Estudio longitudinal de predictores y consecuencias del ciberacoso en adolescentes españoles

  1. Cristina Alonso
  2. Estrella Romero
Revista:
Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

ISSN: 1132-9483

Ano de publicación: 2020

Volume: 28

Número: 1

Páxinas: 73-93

Tipo: Artigo

Outras publicacións en: Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

Resumo

El ciberacoso en adolescentes es un campo de gran actualidad y, sin embargo, todavía poco conocido en términos de predictores y consecuencias. En este estudio, una muestra incidental de 624 adolescentes (55% chicas, 45% chicos; de entre 12 y 19 años de edad) fue evaluada en dos ocasiones distanciadas por un período de un año, para medir el ciberacoso, así como los posibles predictores de personalidad (cinco grandes, estilos de apego) y las consecuencias psicosociales (autoestima, bienestar emocional, consumo de drogas, conducta agresiva). Los resultados indican que la baja amabilidad predice aumentos en la ciberagresión mientras que el apego miedoso/preocupado predice aumentos en la cibervictimización; además, la ciberagresión predice un descenso de la autoestima y un aumento del consumo de alcohol mientras que la cibervictimización predice un aumento en el consumo de alcohol y tabaco. Este estudio sugiere que se pueden identificar predictores del ciberacoso y que éste se asocia con resultados desfavorables a lo largo del tiempo, lo cual debe ser tenido en cuenta por los programas de intervención

