Dinámicas y Gestión de Ciberconductas Agresivas en Estudiantes de Educación Básica y Media

• César Augusto Hernández Suárez ^[1] ; Janz Elías Jaramillo Benítez ^[1] ; Luisa Stella Paz Montes ^[1]
  1. [1] Universidad Francisco de Paula Santander

     Universidad Francisco de Paula Santander

     Colombia

     
• Localización: Informes Psicológicos, ISSN-e 2422-3271, ISSN 2145-3535, Vol. 25, Nº. 1, 2025 (Ejemplar dedicado a: Revista Informes Psicológicos), págs. 233-249
• Idioma: español
• DOI: 10.18566/infpsic.v25n1a14
• Títulos paralelos:
  • Dynamics and Management of Aggressive Cyberbehavior in Elementary and Middle School Students
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Objetivo. Este estudio cualitativo emplea un diseño de estudio de caso múltiple para explorar las ciberconductas agresivas entre cinco estudiantes de educación básica y media que enfrentaron procesos disciplinarios en una institución educativa de Cúcuta, Colombia. El estudio analiza la manifestación y gestión de estas conductas a través de un análisis detallado de los mensajes y publicaciones en plataformas como WhatsApp y Facebook. Metodología. Se utilizaron métodos cualitativos para examinar las ciberconductas agresivas, identificando tres patrones principales: amenazas, insultos y exclusión social. El análisis se centró en las dinámicas de poder y la presión de pares, evaluando cómo factores contextuales como el entorno familiar, escolar y la presión de grupo influyen en estas conductas. Resultados. Los resultados revelan que las ciberconductas agresivas están fuertemente influenciadas por factores contextuales y muestran una variabilidad en las respuestas institucionales. La falta de protocolos claros y consistentes representa un desafío significativo. La investigación destaca que las intervenciones deben combinar medidas disciplinarias con programas educativos que promuevan el uso responsable de las TIC y el desarrollo de habilidades sociales. Conclusiones. El estudio subraya la importancia de una intervención temprana y coherente para abordar las ciberconductas agresivas. Se recomienda la formación continua de los docentes en ciberseguridad y ciberacoso, así como la implementación de programas preventivos de educación digital. Estas medidas son cruciales para crear un entorno escolar más seguro y propicio para el desarrollo de los estudiantes, especialmente en comunidades con limitaciones socioeconómicas

  • English

    Objective. This qualitative study uses a multiple case study design to explore aggressive cyberbehaviors among five elementary and middle school students who faced disciplinary proceedings at an educational institution in Cúcuta, Colombia. The study analyzes the manifestation and management of these behaviors through a detailed analysis of messages and posts on platforms such as WhatsApp and Facebook. Methodology. Qualitative methods were used to examine aggressive cyberbehaviors, identifying three main patterns: threats, insults, and social exclusion. The analysis focused on power dynamics and peer pressure, assessing how contextual factors such as family environment, school environment, and peer pressure influence these behaviors. Results. The results reveal that aggressive cyberbehavior is strongly influenced by contextual factors and show variability in institutional responses. The lack of clear and consistent protocols represents a significant challenge. The research highlights that interventions should combine disciplinary measures with educational programs that promote the responsible use of ICT and the development of social skills. Conclusions. The study underscores the importance of early and consistent intervention to address aggressive cyberbehavior. Continuous training for teachers in cybersecurity and cyberbullying is recommended, as well as the implementation of

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