Bullying y ciberbullying en la adolescencia y su relación con la autoestima y la IE
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2019-02-08
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El objetivo de este estudio fue analizar la frecuencia con la que suceden problemas de acoso y ciberacoso en la adolescencia, y comprobar si existen diferencias estadísticamente significativas por edad y sexo. Además, se estudió la relación entre la implicación en episodios de este tipo y ciertos niveles de autoestima e inteligencia emocional. La muestra estuvo compuesta por 164 alumnos/as de un colegio de Jaén (84 mujeres y 80 hombres) de entre 12 y 17 años de edad, a los que se les administraron las siguientes escalas: “Screening de acoso entre iguales” (Garaigordobil, 2013); “Escala de Autoestima de Rosenberg” (EAR) (Rosenberg, 1965), y “TMMS -24” (Fernández-Berrocal, Extremera y Ramos, 2004). Los datos fueron analizados mediante el paquete estadístico SPSS, versión 25. Los resultados mostraron una alta prevalencia de este tipo de problemas, así como diferencias significativas entre: agresión-sexo; cibervictimización-edad; ciberagresión-edad; cibervictimización-autoestima; victimización-atención emocional; agresión-atención emocional, y ciberagresión-claridad emocional.
The objective of this study was to analyze the frequency of bullying and cyberbullying in adolescence and to determine whether there are statistically significant differences by age and sex. Furthermore, the relationship between involvement in these types of episodes and certain levels of self-esteem and emotional intelligence was studied. The sample consisted of 164 students from a school in Jaén (84 girls and 80 boys) between the ages of 12 and 17, who were administered the following scales: the Peer Bullying Screening (Garaigordobil, 2013); the Rosenberg Self-Esteem Scale (RAS) (Rosenberg, 1965); and the TMMS-24 (Fernández-Berrocal, Extremera, & Ramos, 2004). The data were analyzed using SPSS, version 25. The results showed a high prevalence of these types of problems, as well as significant differences between: aggression-sex; cybervictimization-age; cyberaggression-age; cybervictimization-self-esteem; victimization-emotional attention; aggression-emotional attention; and cyberaggression-emotional clarity.
The objective of this study was to analyze the frequency of bullying and cyberbullying in adolescence and to determine whether there are statistically significant differences by age and sex. Furthermore, the relationship between involvement in these types of episodes and certain levels of self-esteem and emotional intelligence was studied. The sample consisted of 164 students from a school in Jaén (84 girls and 80 boys) between the ages of 12 and 17, who were administered the following scales: the Peer Bullying Screening (Garaigordobil, 2013); the Rosenberg Self-Esteem Scale (RAS) (Rosenberg, 1965); and the TMMS-24 (Fernández-Berrocal, Extremera, & Ramos, 2004). The data were analyzed using SPSS, version 25. The results showed a high prevalence of these types of problems, as well as significant differences between: aggression-sex; cybervictimization-age; cyberaggression-age; cybervictimization-self-esteem; victimization-emotional attention; aggression-emotional attention; and cyberaggression-emotional clarity.
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Personalidad, Evaluación y Tratamiento Psicológico