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

• Simona C.S. Caravita ^[1] ; Barbara Colombo ^[1] ; Sara Stefanelli ^[1] ; Roberta Zigliani ^[1]
  1. [1] Catholic University of the Sacred Heart

     Catholic University of the Sacred Heart

     Milán, Italia

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 22, Nº. 1, 2016, págs. 49-59
• Idioma: inglés
• DOI: 10.1016/j.pse.2016.02.003
• Títulos paralelos:
  • Las respuestas emocionales, psicofisiológicas y comportamentales producidas ante la exposición a situaciones de "cyberbullying": dos estudios experimentales
• Enlaces
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    Mediante dos estudios experimentales se investiga si la exposición a situaciones de cyberbullying produce en los jóvenes acosados y en los jóvenes en general mayor nivel de estrés, de emociones negativas y de atención comparados con otras interacciones entre companeros, ˜ incluyendo el bullying. En ambos estudios se registró la activación psicofisiológica de los participantes (estudios 1 y 2) y se recogieron datos de comportamiento (estudio 2) mientras se veían 4 vídeos de 1 minuto de duración que contenían cyberbullying, bullying cara a cara e interacciones prosociales y neutras. Mediante cuestionarios de autoinforme se evaluaron las respuestas emocionales de los participantes a los vídeos así como la victimización.

    Sesenta y un adolescentes (el 65.7% chicas) participaron en el estudio 1 y 35 adultos jóvenes (el 60% chicas) en el estudio 2. Los resultados indican que el cyberbullying produce mayor estrés y emociones negativas que las interacciones prosociales y neutras entre companeros, ˜ pero no que el bullying. El cyberbullying también produjo mayor nivel de estrés y emociones negativas en víctimas que en las personas que no lo eran, aunque solo para los adolescentes.

  • English

    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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