Ciberconducta y emotividad: emociones socio-morales, riesgos sociales y ciberespacio
- Autores: Inmaculada Marín López
- Directores de la Tesis: Rosario Ortega Ruiz (dir. tes.), Izabela Zych (codir. tes.)
- Lectura: En la Universidad de Córdoba (ESP) ( España ) en 2020
- Idioma: español
- Tribunal Calificador de la Tesis: Virginia Sánchez Jiménez (presid.), Eva María Romera Félix (secret.), Tomczyk Łukasz (voc.)
- Programa de doctorado: Programa de Doctorado en Ciencias Sociales y Jurídicas por la Universidad de Córdoba
- Materias:
- Enlaces
- Tesis en acceso abierto en: Helvia
- Resumen
1. Introducción o motivación de la tesis In this globalized and interconnected world, adolescents have expanded the scenario of their social, emotional and moral life. In cyberspace, where they constantly interact, make friends and also enemies, they find both opportunities and risks. Cyberbullying is an online social risk defined as an unjustified aggression among peers, carried out through electronic devices (Smith et al., 2008), and with concerning prevalence, characteristics and consequences. Some scientific literature points out that social, emotional and moral variables expressed, perceived and used in face-to-face situations and also during online interaction could be related to cyberbullying, but these relations still need to be thoroughly studied. The general objective of this doctoral thesis was to describe the use of emotional content online, and to provide a map of emotivity in the cyber behaviour of adolescents specifically focusing on cyberbullying.
2. Contenido de la investigación This doctoral thesis is compound by three studies carried out through surveys. The first one is an instrumental study; the second one is a descriptive cross-sectional study and the third one is a prospective longitudinal study. The first study (Zych et al., 2017) aimed to validate the E-motions questionnaire in a convenience sample of 612 university students and a representative sample of 2139 Andalusian adolescents. The second study (Marín-López et al., 2020a) aimed to analyse social and emotional competencies, e-motions and different cyberbullying roles in a sample of 2114 Andalusian adolescents. The third study (Marín-López et al., 2020b) aimed to explore moral disengagement through technology and online empathy in relation to different cyberbullying roles, longitudinally, in a sample of 1033 Andalusian adolescents with a second wave of 534 participants.
The E-motions Questionnaire was developed and validated, showing very good psychometric properties. The results confirmed that the emotional content is perceived, expressed, used and managed in the cyberspace (E-motions). E-motions were related to emotional attention and clarity, and difficulties in identifying emotions. A higher level of social and emotional competencies was negatively related to cybervictimization and cyberbullying, and positively related to higher use of E-motions. A higher use of E-motions was positively related to involvement in cybervictimization and cyberperpetration. Using E-motions was positively related to cybervictimization and cyberperpetration. A higher level of social and emotional competencies was related to a greater use of E-motions and to a lower level of involvement in cybervictimization and cyberperpetration. A higher level of moral disengagement through technologies was related to the role of the cyberbully-victim, and it was also associated with involvement in cyberperpetration and cybervictimization and with a higher level of online empathy. Moral justification through technology acted as a risk factor for cyberperpetration. Cyberbully-victims scored higher on moral disengagement through technology compared to uninvolved and cybervictims. A higher level of moral justification through technologies acted as a longitudinal predictor of cyberperpetration. Being older longitudinally predicted being a cyberbully-victim.
3. Conclusión There are differences in perception, expression and use of social, emotional and moral competencies in face-to-face situations and online. Virtual dimensions of these constructs should be studied in relation to cyberbullying and other cyber behaviours. Cyberspace characteristics make it cold and distant, probably influencing the emotivity, empathy and moral disengagement online which can happen through "deindividuation" (Silke, 2003) and "disinhibition" (Suler, 2004). The results of this study have important implications for educational policy and practice. The explicit promotion of social, emotional and moral competencies, and educating in a responsible and coherent use of E-motions and preventing the use of the mechanism of moral disengagement are key. These findings could be useful for the design, development and implementation of cyberbullying prevention and intervention programmes. This could contribute to the reduction of the prevalence of cyberbullying and therefore, to the improvement of ciberconvivencia. Likewise, the need to continue deepening the approach to the constructs of E-motions, online empathy and moral disengagement through technologies concerning cyberbullying, including other variables that may be relevant, as well as to extend the field of study to other cyberbehaviours are discussed.
4. Bibliografía .
Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020a). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, 104647. https://doi.org/10.1016/j.childyouth.2019.104647 Marín-López, I., Zych, I., Ortega-Ruiz, R., Monks, C. P., & Llorent, V. J. (2020b). Empathy online and moral disengagement through technology as longitudinal predictors of cyberbullying victimization and perpetration. Children and Youth Services Review, 105144. https://doi.org/10.1016/j.childyouth.2020.105144 Silke, A. (2003). Deindividuation, anonymity, and violence: Findings from Northern Ireland. The Journal of Social Psychology, 143, 493–499. https://doi.org/10.1080/00224540309598458 Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x Suler, J. (2004). The online disinhibition effect. Cyberpsychology & Behavior, 7, 321–326. https://doi.org/10.1037/a0031010 Zych, I., Ortega-Ruiz, R., & Marín-López, I. (2017). Emotional content in cyberspace: Development and validation of E-motions Questionnaire in adolescents and young people. Psicothema, 29(4), 563-569. https://doi.org/10.1037/t68291-000
