Cybergossip and cyberbullying during primary school years

• Inés C. López-Pradas ^[1] ; Eva M. Romera ^[1] ; José A. Casas ^[1] ; Rosario Ortega-Ruiz ^[1]
  1. [1] Universidad de Córdoba

     Universidad de Córdoba

     Cordoba, España

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 23, Nº. 2, 2017, págs. 73-80
• Idioma: inglés
• DOI: 10.1016/j.pse.2017.05.007
• Títulos paralelos:
  • El cibercotilleo y el ciberacoso en la enseñanza primaria
• Enlaces
  • Texto completo
• Dialnet Métricas: 11 Citas
• Resumen
  • español

    A pesar de que la utilización de redes sociales y de aplicaciones de mensajería instantánea juega un papel muy importante para establecer relaciones sociales, supone riesgos como el cibercotilleo. Esta investigación se ha centrado en el estudio y medición de este fenómeno y de las propiedades psicométricas del cuestionario de cibercotilleo, Cybergossip-Q-Primary. Se analiza la implicación del cibercotilleo en la formación de los cibercomportamientos presentes en el ciberacoso. Se adaptó el Cuestionario del Proyecto Europeo de Intervención en el Ciberacoso a niños en edad escolar. La muestra constaba de 866 alumnos (el 52.9% niñas) en edades comprendidas entre los 10 y 13 años (M=11.21, DT=0.90). Mediante análisis factoriales exploratorio y confirmatorio se contrastó el ajuste de una estructura unidimensional en el instrumento de cibercotilleo y bifactorial en el de ciberacoso (ciberagresión y cibervictimización). El análisis de ecuaciones estructurales mostró una relación significativa entre el cibercotilleo y el ciberacoso. Se comentan los resultados relativos al cibercotilleo, la ciberagresión y la cibervictimización, así como las consecuencias que conlleva malinterpretar la información.

  • English

    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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