La percepción sobre el ciberacoso del profesorado de secundaria de la Región de Murcia

  1. González Calatayud, Víctor
  2. Prendes Espinosa, María Paz
  3. López Pina, José Antonio
Revista:
Innoeduca: international journal of technology and educational innovation

ISSN: 2444-2925

Ano de publicación: 2016

Volume: 2

Número: 2

Páxinas: 84-89

Tipo: Artigo

DOI: 10.20548/INNOEDUCA.2016.V2I2.2029 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Innoeduca: international journal of technology and educational innovation

Obxectivos de Desenvolvemento Sustentable

Resumo

Cyberbullying has become one of the main problems or online risks for young people. The studies report that up to 58% of students affected by some form of cyberbullying (Yang, Lin, y Chen, 2014). However, few studies have focused on understanding how teachers perceive this problem. Which is striking considering that are the main agents, with parents, to identify it and to intercede. Therefore, this study aims to know the opinion of secondary teachers. To achieve this objective a questionnaire -that already existed in English- is used, using the double translation method for validation. The results show that teachers underestimate the problem. In addition, they admit that they are unable to identify or manage possible cases of cyberbullying, although most do something to stop it. Teachers show a need for better training and guidance for handling this problem. This conclusion is relevant for administration and also for universities as responsible of initial teachers training.

