scholarly journals Conductas de ciberadicción y experiencias de cyberbullying entre adolescentes

2016 ◽  
Vol 32 (3) ◽  
pp. 761 ◽  
Author(s):  
Fuensanta Cerezo ◽  
Pilar Arnaiz ◽  
Ana Maria Gimenez ◽  
Javier J. Maquilón
Keyword(s):  
Young People ◽  
Mobile Phones ◽  
Protective Factor ◽  
Parental Mediation ◽  
Self Report ◽  
School Level ◽  
Traditional Bullying ◽  
Online Addiction ◽  
Use Of Technology ◽  
The Relationship

The relationship between young people and technologies implies some risks like online addiction and cyberbullying. This study analyses the use of mobile phones and computers in a sample of adolescents, their online addiction behaviours, and bullying and cyberbullying experiences considering the influence of gender and school level. Parental control during Internet use is also considered. Using a self-report questionnaire, 1353 secondary and high school adolescents between 12-21 years-old participated (<em>M </em>= 14.8; <em>SD</em> = 1.62; 52.8% boys). Results show an average of 1-2 hours daily use of mobile phone and computers. Around 13% of students report online addictions behaviors and 32% are in risk of, with differences by gender and school level. Results indicate more involvement in traditional bullying (12%) than in cyberbullying (7.7%), and a significant association between both behaviors and technologies use. Besides, parental mediation acts as protective factor. In conclusion, this study underlines the need to teach young people and educators about risks regarding excessive use of technology.

scholarly journals Associations between Online Hate Victimization and Perpetration

2021 ◽  
pp. 109-128
Author(s):  
Sebastian Wachs ◽  
Michele F. Wright
Keyword(s):  
Young People ◽  
Coping Strategies ◽  
Media Education ◽  
Self Report ◽  
Intervention Programs ◽  
Effective Intervention ◽  
Effective Prevention ◽  
Victims Of Violence ◽  
Explanatory Mechanism ◽  
The Relationship

It is well known that victims of violence are more likely than non-victims to be perpetrators, and that perpetrators are more likely than non-perpetrators to be victims. However, the overlap between being the victim of violence and the perpetrator of violence is not well understood when it comes to online hate. An explanatory mechanism in this relationship could potentially be the use of specific coping strategies. We sought to develop a better understanding of the relationship between the victims and the perpetrators of online hate to inform effective intervention and prevention initiatives in the field of media education. Self-report questionnaires on receiving and committing online hate and on technical and assertive coping were completed by 1,480 young people between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results showed that increases in being the recipient of online hate were positively related to being a perpetrator of online hate. Technical and assertive coping strategies were negatively related to perpetrating online hate. Furthermore, victims of online hate reported less instances of perpetrating online hate when they reported higher levels of technical and assertive coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of technical and assertive coping strategies. In conclusion, our findings suggest that, if they are to be effective, prevention and intervention programs that target online hate should consider educating young people in problem-focused coping strategies.

Cyber-Victimisation: The Association Between Help-Seeking Behaviours and Self-Reported Emotional Symptoms in Australia and Austria

2010 ◽  
Vol 20 (2) ◽  
pp. 194-209 ◽  
Author(s):  
Julian J. Dooley ◽  
Petra Gradinger ◽  
Dagmar Strohmeier ◽  
Donna Cross ◽  
Christiane Spiel
Keyword(s):  
Young People ◽  
Help Seeking ◽  
School Staff ◽  
Traditional Bullying ◽  
Emotional Symptoms ◽  
Traditional Methods ◽  
Preliminary Results ◽  
Being Bullied ◽  
The Relationship

AbstractMany young people who are bullied do not tell anyone. School staff therefore are often unaware of which students are being victimised and when to provide support or assistance. A critical strategy to overcome this problem is to encourage victimised students to seek help and report this bullying. This study aims to examine the relationship between help-seeking behaviours and self-reported emotional symptoms in young people from Australia (n = 5959; M age = 12.36 years, SD = 1.46 years) and Austria (n = 1530; M age = 12.68 years, SD = .84 years) who reported being victimised (via cyber and traditional bullying). In both countries, students who were cyber-victimised compared to those who were victimised in more traditional methods were less likely to seek help. Girls in both countries were significantly more likely to seek help and endorse more emotional symptoms than boys. No relationship was found between help-seeking and emotional symptoms in students who had been cyber-victimised. These preliminary results have important implications for the types of strategies used to enhance the approachability of school staff and families to provide appropriate help and support for young people who are being bullied.

scholarly journals The role of Emotional Intelligence in health care professionals burnout

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
R Arnone ◽  
M I Cascio ◽  
I Parenti
Keyword(s):  
Health Care ◽  
Emotional Intelligence ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Protective Factor ◽  
Healthcare Professionals ◽  
Self Report ◽  
Length Of Service ◽  
The Relationship

