TRAN, C. V.; WEISS, B. y NGUYEN, N. P. H. (2020). Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam. International Journal of School y Educational Psychology, 1-10.
UNITED NATIONS INTERNATIONAL CHILDREN’S EMERGENCY FUND. (2014). OCULTOS A PLENA LUZ, n.º 7, Folleto. Unicef, Sección de Datos y Análisis División de Datos, Investigación y Polí-ticas. https://www.unicef.org/ecuador/media/2436/file/Ocultos%20a%20plena%20luz.pdf
WAGNER, A. (2019). E-victimization and e-predation theory as the dominant aggressive communication: the case of cyber bullying. Social Semiotics, 29(3), 303-318. https://doi.org/10.1080/10350330.2019.1587832
WATERS, S.; RUSSELL, W. B. y HENSLEY, M. (2020). Cyber bullying, social media, and character educa-tion: why it matters for middle school social studies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(4), 195-204. https://doi.org/10.1080/00098655.2020.1760770
WILLIS, P. (1988). Aprendiendo a trabajar. Cómo los chicos de la clase obrera consi-guen trabajos de la clase obrera. Akal.
AFTAB, P. (2000). The parent’s guide to protecting your children in cyberspace. New York. Mc-Graw-Hill.
AL-RAHMI, W. M.; YAHAYA, N.; ALTURKI, U.; ALROBAI, A.; ALDRAIWEESH, A. A.; ALSAYED, A. O. y BIN KAMIN, Y. B. (2020). Social media-based collaborative learning: the effect on learning success with the moderating role of cyberstalking and cyberbullying. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2020.1728342
ARENAS, N. (2005). Dando a Conocer la Aplicación de la Grounded Theory (Teoría Fundamentada en los Datos). Dirección de Medios y Publicaciones de la Universidad de Carabobo.
ARIZA, M. (2017). Vergüenza, orgullo y humillación: contrapuntos emocionales en la experiencia de la mi-gración laboral femenina. Estudios sociológicos, 35(103), 65-89.
BALDRY, A.; BLAYA, C. y FARRINGTON, D. P. (eds.) (2018). International perspectives on cyber-bullying. Prevalence, Risk factors and interventions. Palgrave Macmillan, Springer International Publis-hing.
BALOG-WAY, D. H. P.y MCCOMAS, K. (2020). COVID-19: Reflections on trust, tradeoffs, and prepared-ness. Journal of Risk Research, 23(7-8), 838-848. https://doi.org/10.1080/13669877.2020.1758192
BARRAT, E. S. (1991). Measuring and predicting aggression within the context of a personality theory. The Journal of Neuropsychiatry and Clinical Neurosciences, 3(2), 35-39. PMID. https://pubmed.ncbi.nlm.nih.gov/1821220/
BENNETT, D. C.; GURAN, E. L.; RAMOS, M. C. y MARGOLIN, G. (2011). College students’ electronic victimization in friendships and dating relationships: anticipated distress and associations with risky behaviors. Violence and Victims, 26(4), 410-429. https://www.ncbi.nlm.nih.gov/pubmed/21882666
BLAIR, R. J. R.; MITCHELL, D. G. V.; PESCHARDT, K. S.; COLLEDGE, K. S.; LEONARD, R. A.; SHINE, J. H. y PERRETT, J. H. (2004). Reduced sensitivity to others’ fearful expressions in psychopathic indivi-duals. Personality and Individual Differences, 37, 1111-1122.
HTTP://DX.DOI.ORG/10.1016/J.PAID.2003.10.008
BORK-HÜFFER, T.; Mahlknecht, B. y Kaufmann, K. (2021). (Cyber)Bullying in schools-when bullying stretches across ON/FFlating spaces. Children’s Geographies, 19(2), 241-253. https://doi.org/10.1080/14733285.2020.1784850
BOURDIEU, P. (2008). El sentido práctico. Siglo XXI Editores.