Referencias bibliográficas

  • Agatston, P. W., Kowalski, R. M. y Limber, S. P. (2007). Students’ Perspectives on Cyber Bullying. Journal of Adolescent Health, 41(6), S59–S60. doi: 10.1016/j.jadohealth.2007.09.003
  • Altrichter, H. y Posch, P. (2009). Action Research, Professional Development and Systemic Reform. In S. Noffke y B. Somekh (Eds.), The SAGE Handbook of Educational Action Research (pp. 213–225). London, UK: SAGE Publications Ltd. doi: 10.4135/9780857021021.n20
  • Álvarez-García, D., Rodríguez, C., González-Castro, P., Núñez, J. C. y Álvarez, L. (2010). La formación de los futuros docentes frente a la violencia escolar. Revista de Psicodidáctica, 15(1), 35–56.
  • Balakrishnan, V. (2015). Cyberbullying among Young adults in Malaysia: the roles of gender, age and Internet frequency. Computer in Human behaviour, 46, 149-157. doi: 10.1016/j.chb.2015.01.021
  • Casale, S., Fiovaranti, G. y Caplan, S. (2015). Online Disinhibition. Journal of Media Psychology, 27(4), 170–177. doi: 10.1027/1864-1105/a000136
  • Cassidy, W., Brown, K. N. y Jackson, M. (2012). “Under the radar”: Educators and cyberbullying in schools. School Psychology International, 33(5), 520–532. doi: 10.1177/0143034312445245
  • Compton, L., Campbell, M. A. y Mergler, A. (2014). Teacher, parent and student perceptions of the motives of cyberbullies. Social Psychology of Education, 17(3), 383–400. doi: 10.1007/s11218-014-9254-x
  • Del Rey, R., Lazuras, L., Casas, J.A., Barkoukis, V., Ortega-Ruiz, R. y Tsorbatzoudis, H. (2016). Does empathy predict (cyber) bullying perpetration, and how do age, gender and nationality affect this relationship? Learning and Individual Differences, 45, 275-281. doi: 10.1016/j.lindif.2015.11.021
  • DeSmet, A., Aelterman, N., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., … De Bourdeaudhuij, I. (2015). Secondary school educators’ perceptions and practices in handling cyberbullying among adolescents: A cluster analysis. Computers and Education, 88, 192–201. doi: 10.1016/j.compedu.2015.05.006
  • DeSmet, A., Deforche, B., Hublet, A., Tanghe, A., Stremersch, E. y De Bourdeaudhuij, I. (2014). Traditional and cyberbullying victimization as correlates of psychosocial distress and barriers to a healthy lifestyle among severely obese adolescents--a matched case-control study on prevalence and results from a cross-sectional study. BMC Public Health, 14(1), 224. doi: 10.1186/1471-2458-14-224
  • Eden, S., Heiman, T. y Olenik-Shemesh, D. (2013). Teachers’ perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology, 44(6), 1036–1052. doi: 10.1111/j.1467-8535.2012.01363.x
  • Estévez, A., Villardón, L., Calvete, E., Padilla, P. y Orue, I. (2010). Adolescentes víctimas de cyberbullying: prevalencia y características. Psicothema, 18(1), 73–89.
  • Festl, R. y Quandt, T. (2013). Social Relations and Cyberbullying: The Influence of Individual and Structural Attributes on Victimization and Perpetration via the Internet. Human Communication Research, 39(1), 101–126. doi: 10.1111/j.1468-2958.2012.01442.x
  • Festl, R., Scharkow, M. y Quandt, T. (2015). The Individual or the Group: A Multilevel Analysis of Cyberbullying in School Classes. Human Communication Research, 41(4), 535–556. doi: 10.1111/hcre.12056
  • Garaigordobil, M. (2015). Cyberbullying in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors, and cyberobservers. Journal of Youth Studies, 18(5), 569–582. doi: 10.1080/13676261.2014.992324
  • González, V. y Calvo, A. R. (2012). Ciberbullying en las aulas de primaria de Murcia. Comunicación presentada en las IV Jornadas Nacionales TIC y Educación (TICEMUR), Lorca, España. Resumen recuperado de http://ticemur.f-integra.org/comunicaciones/presenciales/06.pdf
  • Giménez-Gualdo, A. M. (2015). Cyberbullying. Análisis de su incidencia entre estudiantes y percepciones del profesorado (tesis doctoral). Murcia. Universidad de Murcia. Recuperado de https://digitum.um.es/xmlui/handle/10201/46049
  • Huang, Y. y Chou, C. (2013). Revisiting cyberbullying: Perspectives from Taiwanese teachers. Computers and Education, 63, 227–239. doi: 10.1016/j.compedu.2012.11.023
  • Lam, L. T., Cheng, Z. y Liu, X. (2013). Violent online games exposure and cyberbullying/victimization among adolescents. Cyberpsychology, Behavior and Social Networking, 16(3), 159–165. doi: 10.1089/cyber.2012.0087
  • Li, Q. (2008). Cyberbullying in schools: An examination of preservice teachers’ perception. Canadian Journal of Learning and Technology / La Revue Canadienne de L’apprentissage et de La Technologie, 34(2). Recuperado de http://files.eric.ed.gov/fulltext/EJ1073833.pdf
  • Moore, M. J., Nakano, T., Enomoto, A. y Suda, T. (2012). Anonymity and roles associated with aggressive posts in an online forum. Computers in Human Behavior, 28(3), 861–867. doi: 10.1016/j.chb.2011.12.005
  • Muñiz, J., Elosua, P. y Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los test: segunda edición. Psicothema, 25(2), 151–157. doi: 10.7334/psicothema2013.24
  • Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. y Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376–385. doi: 10.1111/j.1469-7610.2007.01846.x
  • Snakenborg, J., Van Acker, R. y Gable, R. A. (2011). Cyberbullying: Prevention and Intervention to Protect Our Children and Youth. Preventing School Failure: Alternative Education for Children and Youth, 55(2), 88–95. doi: 10.1080/1045988X.2011.539454
  • Sticca, F. y Perren, S. (2013). Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Journal of Youth and Adolescence, 42(5), 739–750. doi: 10.1007/s10964-012-9867-3
  • Tenenbaum, L. S., Varjas, K., Meyers, J. y Parris, L. (2011). Coping strategies and perceived effectiveness in fourth through eighth grade victims of bullying. School Psychology International, 32(3), 263–287. doi: 10.1177/0143034311402309
  • Tokunaga, R. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277–287. doi: 10.1016/j.chb.2009.11.014
  • Vandebosch, H., Poels, K. y Deboutte, G. (2014). Schools and cyberbullying: problem perception, current actions and needs. International Journal of Cyber Society and Education, 7(1), 29–48. doi: 10.7903/ijcse.1149
  • Yang, S. C., Lin, C. y Chen, A. (2014). A Study of Taiwanese Teens’ Traditional and Cyberbullying Behaviors. Journal of Educational Computing Research, 50(4), 525–552. doi: 10.2190/EC.50.4.e
  • Ybarra, M. L., Espelage, D. L. y Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: the importance of differential power and repetition. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 55(2), 293–300. doi: 10.1016/j.jadohealth.2014.02.009
  • Yilmaz, H. (2010). An Examination of Preservice Teachers’ Perceptions about Cyberbullying. Eurasia Journal of Mathematics Science y Technology Education, 6(4), 263–270.
Fonte de datos: Dialnet