Referencias bibliográficas

  • Abella, V. y Bárcena, C. (2014). PEN, Modelo de los cinco factores y problemas de conducta en la adolescencia. Acción Psicológica, 11, 55-68.
  • Adachi P. y Willoughby T. (2015). Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: implications for psychological science. European Journal Developmental Psychology, 12, 116-128.
  • Alonso, C. y Romero, E. (2017). Aggressors and victims in bullying and cyberbullying: a study of personality profiles using the five-factor model. The Spanish Journal of Psychology, 20, e76.
  • Andreu, J. M, Peña, M. E. y Ramírez, J. M. (2009). Cuestionario de agresión reactiva y proactiva: un instrumento de medida de la agresión en adolescentes. Revista de Psicopatología y Psicología Clínica, 14, 37-49.
  • Bottino, S. M., Bottino, C. M., Regina, C. G., Correia, A. V. y Ribeiro, W. S. (2015). Cyberbullying and adolescent mental health: systematic review. Cadernos de Saúde Pública, 31, 463-475.
  • Burton, K. A., Florell, D. y Wygant, D. B. (2013). The role of peer attachment and normative beliefs about aggression on traditional bullying and cyberbullying. Psychology in the Schools, 50, 103-115.
  • Campbell, M. A., Slee, P. T., Spears, B., Butler, D. y Kift, S. (2013). Do cyberbullies suffer too? Cyberbullies' perceptions of the harm they cause to others and to their own mental health. School Psychology International, 34, 613-629.
  • Calvete, E., Orue, I., Estévez, A., Villardón, L. y Padilla, P. (2010). Cyberbullying in adolescents: modalities and aggressors’ profile. Computers in Human Behavior, 26, 1128-1135.
  • Carmona-Torres, J. A., Cangas, A. J., Langer, A. I., Aguilar-Parra J. M. y Gallego, J. (2015). Acoso escolar y su relación con el de consumo de drogas y trastornos alimentarios: comparación entre adolescentes de Chile y España. Behavioral Psychology/Psicología Conductual, 23, 507-527.
  • Çelik, S., Atak, H. y Erguzen, A. (2012). The effect of personality on cyberbullying among university students in Turkey. Eurasian Journal of Educational Research, 49, 129-150.
  • Charalampous, K., Demetriou, C., Tricha, L., Ioannou, M., Georgiou, S., Nikiforou, M. y Stavrinides, P. (2018). The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: a longitudinal study. Journal of Adolescence, 64, 109-123.
  • Clark, L. A. y Watson, D. (1995). Constructing validity: basic issues in objective scale development. Psychological Assessment, 7, 309-319.
  • Cole, D. A., Zelkowitz, R., Nick, E., Martin, N. C., Roeder, K. M., Sinclair-McBride, K. y Spinelli, T. (2016). Longitudinal and incremental relation of cybervictimization to negative self-cognitions and depressive symptoms in young adolescents. Journal of Abnormal Child Psychology, 44, 1321-1332.
  • Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P. y Plichta, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147.
  • Estévez, E. y Jiménez, T. I. (2015). Conducta agresiva y ajuste personal y escolar en una muestra de estudiantes adolescentes españoles. Universitas Psychologica, 14, 111- 124.
  • Estévez, A., Villardón, L., Calvete, E., Padilla, P. y Orue, I. (2010). Adolescentes víctimas de cyberbullying: prevalencia y características. Behavioral Psychology/Psicología Conductual, 18, 73-89.
  • Fairbairn, C. E., Briley, D. A., Kang, D., Fraley, R. C., Hankin, B. L. y Ariss, T. (2018). A metaanalysis of longitudinal associations between substance use and interpersonal attachment security. Psychological Bulletin, 144, 535-555.
  • Field, M. y Powell, H. (2007). Stress increases attentional bias for alcohol cues in social drinkers who drink to cope. Alcohol & Alcoholism, 42, 560-566.
  • Fisher, B. W., Gardella, J. H. y Teurbe-Tolon, A. R. (2016). Peer cybervictimization among adolescents and the associated internalizing and extern
  • alizing problems: a meta- Analysis. Journal Youth Adolescence, 45, 1727-1743. Fite, P. J., Colder, C. R., Lochman, J. E. y Wells, K. C. (2007). Pathways from proactive and reactive aggression to substance use. Psychology of Addictive Behaviors, 21, 355-364.
  • Fonagy, P., Leigh, T., Steele, M., Steele, H., Kennedy, R., Mattoon, G. y Gerber A. (1996). The relation of attachment status, psychiatric classification, and response to psychotherapy. Journal of Consulting and Clinical Psychology, 64, 22-31.
  • Frison, E., Subrahmanyam, K. y Eggermon, S. (2016). The short-term longitudinal and reciprocal relationships between peer victimization on Facebook and adolescents’ wellbeing. Journal of youth and adolescence, 45, 1755-1771.
  • Gámez-Guadix, M. y Gini, G. (2016). Individual and class justification of cyberbullying and cyberbullying perpetration: a longitudinal analysis among adolescents. Journal of Applied Developmental Psychology, 44, 81-89.
  • Gámez-Guadix, M., Orue, I., Smith P. K. y Calvete, E. (2013). Longitudinal and reciprocal relations of cyberbullying with depression, substance use, and problematic internet use among adolescents. Journal of Adolescent Health, 53, 446-452.
  • Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión. International Journal of Psychology and Psychological Therapy, 11, 233-254.
  • García, L., Orellana, O., Pomalaya, R., Yanac, E., Sotelo, L. y Sotelo, N. (2010). Ciberbullying en escolares de educación secundaria de Lima Metropolitana. Revista de investigación en Psicología, 13, 83-99.
  • Gómez-Fraguela, J. A., Luengo, M. A. y Romero, E. (2002). Prevención del consumo de drogas en la escuela: cuatro años de seguimiento de un programa. Psicothema, 14, 685-692.
  • Griffin, D. y Bartholomew, K. (1994). Models of the self and other: fundamental dimensions underlying measures of adult attachment. Journal of Personality and Social Psychology, 67, 430-445.
  • Hinduja, S. y Patchin, J. W. (2010). Bullying, cyberbullying and suicide. Archives of Suicide Research, 14, 206-221.
  • Hoff, D. L. y Mitchel, S. N. (2009). Cyberbullying: causes, effects and remedies. Journal of Educational Administration, 47, 652-655.
  • Luengo, M. A., Otero, J. M., Mirón, L. y Romero, E. (1995). Análisis psicosocial del consumo de drogas en los adolescentes gallegos. Santiago: Xunta de Galicia.
