Adolescent Involvement in Cybergossip: Influence on Social Adjustment, Bullying and Cyberbullying.

Gossip is a type of social behavior present in all types of social networks, and cybergossip is an emerging kind of online social behavior which can both promote and hinder relationships between peers. The aim of this study was to explore the relation between involvement in cybergossip and the development of behavior of social adjustment, bullying and cyberbullying (aggression and victimization), based on gender and age. A total of 510 secondary school students (49.4% girls) aged 12 to 17 years old (M = 14.01; SD = 1.38) were surveyed by self-report. Questionnaires validated with adolescents were used to measure bullying, social adjustment and cyberbullying. The results showed that a high prevalence of involvement in cybergossip was associated with bullying and cyberbullying behavior (aggression and victimization), with girls showing the greatest involvement in cybergossip. The discussion of the results focuses on the gender difference, as well as the importance of the need for training in the proper use of digital devices for social education and socialization.

Adolescent Involvement in Cybergossip: Influence on Social Adjustment, Bullying and Cyberbullying

Gossip is a type of social behavior present in all types of social networks, and cybergossip is an emerging kind of online social behavior which can both promote and hinder relationships between peers. The aim of this study was to explore the relation between involvement in cybergossip and the development of behavior of social adjustment, bullying and cyberbullying (aggression and victimization), based on gender and age. A total of 510 secondary school students (49.4% girls) aged 12 to 17 years old (M = 14.01; SD = 1.38) were surveyed by self-report. Questionnaires validated with adolescents were used to measure bullying, social adjustment and cyberbullying. The results showed that a high prevalence of involvement in cybergossip was associated with bullying and cyberbullying behavior (aggression and victimization), with girls showing the greatest involvement in cybergossip. The discussion of the results focuses on the gender difference, as well as the importance of the need for training in the proper use of digital devices for social education and socialization. (AU)

Academic Performance of Immigrant Students and Teachers' Expectations / Desempenho Acadêmico de Alunos Imigrantes e Expectativas Docentes / Rendimiento Académico de los Estudiantes Inmigrantes y Expectativas Docentes

Abstract This study focuses on whether teachers' thinking is prophetic, that is, whether these attitudes and actions permeate the students and condition their academic performance. To this end, we analyzed the beliefs of 167 teachers of Early Childhood, Elementary and High School Education in the province of Córdoba (Spain). A questionnaire was used to know the relationship between teachers' beliefs about immigrant students and their possible influence on academic achievements. In the first place, the findings show the teachers' lack of confidence in non-native students, a phenomenon that is largely unconscious; in the second place, lower school results in these students in relation to natives; and, finally, an external attributional style in teachers, for whom the families and the organizational resources of the school institution, not them, are the determining factors of school achievement.

Resumo Este estudo teve por objetivo investigar se o pensamento dos professores é um pensamento profético, ou seja, se suas atitudes e ações sugestionam os alunos e condicionam o seu desempenho acadêmico. Para este fim, são analisadas as crenças de 167 professores de Educação Infantil, Educação Básica e Ensino Médio da província de Córdoba (Espanha). Foi utilizado um questionário para saber a relação entre os alunos imigrantes e sua possível influência no desempenho acadêmico. Os resultados mostram, em primeiro lugar, a baixa confiança dos professores nos alunos não nativos, fenômeno em grande parte inconsciente; em segundo lugar, registra-se um desempenho acadêmico mais baixo neste corpo discente em relação aos autóctones e, finalmente, um estilo de atribuição externo aos professores, para os quais as famílias e os recursos organizacionais da instituição escolar, e não eles, são os fatores determinantes do desempenho acadêmico.

Resumen El presente estudio de investigación se centra en conocer si el pensamiento del docente es un pensamiento profético, es decir, si esas actitudes y acciones docentes penetran en el alumnado y condicionan su desempeño académico. Para ello se analizan las creencias de 167 docentes de Educación Infantil, Educación Primaria y Educación Secundaria de la provincia de Córdoba (España). Se utilizó un cuestionario para conocer la relación entre el alumnado inmigrante y su posible influjo en el logro académico. Los hallazgos evidencian, en primer lugar, la escasa confianza del profesorado en el alumnado no autóctono, fenómeno que es en gran medida inconsciente; en segundo lugar, resultados escolares más bajos en este alumnado con relación al autóctono; y, finalmente, un estilo atribucional externo en los docentes, para quienes las familias y los recursos organizativos de la institución escolar, no ellos, son los factores determinantes del logro escolar.

