Prevalencia del ciberacoso en las aulas de Educación Secundaria Obligatoria y la percepción del profesorado
- María Paz Prendes Espinosa Director
- José Antonio López Pina Director
Defence university: Universidad de Murcia
Fecha de defensa: 19 December 2016
- Jesús María Salinas Ibáñez Chair
- Francisco Martínez Sánchez Secretary
- James O'Higgins Norman Committee member
Type: Thesis
Abstract
Abstract The fact that technologies have become a normal part of our lives has meant that this and other problems have shifted towards the virtual, so complicating possible solutions. While before peer harassment occurred mainly at school, today the use of Information and Communications Technology (ICT) means that children now have no place to "hide" from this problem. This and other features, like anonymity, has led many people to believe that this problem is worse than traditional bullying. All this information collected from over a decade or so has led to our studying this issue in depth. This has sparked interest among researchers in this subject and evidence of its prevalence, characteristics and the key aspects of the involvement of minors. The variation in the prevalence ranged from 3.3% to 58.7%, that the use of a questionnaire prepared by the researchers themselves as well as the concept they have regarding the term "cyberbullying" influence the result. These findings coupled with the fact that research in the region of Murcia on this issue is scarce led us to formulate the purpose of this research, which was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia. Furthermore, since teachers are a key aspect in the whole teaching process, it is necessary to know their perceptions. Among the main results in traditional bullying notes that 37.1% suffered one or more aggressive behaviour, 29.4% have perpetrated one or more of these behaviours, and 71.1% have observed them. However, a more accurate would be 10.4% as potential victims and 6% as aggressors. While as cyberbullying, 49.3% of students have suffered from one or more of these behaviours, 23.3% have committed some of them and 62.3% have observed them in the last year. While traditional bullying differences in gender were not found, a higher percentage of women victims in cyberbullying was obtained. In addition, unlike traditional bullying where the highest percentage of cases were in 7th grade; in cyberbullying more cases were found in 10th grade, reached 28.2% of the participants of that academic year. If we focus on the aggressors, the boys show a higher percentage of physical and verbal aggressive behaviours than girls. By contrast, in cyberbullying no significant differences between men and women in relation to cyber attackers were found. Furthermore, the overlap between traditional bullying and cyberbullying is clear, obtaining significant and positive results between the roles of involvement of both problems. Finally, the teacher emphasizes that are concerned about this problem but does not know identify or resolve it. Prevalence data of traditional bullying match some of those obtained in previous studies. But the prevalence found in cyberbullying is superior to other investigations, including one that the same questionnaire was used. In addition, the prevalence of both problems is very similar. Although in previous research the differences in gender reported are inconsistent, our data clearly show that the number of cybervictims is higher among women. Finally, all results are discussed, determining the limitations of research and performing some pedagogical proposal to help prevent cyberbullying.