Victimization and Perpetration of Bullying/Cyberbullying: Connections with Emotional and Behavioral Problems and Childhood Stress

The purpose of the study was to analyze the connections between victimization and perpetration of face-to-face bullying and cyberbullying with self-perceived childhood stress and diverse emotional and behavioral problems (EBPs) evaluated by parents. Participants were 1,993 students, aged 9-13 years, from the Basque Country (Spain) (49.8% females). The results of the analyses of variance (MANOVA-ANOVA) and correlational analyses showed that: (1) students who had higher scores in victimization and perpetration of bullying/cyberbullying had significantly high levels of stress and many EBPs; (2) participants who had higher scores in victimization/cybervictimization and perpetration of bullying obtained higher scores in all the dimensions of stress, while those who had higher scores in cyberaggression only showed higher school stress; (3) students who had higher scores in victimization/cybervictimization manifested internalizing and externalizing EBPs, whereas those who had higher scores in perpetration of bullying/cyberbullying had fewer internalizing problems; and (4) children who obtained higher scores in victimization and perpetration of bullying/cyberbullying had received psychological counseling significantly more frequently in the past year than those who had lower scores in indicators of bullying/cyberbullying. The importance of preventing/intervening in bullying situations to reduce psychopathological problems is emphasized in the discussion

Cybervictimization among secondary students: social networking time, personality traits and parental education

Background: Cyberbullying among children and adolescents is a major public health concern. However, research has not yet definitively identified the risk factors associated with cybervictimization. The purpose of this study was to determine the association of cybervictimization with use of social networks, personality traits and parental education in secondary students. Methods: The study population consisted of 765 secondary students (56.5% girls) from Majorca (Spain) who were aged 15.99 years (grade 4). The data were from the 16 secondary school centers that participated in the ITACA Project, a multi-center, cluster randomized controlled trial. Cybervictimization was measured by the Garaigordobil Cybervictimization Scale, and the Big Five Questionnaire for Children was used to assess personality traits. Results: Results showed that 39.9% of the students were cybervictims. Univariate analysis indicated that more girls than boys were cybervictimized (43.1% vs 35.7%). Cybervictims spent more time in social networking sites than non-victims (6 h 30 min vs. 5 h 16 min) and had greater emotional instability (0.16 vs. -0.23) and extraversion (0.11 vs. -0.09) and were less conscientious (− 0.001 vs. 0.20). Multivariable analysis indicated that social networking time was not significantly associated with cybervictimization after controlling for personality traits, but the same personality traits remained significantly associated. Conclusions: Our findings indicate that cyberbullying is a frequent and relevant problem in adolescents. Big Five personality traits are related with cybervictimization. Possible ways to design interventions include promoting social leisure activities, encourage responsible attitudes and provide stress coping toolsInstituto de Salud Carlos III | Ref. PI12/0181

Cybervictimization among secondary students: social networking time, personality traits and parental education

BackgroundCyberbullying among children and adolescents is a major public health concern. However, research has not yet definitively identified the risk factors associated with cybervictimization. The purpose of this study was to determine the association of cybervictimization with use of social networks, personality traits and parental education in secondary students.MethodsThe study population consisted of 765 secondary students (56.5% girls) from Majorca (Spain) who were aged 15.99years (grade 4). The data were from the 16 secondary school centers that participated in the ITACA Project, a multi-center, cluster randomized controlled trial. Cybervictimization was measured by the Garaigordobil Cybervictimization Scale, and the Big Five Questionnaire for Children was used to assess personality traits.ResultsResults showed that 39.9% of the students were cybervictims. Univariate analysis indicated that more girls than boys were cybervictimized (43.1% vs 35.7%). Cybervictims spent more time in social networking sites than non-victims (6h 30min vs. 5h 16min) and had greater emotional instability (0.16 vs. -0.23) and extraversion (0.11 vs. -0.09) and were less conscientious (-0.001 vs. 0.20). Multivariable analysis indicated that social networking time was not significantly associated with cybervictimization after controlling for personality traits, but the same personality traits remained significantly associated.ConclusionsOur findings indicate that cyberbullying is a frequent and relevant problem in adolescents. Big Five personality traits are related with cybervictimization. Possible ways to design interventions include promoting social leisure activities, encourage responsible attitudes and provide stress coping tools.This study was funded by the Spanish Ministry of Health, Health Research Funds of the Carlos III Health Institute (PI12/01813)

Variables familiares relacionadas con el bullying y el cyberbullying: una revisión sistemática