Relaciones entre el bullying y el cyberbullying: prevalência y co-ocurrencia / Relations between Bullying and Cyberbullying: Prevalence and Co-ocurrence / Relações entre o bullying e o cyberbullying: prevalência e co-ocorrência

Objetivo. El estudio del bullying ha sido objeto de investigación durante más de 40 años y ha abierto camino hacia el análisis de nuevas formas de violencia, como es el caso del cyberbullying. Las evidencias revelan un cierto solapamiento entre el alumnado participante de ambos fenómenos. Sin embargo, la continuidad en los roles que conforman estas dinámicas parece no haber encontrado un consenso. Por tal razón, este estudio tuvo como objetivo avanzar en el conocimiento sobre el sistema que modela las relaciones entre aquellos que forman parte de ambos fenómenos. Método. Se empleó el Cuestionario para la Investigación de la Violencia Escolar en Andalucía (CIVEA) para entrevistar a 1278 escolares de primaria (cursos 5° y 6°) y se identificaron tanto los fenómenos como los roles de participación en cada uno de ellos. Resultados. Las pruebas chi-cuadrado y los análisis de correspondencias señalan la existencia de un 28.9% de escolares que participan en comportamientos de acoso de ambas vías. Conclusión. Los resultados señalan un alto porcentaje de escolares implicados en bullying y cyberbullying aunque con diferencias en los roles desarrollados en cada fenómeno. Se subraya el valor explicativo de un fenómeno sobre otro.

Objective. The study of bullying has been investigated for more than 40 years leading the way towards new forms of violence such as cyberbullying. The evidence reveals a certain overlap between the participating pupils of both phenomena. However, continuity in roles that make up these dynamics seems not to have found a consensus. Therefore, the work presented aims to advance in the knowledge about the system that models the relationship among those who form part of both phenomena. Method. The Questionnaire for Research on School Violence in Andalusia (CIVEA) was used to interview 1278 students of primary school (grades 5º and 6º) which identified the phenomena and the roles of participation in each of them. Results. The chi-square and correlational analyzes indicate the existence of a 28.9% of students involved in bullying and cyberbullying pointing to an exchange of roles. Conclusion. The results show a high percentage of students involved in bullying and cyberbullying but with differences in the roles developed in each phenomenon. The explicative value of a phenomenon over another must be emphasized.

Escopo. O estudo do bullying tem sido objetivo de pesquisas durante mais de 40 anos e tem aberto caminho para a análise de novas formas de violência, como é o caso do cyberbulling. As evidencias revelam um certo solapamento entre o alunado participante de ambos fenômenos. Contudo, na continuidade nos roles que conformam estas dinâmicas parece não haver um consenso. Por este motivo este estudo teve como objetivo avançar no conhecimento sobre o sistema que modela as relações entre aqueles que formam parte de ambos fenômenos. Metodologia. Foi empregado o Questionário para a Pesquisa da Violência Escolar em Andaluzia (CIVEA por sua sigla em espanhol) para entrevistar a 1.278 escolares de primaria (curso 5º e 6º) e foram identificados tanto os fenômenos quanto os roles de participação em cada um deles. Resultados. As provas chi-quadrado e as analises de correspondências assinalam a existência de um 28.9% de escolares que participam em comportamentos de acosso de ambas vias. Conclusão. Os resultados assinalam uma alta porcentagem de escolares implicados em bullying e cyberbullying embora com diferencias nos roles desenvolvidos em cada fenômeno. É importante ressaltar o valor explicativo de um fenômeno sobre o outro.

Temor a hablar en público en una muestra de estudiantes universitarios españoles / The fear of public speaking in a Spanish sample of university students

Las nuevas demandas del Espacio Europeo de Educación Superior sobre el alumnado han propiciado el desarrollo de tareas estresoras que pueden generar ansiedad a los estudiantes, tal es el caso de las presentaciones orales. A pesar de los numerosos estudios sobre el tema, a nivel nacional encontramos pocos centrados en universitarios y posteriores a la implantación del Sistema Europeo de Trasferencia de Créditos. El objetivo del presente trabajo está dirigido a conocer los factores relacionados con el fenómeno. Sobre una muestra de 200 universitarios fueron administradas la Audience Anxiousness Scale, la Assertiveness Scale y el Inventario de Situaciones y Respuestas de Ansiedad. Los análisis de regresión múltiple mostraron que existe relación entre la asertividad y la ansiedad interpersonal y los comportamientos de miedo al hablar en público. Las conclusiones subrayan la importancia de saber gestionar nuestras conductas y cómo relacionarnos, como factores protectores contra la ansiedad cuando se habla en público