CHARALAMPOUS, K.; Ioannou, M.; Georgiou, S. y Stavrinides, P. (2020). Cyberbullying, psychopathic traits, moral disengagement, and school climate: the role of self-reported psychopathic levels and gender. Educational Psychology, 43(1), 282-301. https://doi.org/10.1080/01443410.2020.1742874
CHOON, Ch. H. y WONG, D. S. W. (2020). The overlap between cyberbullying perpetration and victimisa-tion: exploring the psychosocial characteristics of Hong Kong adolescents. Asia Pacific Journal of Social Work and Development, 30(3), 164-180. https://doi.org/10.1080/02185385.2020.1761436
CORTÉS-PASCUAL, A.; CANO-ESCORIANZA, J.; ELBOJ-SASO, C. e IÑIGUEZ-BERROZPE, T. (2020). Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain). International Journal of Adolescence and Youth, 25(1), 182-199. https://doi.org/10.1080/02673843.2019.1602064
CUESTA, L.; HENNING, C.; DUQUE, L. A. y MALFASY, S. (2018). Cyberbullying: tackling the silent enemy. International Journal of Inclusive Education, 24(9). https://doi.org/10.1080/13603116.2018.1500648
DOLEV-COHEN, M. y Levkovich, I. (2020). Teachers’ responses to face-toface and cyberbullying of co-lleagues by others in Israeli schools. International Journal of School & Educational Psychology, 9, sup. 1, 1-13. https://doi.org/10.1080/21683603.2020.1772159
DOMÍNGUEZ-ALONSO, J.; VÁZQUEZ-VARELA, E. y NUÑEZ-LOIS, S. (2017). Cyberbullying escolar: incidencia del teléfono móvil e internet en adolescentes. Revista Electrónica de Investigación y Evalua-ción Educativa RELIEVE, 23(2), 1-11. http://doi.org/10.7203/relieve.23.2.8485
EKMAN, P. (1982). Emotion in the Human Face. Cambridge University Press.
ESCOBAR, M. R. (1988). Contribución al estudio del poder. UNAM-ENEP-Acatlán.
FOUCAULT, M. (1988). Vigilar y castigar. Nacimiento de la prisión. Sigo XXI Editores.
GARCÍA, M. y Madriaza, P. (2006). Estudio cualitativo de los determinantes de la violencia escolar en Chile. Estudios de Psicología, 11(3), 247-256. https://doi.org/10.1590/S1413-294X2006000300001
GOFFMAN, E. (2006). Estigma. La identidad deteriorada. Amorrortu Editores.
GRAHAM, R. y Wood, F. R. (2017). Associations between cyberbullying victimization and deviant health risk behaviors. The Social Science Journal, 56(2), 183-188. https://doi.org/10.1016/j.soscij.2018.05.005
HAFFEJEE, F.; CORONA, R. y DAUDA, P. (2020). Cyberbullying and condom use among tertiary educa-tion students. Cogent Social Sciences, 6(1), 1-11. https://doi.org/10.1080/23311886.2020.1795332
HAN, B. C. (2019). Topología de la violencia. Herder.
HANSBERG, O. E. (1999). De las emociones morales. Revista de Filosofía, 9(16), 151-170. https://revistas.ucm.es/index.php/RESF/article/view/RESF9696220151A
HAUGE, Ch. y Rowsell, J. (2020). Child and youth engagement: civic literacies and digital ecologies. Dis-course: Studies in the Cultural Politics of Education, 41(5), 667-672. https://doi.org/10.1080/01596306.2020.1769933
HIRIGOYEN, M. F. (2002). El acoso moral. El maltrato psicológico en la vida cotidiana. Paidós.
HIRIGOYEN, M. F. (2020). Los narcisos han tomado el poder. Paidós.
HOCHSCHILD, A. (1990). Ideology and Emotions Management. A perspective and path for future re-search. En Th. Kemper (ed.), Research agendas in the sociology of emotions (pp. 117-144). SUNY Press.
JIMENO, M. (2004). Unos cuantos piquetitos. Violencia, mente y cultura. Cahiers des Amériques Latines, 45(1), 143-164.
KAËS, R., BLEGER. J., ENRIQUEZ, E., FORNARI, F., FUSTIER, P., ROUSSILLON, R y VIDAL, J.P. (1989). La institución y las instituciones. Estudios psicoanalíticos. Paidós.
LE BRETON (1999). LAS PASIONES ORDINARIAS. ANTROPOLOGÍA DE LAS EMOCIONES. PAI-DÓS.