Abstract The purpose of this study is to explore the relationship between Emotional Intelligence (EI) and burnout in health care professionals. More specifically, this survey has the purpose of demonstrating the role of EI as a protective factor against the risk of burnout. Health professionals (doctors, nurses, and other caregivers) composed the sample. Health care professionals were invited to complete the following tests: Self Report Emotional Intelligence Test (Schutte et al., 1998; it. ad. Craparo, et al.[35]); Link Burnout Questionnaire,LBQ; Other variables, such as gender, lenght of service (years of professional experience) and organizational department. Major results of this survey underline the relationship between EI and burnout. More specifically, there is a negative and significant correlation between burnout and Emotional Intelligence. Moreover, burnout varies depending on length of service: burnout increases between 5 and 10 years of experience and decreases over 10 years. Indeed, burnout is differently expressed amongst healthcare professionals: more specifically, Psycho-physical exhaustion, Detriment of the relationships and Burnout (total score) impact physician (doctors) more than other investigated health professionals. These findings seem to suggest the opportunity to improve Emotional Intelligence abilities through specific training programs, useful to promote the ability to cope with stress and to enrich the relationships in the workplace. Key messages Burnout is more diffuse among health professionals working in emergency departments. Emotional intelligence has the role to cope with burnout.

scholarly journals Intersections of Home, Health, and Social Engagement in Old Age: Formal Volunteering as a Protective Factor to Health After Relocation

2018 ◽  
Vol 41 (1) ◽  
pp. 31-53 ◽  
Author(s):  
Ernest Gonzales ◽  
Huei-Wern Shen ◽  
Tam E. Perry ◽  
Yi Wang
Keyword(s):  
Depressive Symptoms ◽  
Social Engagement ◽  
Protective Factor ◽  
Self Report ◽  
Control Group ◽  
Protective Mechanism ◽  
Formal Volunteering ◽  
Interaction Terms ◽  
Health Differences ◽  
The Relationship

This study aims to further our understanding of formal volunteering as a protective mechanism for health in the context of housing relocation and to explore race, gender, and education as moderators. A quasi-experimental design evaluated the effects of volunteering on older adults’ health (self-report health, number of instrumental activities of daily living [IADLs], and depressive symptoms) among individuals who relocated but did not volunteer at Time 1 ( N = 682) in the Health and Retirement Study (2008–2010). Propensity score weighting examined health differences at Time 2 between 166 volunteers (treated) and 516 nonvolunteers (controlled). Interaction terms tested moderation. Individuals who moved and engaged in volunteering reported higher levels of self-rated health and fewer IADL difficulties compared to the control group. Race moderated the relationship between volunteering and depressive symptoms, while gender moderated the relationship between volunteering and self-assessed health. Formal volunteering protects different dimensions of health after relocation. Volunteering was particularly beneficial for females and older Whites.

Children's Moral Reasoning and Their Assertive, Aggressive, and Submissive Tendencies in Sport and Daily Life

1994 ◽  
Vol 16 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Brenda Jo Light Bredemeier
Keyword(s):  
Moral Reasoning ◽  
Multiple Regression ◽  
Daily Life ◽  
Moral Dilemmas ◽  
Self Report ◽  
School Level ◽  
Regression Analyses ◽  
Conflict Situations ◽  
The Relationship ◽  
Action Tendencies

The purpose of this study was to investigate the relationship between children's moral reasoning and their assertive, aggressive, and submissive action tendencies in sport and daily life contexts. The 106 fourth- through seventh-grade children were asked to reason about hypothetical sport and daily life moral dilemmas and to respond to two behaviorally validated, self-report instruments designed to assess action tendencies in sport and daily life conflict situations. Multiple regression analyses indicated that moral reasoning scores were predictive of action tendencies, with reasoning positively related to assertion and negatively related to aggression. Results were interpreted in light of a congruence between Haan's (1978) descriptions of moral levels and the moral implications of the action tendencies under consideration. Gender and school-level differences in action tendencies were also noted; no gender or school-level differences in moral reasoning were found.

Emotional Intelligence and Aggressive Behaviors in Adolescents: A Systematic Review and Meta-Analysis

2021 ◽  
pp. 152483802199129 ◽  
Author(s):  
Alberto Vega ◽  
Rosario Cabello ◽  
Alberto Megías-Robles ◽  
Raquel Gómez-Leal ◽  
Pablo Fernández-Berrocal
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Aggressive Behavior ◽  
Protective Factor ◽  
Mixed Model ◽  
Meta Analysis ◽  
Self Report ◽  
Future Research ◽  
Reliable Estimate ◽  
The Relationship

Adolescent aggression is a global public health with long-lasting and costly emotional, social, and economic consequences, and it is of vital importance to identify those variables that can reduce these behaviors in this population. Therefore, there is a need to establish the protective factors of aggressive behavior in adolescence. While some research has demonstrated the relationship between emotional intelligence (EI) and various aggressive responses in adolescence, indicating that EI—or the ability to perceive, use, understand, and regulate emotions—could be considered a protective factor for the development of aggressive behavior in adolescence, the strength of this effect is not clear. The aim of the present study was to conduct a systematic review of the literature concerning the relationship between aggressive behavior and EI in adolescents and provide a reliable estimate of the relationship between both constructs through a meta-analysis. For this purpose, we searched for relevant articles in English and Spanish in Medline, PsycINFO, and Scopus, obtaining 17 selectable articles based on the search terms used in research in the adolescent population. These studies provide scientific evidence of the relationship between the level of EI assessed from the three theoretical models of EI (performance-based ability model, self-report ability model, and self-report mixed model) and various aggressive responses, showing that adolescents with higher levels of EI show less aggressive behavior. Implications for interventions and guidelines for future research are discussed.