The new demands of the European Higher Education Area on students have stimulated the development of stressful tasks that can generate anxiety in students, as is the case of oral presentations. Despite the numerous studies on this topic, few national studies have focused on university students after the implementation of European Credit Transfer System. The aim of this study is to find out the factors that may be linked to this phenomenon. A sample of 200 university students completed the Audience Anxiousness Scale, the Assertiveness Scale and the Inventory of Situations and Responses of Anxiety. The regression analyses showed a strong relationship between assertiveness and interpersonal anxiety, and fear of public speaking. The findings highlight the importance of social skills and behavior management as protective factors against public speaking anxiety

Explicative factors of face-to-face harassment and cyberbullying in a sample of primary students / Factores explicativos del acoso cara a cara y del ciberacoso en escolares de primaria

BACKGROUND: Research has shown that there is a co-occurrence between bullying and cyberbullying in relation to certain variables that describe and explain them. The present study aims to examine the differential influence of individual and contextual variables on perception of the role played in the involvement in both phenomena. METHOD: Participants were 1278 schoolchildren (47.7 % girls) of primary education, aged 10 to 14 years (M=11.11, SD= 0.75). RESULTS: Logistic regression analysis indicated that social adjustment, normative adjustment, disruptiveness, gender, and self-esteem explain a substantial part of the involvement in both violent phenomena as victims, aggressors, and bully/victims. CONCLUSIONS: The results are discussed regarding the weight that must attributed to individual versus contextual factors, concluding that the explicative weight of the immediate social elements and educational context may make the difference

ANTECEDENTES: la investigación ha puesto de manifiesto cierta co-ocurrencia entre el bullying y el cyberbullying en determinadas variables que los describen y explican. El presente estudio tiene como objetivo examinar la influencia diferencial de variables individuales y de contexto en la percepción del rol jugado en la implicación en bullying y cyberbullying. MÉTODO: participaron 1278 escolares de Educación Primaria (47.7% chicas) con edades comprendidas entre los 10 y los 14 años (M = 11.11;DT=0.75). RESULTADOS: los análisis de regresión logística señalaron que el ajuste social, el ajuste a las normas, la disruptividad, el género y la autoestima explican una parte sustancial de la implicación, en ambos fenómenos violentos, de víctimas, agresores y agresores victimizados. CONCLUSIONES: se discuten los resultados en relación al peso que debe atribuirse a factores individuales frente a factores contextuales próximos, concluyéndose que el peso explicativo de los elementos sociales inmediatos y de contexto educativo pueden estar marcando las diferencias

Actitudes homófobas de los jóvenes hacia gays y lesbianas / No disponible

La homofobia constituye un problema social que lejos de eliminarse parece adaptarse a los tiempos actuales tomando formas más sutiles que son explicadas en base a factores personales. El objetivo de esta investigación está dirigido a conocer los niveles de homofobia de los jóvenes. Para ello, se tomó una muestra de 601 estudiantes universitarios y de ciclos formativos con edades comprendidas entre 17.46 y 34.47 años (M = 22.47 años y D.T. = 2.96), de los cuales el 65.1% son mujeres, a los que se les administró la escala Homphobia Modern Scale (Raja y Stokes, 1998) validada al español por Rodríguez, Lameiras, Carrera y Vallejo (2013). Pese a que los niveles de homofobia de los participantes son bajos, existen diferencias significativas entre los diferentes grupos en función de sus características. Los análisis de ANOVA factorial mostraron que los mayores niveles de homofobia quedan explicados por ser hombre, no universitario, no tener amigos homosexuales y por estar en los cursos iniciales de la rama de conocimiento de ciencias y experimentales. Las conclusiones subrayan la importancia de la formación para la promoción de actitudes positivas hacia las personas homosexuales

Homophobia is a social problem that is far from disappearing and instead seems to adapt to the current times becoming a much more subtle forms that are explained for personal factors. The aim of this study is to find out the levels of homophobia among young people. For this, a sample of 601 university and vocational training students ranging from 17.46 to 34.47 years old (M = 22.47, SD = 2.96) was selected, of which 65.1% are women, who were administered the Modern Homphobia Scale (Raja & Stokes, 1998) validated the Spanish for Rodriguez, Lameiras, Carrera & Vallejo (2013). Even though homophobia levels of participants are low, there are significant differences between the groups, according to their characteristics. The factorial ANOVA analysis showed that the greater levels of homophobic attitudes are explained as be a man, not college, not having gay friends and being in the beginning courses of the branch of knowledge of sciences and experimental. The conclusions underline the importance of training to promote positive attitudes toward homosexual persons