LEE, J.; CHUN, J. S., KIM, J. y LEE, J. (2020). Cyberbullying victimization and school dropout intention among South Korean adolescents: the moderating role of peer/teacher support. Asia Pacific Journal of Social Work and Development, 30(3), 195-211. https://doi.org/10.1080/02185385.2020.1774409
LI, O. y CHAN, Ch. (2021). How the COVID-19 pandemic influences judgments of risk and benefit: the role of negative emotions. Journal of Risk Research, 24, 3-4. https://doi.org/10.1080/13669877.2021.1900338
L1GHT (2020, 1 de mayo). Rising Levels of Hate Speech and Online Toxicity During This Time of Crisis. Reporte L1ght, https://l1ght.com/Toxicity_during_coronavirus_Report-L1ght.pdf
LO CRICCHIO, M. G.; GARCÍA-POOLE, CH.;TE BRINKE, L. W.; BIANCHI, D. y MENESINI, E. (2020). Moral disengagement and cyberbullying involvement: A systematic review. European Journal of Developmental Psychology, 18(2) 271-311. https://doi.org/10.1080/17405629.2020.1782186
MARÍN-CORTÉS, A.; FRANCO-BUSTAMANTE, S.; BETANCUR-HOYOS, E. y VÉLEZ-ZAPATA, V. (2020). Miedo y tristeza en adolescentes espectadores de cyberbullying. Vulneración de la salud mental en la era digital. Revista Virtual Universidad Católica del Norte, (61), 66-82. https://www.doi.org/10.35575/rvucn.n61a5
MARÍN-CORTÉS, A.; PALACIO, D.; MEDINA, J. y Carmona, A. (2021). Compasión, celos y envidia: emo-ciones sociales y Cyberbullying entre adolescentes. Revista Colombiana de Ciencias Sociales, 12(2), 494-515. https://doi.org/10.21501/22161201.345
MARRACCINI, M. E.; BRICK, L. A.; O’NEILL, J. C.; WEYANDT, L. L. y BUCHANAN, A. L. (2020). Self-Injurious Thoughts and Behaviors Among College Students: A Latent Class Analysis. Archives of Suicide Research, 25(4), 731-750. https://doi.org/10.1080/13811118.2020.1746942
MARTIN, F.; HUNT, B.; WANG, CH. y BROOKS, E. (2020). Middle School Student Perception of Techno-logy Use and Digital Citizenship Practices. Computers in the Schools, 37(3), 196-215. https://doi.org/10.1080/07380569.2020.1795500
MARTÍNEZ, M.; BLASCO, C. y MOYA, L. (2010). Definición y tipología de la agresión y la violencia. En L. Moya (ed. y coord.), Psicobiología de la violencia. Pirámide.
MASOOMEH, S.; SHADMANFAAT, C.; HOWELL, J.; MUNIZ, C. N.; COCHRAN, J. K.; KABIRI, S. y FONTAINE, E. M. (2019). Cyberbullying perpetration: an empirical test of social learning theory in Iran. Deviant Behavior, 41(3), 278-293. https://doi.org/10.1080/01639625.2019.1565513
MELDRUM, R. C.; PATCHIN, J. W.; YOUNG, J. T. N. y HINDUJA, S. (2020). Bullying Victimization, Ne-gative Emotions, and Digital Self-Harm: Testing a Theoretical Model of Indirect Effects. Deviant Beha-vior, 43(3), 303-321. https://doi.org/10.1080/01639625.2020.1833380
MESQUITA, B.; FRIJDA, N. H. y SCHERER, K. R. (1997). Culture and emotion. En J. W. BERRY, P. R. DA-SEN y T. S. SARASWATHI (eds.), Handbook of cross-cultural psychology (pp. 255-297). Boston, MA: Allyn & Bacon, 2.ª ed.
MILES, B. y HUBERMAN, A. (1994). Qualitative data analysis: a source book of new methods. Beverly Hills: Sage.