  • Machinbarrena, J. M. y Garaigordobil, M. (2018). Acoso y ciberacoso en educación primaria. Behavioral Psychology/Psicología Conductual, 26, 263-280.
  • Machmutow, K., Perren, S., Sticca, F. y Alsaker, F. D. (2012). Peer victimisation and depressive symptoms: can specific coping strategies buffer the negative impact of cybervictimisation? Emotional and Behavioural Difficulties, 17, 403-420.
  • Magaz, A. M., Chorot, P., Sandín, B., Santed, M. A. y Valiente, R. M. (2011). Estilos de apego y acoso entre iguales (bullying) en adolescentes. Revista de Psicopatología y Psicología Clínica, 16, 207-221.
  • McAdams, D. P. y Pals, J. L. (2006). A new big five: fundamental principles for an integrative science of personality. American Psychologist, 61, 204-21.
  • McCrae, R. R. y Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90.
  • McCrae, R. R. y Costa, P. T. (2008). The Five Factor Theory of personality. En O. P. John, R. W. Robins y L. A. Pervin (dirs.), Handbook of personality: Theory and research (3ª ed., pp. 157-180). Nueva York, NY: Guilford.
  • McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23, 412-433.
  • Nikiforou, M., Georgiou, St. y Stavrinides, P. (2013). Attachment to parents and peers as a parameter of bullying and victimization. Journal of Criminology, 1, 1-9.
  • Ortega-Ruiz, R., Del Rey, R. y Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología Educativa, 22, 71-79.
  • Ortet, G., Ibañez, M. I., Moya, J., Villa, H., Viruela, A. y Mezquita, L. (2012). Assessing the five factor of personality in adolescents: the junior version of the Spanish NEO-PI-R. Assessment, 19, 114-130.
  • Pabian, S. y Vandebosch, H. (2016). Short-term longitudinal relationships between adolescents’ (cyber)bullying perpetration and bonding to school and teachers. International Journal of Behavioral Development, 40, 162-172.
  • Patchin, J. W. y Hinduja, S. (2006). Bullies move beyond the schoolyard: a preliminary look at cyberbullying. Youth Violence and Juvenile Justice, 4, 148-169.
  • Peluchette J. V., Karl K., Wood C. y Williams J. (2015). Cyberbullying victimization: do victims’ personality and risky social network behaviors contribute to the problem? Computers in Human Behavior, 52, 424-435.
  • Raine, A., Dodge, K., Loeber, R., Gatzke-Kopp, L., Lynam, D., Reynolds, Stouthamer-Loeber, M. y Liu, J. (2006). The Reactive-Proactive Aggression Questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior, 32, 159-171.
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
  • Sandín, B., Chorot, R, Lostao, L., Joiner, T. E., Santed, M. A. y Valiente, R. M. (1999). Escalas PANAS de afecto positivo y negativo: validación factorial y convergencia transcultural. Psicothema, 11, 37-51.
  • Scharfe, E. (1999). Una comparación de auto-informe y clasificaciones de la entrevista de apego. Journal of Personality and Social Psychology, 78, 350-365.
  • Selig, J. P. y Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. En B. Laursen, T. D. Little y N. A. Card (dirs.), Handbook of developmental research methods (pp. 265-278). Nueva York, NY: Guilford. Sharma, S. y Agarwala, S. (2015). Self-esteem and collective self-esteem among adolescents: an interventional approach. Psychological Thought, 8, 105-113.
  • Shetgiri, R., Lin, H., Avila, R. M. y Flores, G. (2012). Parental characteristics associated with bullying perpetration in us children aged 10 to 17 years. American Journal of Public Health, 102, 2280-2286.
  • Smith P. K. y Shu, S. (2000). What good schools can do about bullying. Childhood, 7, 193- 212.
  • Smith, P. K. (2015). The nature of cyberbullying and what we can do about it. Journal of Research in Special Education Needs, 15, 176-184.
  • Spriggs, A. L., Iannotti, R. J., Nansel, T. R. y Haynie, D. R. (2007). Adolescent bullying involvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity. Journal of Adolescent Health, 41, 283-293.
  • Sticca, F., Ruggieri, S., Alsaker, F. y Perrem, S. (2013). Longitudinal risk factors for cyberbullying in adolescence. Journal of Community & Applied Social Psychology, 23, 52-67.
  • Tharp-Taylor, S., Haviland, A. y D’Amico, E. J. (2009). Victimization from mental and physical bullying and substance use in early adolescence. Addictive Behaviors, 34, 561- 567.
  • Tsaousis, I. (2016). The relationship of self-esteem to bullying perpetration and peer victimization among schoolchildren and adolescents: a meta-analytic review. Aggression and Violent Behavior, 31, 186-199.
  • Van Geel, M., Goemans, A., Toprak, F. y Vedder, P. (2017). Which personality traits are related to traditional bullying and cyberbullying? A study with the big five, dark triad and sadism. Personality and Individual Differences, 106, 231-235.
  • Watson, D., Clark, L. A. y Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
  • Wilson, K., Gullone, E. y Moss, S. (1998). The youth version of the Positive and Negative Affect Schedule: a psychometric validation. Behaviour Change, 15, 187-193.
  • Wright, W., Barry, M., Hughes, E., Trepel, D., Ali, S., Allgar, V. , Cottrill, L., Duffy, S., Fell, J., Glanville, J., Glaser, D., Hackney, L., Manea, L., McMillan, D., Palmer, S., Prior, V., Whitton, C., Perry, A. y Gilbody, S. (2015). Clinical and cost effectiveness of parenting interventions for children with ‘severe attachment problems’: a systematic review and meta-analysis. Health Technology Assessment, 19, 1-348.
  • Wright, M. F. y Li, Y. (2013). The association between cyber victimization and subsequent cyber aggression: the moderating effect of peer rejection. Journal of Youth and Adolescence, 42, 662-674.
  • Ybarra, M. y Mitchell, K. (2004). Youth engaging in online harassment: associations with caregiver chid relationships, internet use and personal characteristics. Journal of Adolescence, 2, 319- 336.
  • Zhou, Y., Zheng, W. y Gao, X. (2018). The relationship between the big five and cyberbullying among college students: the mediating effect of moral disengagement. Current Psychology, 38, 1162-1173.