Percepción de docentes y estudiantes sobre el ciberacosoEstrategias de intervención y afrontamiento en Educación Primaria y Secundaria

  1. Ana Giménez-Gualdo 2
  2. Pilar Arnaiz-Sánchez 3
  3. Fuensanta Cerezo-Ramírez 3
  4. Elaine Prodócimo 1
  1. 1 Universidad Estatal de Campinas
  2. 2 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

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Journal:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Year of publication: 2018

Issue Title: Ciberacoso. La amenaza sin rostro

Issue: 56

Pages: 29-38

Type: Article

DOI: 10.3916/C56-2018-03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Comunicar: Revista Científica de Comunicación y Educación

Abstract

Currently, schools face the challenge of dealing with the phenomena of cyberbullying, which is increasingly present among teenagers. This study analyses teachers’ and students’ perception of the problem, as well as the strategies that both groups use to avoid it. Its findings will allow advances in prevention and intervention in the schools. The study was conducted on 1704 primary and secondary school students and 238 teachers who completed questionnaires about cyberbullying. We used a cross-sectional descriptive method. Findings show significant differences in the motives teachers attributed to cyberbullying. These depend on the educational stage they work in, whereas, among students, it depends on the role they have in the cyberbullying: victim or aggressor. We also find differences in the intervention strategies used by teachers, depending on the type of school, educational stage, and gender. Those used the most are communicating, mediating and seeking help. For students, the predominate strategies are avoidance, protection, and reporting. Schoolchildren, in general, show little confidence in their teachers' ability to solve the problem of cyberbullying. The study highlights the importance of training teachers and providing them with action models when faced with this issue, and it points out the necessity of coordinating the efforts of both teachers and students.

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Funding information

Este manuscrito es resultado del Proyecto I+D+i «Educación inclusiva y proyecto de mejora en centros de educación infantil, primaria y secundaria» (EDU2011-26765) del Ministerio de Educación, Cultura y Deportes.

Funders

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Data source: Dialnet