Suicide, Satisfaction With Life, and Insight Capacity Among Adolescents With Mental Disorders

Crisis ◽  
2016 ◽  
Vol 37 (5) ◽  
pp. 347-352 ◽  
Author(s):  
Lior Schapir ◽  
Gil Zalsman ◽  
Ilanit Hasson-Ohayon ◽  
Meyrav Gaziel ◽  
Mayad Morag-Yaffe ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Risk Factor ◽  
Mental Disorders ◽  
Suicide Risk ◽  
Protective Factor ◽  
Satisfaction With Life ◽  
Self Report ◽  
Positive Correlations ◽  
The Relationship

Abstract. Background: Little is known about the role of insight and satisfaction with life in adolescent suicidal behavior. Aims: The objective of this study was to examine the relationship between suicide risk, insight, and satisfaction with life among adolescents with mental disorders. Method: A total of 30 adolescents were evaluated using self-report measures of insight, satisfaction with life, and suicide risk. Regression analysis was used to assess the contribution of each factor to suicide risk. Results: Positive correlations were found between suicide risk and insight dimensions. Satisfaction with life correlated negatively with suicide risk and insight dimensions. Insight explained 27.3% of suicide risk (p = .003). Both insight and satisfaction with life explained 39.0% of suicide risk (p = .031). Conclusion: Among adolescents with mental disorders, insight is a risk factor, whereas satisfaction with life is a protective factor for suicidality. Insight affects suicide risk of adolescents with mental disorders via reduction of satisfaction with life.

Education Technology Disposable Information

2016 ◽  
pp. 20-36
Author(s):  
Rosa Iaquinta ◽  
Tiziana Iaquinta
Keyword(s):  
High School ◽  
Information Technology ◽  
Young People ◽  
Education Technology ◽  
Personal Knowledge ◽  
Wearable Technologies ◽  
Italian Experience ◽  
Use Of Technology ◽  
Internet Connections ◽  
The Relationship

The educational comparison between past and present, in information technology, makes obvious how much innovation influences didactics and the relationship students have with knowledge and competences. Tools accelerate relationships and information, often, though; obsessive use of technology determines an impoverishment of one's personal knowledge. This ties young people even more to Internet connections to fill these gaps. Wearable technologies might represent a concrete possibility of overcoming the knowledge gap, by offering, in any place, at any time and in any situation, some definite supports to reassure us about any of our occasional or well-established forms of interaction lack. How much of what we know and take care of, our personal heritage, contributes to determining who we are, our way of acting, thinking, planning, interacting and loving? The article aims to reflect on wearable relationship to education, by offering some data resulting from an Italian experience a secondary high school.

Aggressors and Victims in Bullying and Cyberbullying: A Study of Personality Profiles using the Five-Factor Model

2017 ◽  
Vol 20 ◽  
Author(s):  
Cristina Alonso ◽  
Estrella Romero
Keyword(s):  
Personality Traits ◽  
Factor Model ◽  
Five Factor Model ◽  
Self Report ◽  
Personality Profiles ◽  
Traditional Bullying ◽  
The Relationship

AbstractBullying and cyberbullying are highly prevalent in today’s society. However, the personality profiles of different roles involved in this phenomenon remain little known. This study aims (1) to examine the association between bullying and cyberbullying in adolescents; and (2) to analyze the relationship between bullying and cyberbullying in terms of the domains and facets of the five-factor model (FFM). A total of 910 adolescents aged 12 to 19 years old participated. They were administered self-report assessments of aggression and victimization in bullying and cyberbullying, as well as the JS-NEO-S questionnaire. The results provide evidence of co-occurrence between bullying and cyberbullying (p < .001). We observed higher neuroticism in victims and aggressor-victims, higher openness in victims, higher agreeableness in victims and non-aggressor non-victims and higher conscientiousness in non-aggressor non-victims as compared with the rest of the groups (p < .001). Comparison of the four cyberbullying groups showed that cybervictims score higher in neuroticism and openness, cybervictims and non-cybervictims non-cyberaggressors score higher in agreeableness and non-cybervictims non-cyberaggressors score higher in conscientiousness (p < .001) In conclusion, this study provides a broad, systematic view of the personality traits associated with different roles implicated in traditional bullying and cyberbullying.

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