MUGARI, I. (2020). The dark side of social media in Zimbabwe: Unpacking the legal framework conundrum. Cogent Social Sciences, 6(1), 1-15. https://doi.org/10.1080/23311886.2020.1825058
NAIDOO, L. y Van Hout, M. C. (2021). Child Sex Offender Mind-Set and Grooming Strategies: A Discour-se Analysis of Sex Offender Narratives from South Africa. Journal of Child Sexual Abuse, 30(5), 616-635. https://doi.org/10.1080/10538712.2021.1890296
ONG-BULLYING SIN FRONTERAS. (2022, 23 de junio). Estadísticas mundiales sobre bullying 20/21. ONG-Bullying sin fronteras. https://bullyingsinfronteras.blogspot.com/2018/10/estadisticas-mundiales-de-bullying_29.html
PAEZ, G. R. (2018). Cyberbullying Among Adolescents: A general strain theory perspective. Journal of School Violence, 17(1), 74-85. https://doi.org/10.1080/15388220.2016.1220317
PIQUERAS, J. A.; RAMOS, V.; MARTÍNEZ, A. E. y OBLITAS, L. A. (2009). Emociones negativas y su im-pacto en la salud mental y física. Suma Psicológica, 16(2), 85-112. https://doi.org/10.1080/10345329.2020.1849933
PLUTCHIK, R. (2001). The Nature of Emotions: Human emotions have deep evolutionary roots, a fact that may explain their complexity and provide tools for clinical practice. American Scientist, 89(4), 344-350. http://www.jstor.org/stable/27857503
REEVE, M. (1994). Motivación y Emoción. McGraw Hill.
REYES, V.; ALCÁZAR-OLÁN, R. J. y FLORES, R. (2020). Miedo a la violencia y afrontamiento en pobla-ción infantil mexicana: diferencias y correlaciones. Revista Iberoamericana de Psicología, 13(2), 3-12. https://reviberopsicologia.ibero.edu.co/article/view/1859
RICOEUR, P. (1988). Lo voluntario y lo involuntario II. Poder, necesidad y consentimiento. Editorial Do-cencia.
SEETHARAMAN, P. y BHATT, S. (2019). Online peer victimization. Journal of Information Technology Case and Application Research, 21(3-4), 115-123. https://doi.org/10.1080/15228053.2019.1667665
SMITH, P. K.; MAHDAVI, J.; CARVALHO, M.; FISHER, S.; RUSSELL, S. y TIPPETT, N. (2008). Cyber-bullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
SPIRANOVIC, C.; HUDSON, N.; WINTER, R.; STANFORD, S.; NORRIS, K.; BARTKOWIAK-THERON, I. y CASHMAN, K. (2020). Navigating risk and protective factors for family violence during and after the COVID-19 ‘perfect storm’. Current Issues in Criminal Justice, 1-14. https:// 10.1080/10345329.2020.1849933
STRAUSS, A. y CORBIN, J. (2002). Grounded Theory Methodology: An Overview. En N. K. DENZIN e Y. S. LINCOLN (eds.), Handbook of Qualitative Research (Chapter 17, pp. 273-285). Sage.
TRAN, C. V.; WEISS, B. y NGUYEN, N. P. H. (2020). Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam. International Journal of School y Educational Psychology, 1-10.
UNITED NATIONS INTERNATIONAL CHILDREN’S EMERGENCY FUND. (2014). OCULTOS A PLENA LUZ, n.º 7, Folleto. Unicef, Sección de Datos y Análisis División de Datos, Investigación y Polí-ticas. https://www.unicef.org/ecuador/media/2436/file/Ocultos%20a%20plena%20luz.pdf
WAGNER, A. (2019). E-victimization and e-predation theory as the dominant aggressive communication: the case of cyber bullying. Social Semiotics, 29(3), 303-318. https://doi.org/10.1080/10350330.2019.1587832
WATERS, S.; RUSSELL, W. B. y HENSLEY, M. (2020). Cyber bullying, social media, and character educa-tion: why it matters for middle school social studies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(4), 195-204. https://doi.org/10.1080/00098655.2020.1760770
WILLIS, P. (1988). Aprendiendo a trabajar. Cómo los chicos de la clase obrera consi-guen trabajos de la clase obrera. Akal.
Gómez-Nashiki, A. (2023). Cyberbullying y emociones negativas durante la pandemia COVID-19. Aula, 29, 223–244. https://doi.org/10.14201/aula202329223244
Artículos más leídos del mismo autor/a
- Antonio Gómez-Nashiki, Estrategias de docentes en contra de la violencia escolar en escuelas primarias y secundarias de Colima, México , Aula: Vol. 22 (2016): Museísmo pedagógico
Descargas
Los datos de descargas todavía no están disponibles.
+
−