Objective. To review studies that have analyzed the relationship of bullying and cyberbullying with the familycontext. Method. PRISMA protocol for systematic reviews was used in all documents registered in the mainpsychology databases featuring the keywords bullying/cyberbullying and family/parents, between 2004 and2017. Seventy-four articles met the inclusion criteria. Results. The review revealed the following familiarvariables associated with each role. Victims of bullying: authoritarian, punitive, negligent, or permissive parents; dysfunctional homes, low family harmony, conflicts, poor parent-child communication; criticism, low parental support/attention, or overprotection. Cyber-victims: authoritarian or negligent parents; family conflicts, low parental support, distant parents, negative emotional bonding with parents. Bullies: authoritarian, punitive or permissive parents; dysfunctional homes, parental conflicts, domestic violence; rejection, criticism, and little parental affection. Cyberbullies: authoritarian, negligent or permissive parents, and family conflicts. Protective factors: democratic, balanced parents; no domestic conflicts, family cohesion, quality interactions, easy parentchild communication, parents support and care for their children, close-knit relationships, and foster secure attachment. Conclusion. Some family variables may be relevant, although the probability of becoming a victim or aggressor of bullying and cyberbullying may be influenced by other factors.Objetivo. Revisar los estudios que han analizado la relación de bullying/cyberbullying con variables delcontexto familiar. Método. Revisión sistemática, basada en el protocolo Prisma, de los documentos registrados en las principales bases de datos de psicología, que incluían las palabras clave bullying/cyberbullying y familia/padres, entre 2004 y 2017. Setenta y cuatro artículos cumplieron los criterios de inclusión. Resultados. La revisión evidenció las siguientes variables familiares asociadas con cada rol: (a) víctimas de bullying: padres/madres autoritarios, punitivos o permisivos; hogares disfuncionales, baja armonía familiar, conflictos, pobre comunicación; reciben muchas críticas, bajo apoyo/atención parental o sobreprotección; (b) cibervíctimas: padres/madres autoritarios o negligentes, conflictos familiares, bajo apoyo parental, padres/madres distantes, vínculos emocionales negativos; (c) agresores de bullying: padres/madres autoritarios, punitivos o permisivos, hogares disfuncionales, conflictos entre padres/madres, violencia doméstica, reciben rechazo, crítica y poco afecto parental; (d) ciberagresores: padres/madres autoritarios, negligentes o permisivos, y conflictos familiares. Por último, resultaron factores protectores: padres/madres democráticas, equilibrados, sin conflictos domésticos, cohesión familiar, interacciones de calidad, fácil comunicación padres-hijos, padres/madres apoyan a sus hijos, son cercanos y fomentan el apego seguro. Conclusión. Algunas variables familiares pueden ser relevantes, aunque en la probabilidad de convertirse en víctima o agresor de bullying y cyberbullying influyan otros factores, como los personales

A longitudinal study of the effects of internet use on subjective well-being

This study examined how internet use is related to subjective well-being, using longitudinal data from 19 nations with representative online samples stratified for age, gender, and region (N = 7122, 51.43% women, Mage = 45.26). Life satisfaction and anxiety served as indices of subjective well-being at time 1 (t1) and then six months later (t2). Frequency of internet use (hours online per day) at t1 correlated with lower life satisfaction, r = - .06, and more anxiety, r = .13 at t2. However, after imposing multivariate controls, frequency of internet use (t1) was no longer associated with lower subjective well-being (t2). Frequency of social contact by internet and use of internet for following rumors (t1) predicted higher anxiety (t2). Higher levels of direct (face-to-face plus phone) social contact (t1) predicted greater life satisfaction (t2). In multivariate analyses, all effect sizes were small. Society-level individualismcollectivism or indulgence-restraint did not show a direct effect on outcomes nor moderate individual-level associations. Results are discussed in the framework of the internet as a displacement of social contact versus a replacement of deficits in direct contact; and as a source of positive and negative information

Parental Expectations and Prosocial Behavior of Adolescents From Low-Income Backgrounds: A Cross-Cultural Comparison Between Three Countries¿Argentina, Colombia, and Spain

Parental expectations are influenced by cultural models, which in turn are subject to a great influence from historically fluctuating features of the socioeconomic background. Parental expectations seem to be linked to children¿s social and emotional development in terms of empathy and prosocial behavior. The current study aims to (a) compare low-income adolescents¿ perceptions of parental expectations of prosocial and antisocial behavior across three Latin countries (Argentina, Colombia, and Spain), (b) compare the empathy and prosocial behavior between the three countries, (c) compare the prosocial behavior between the three countries, and (d) study the effect of perceived parental expectations and empathy on the prosocial behavior of adolescents in all three of the countries studied in this research. The sample was made up of 446 Argentinean adolescents, 474 Colombian adolescents, and 632 Spanish adolescents. The Expected Parental Reactions Scale, Interpersonal Reactivity Index, and Prosocial Behavior Questionnaire were used to measure the variables included in this study. Results reveal considerable differences between children¿s perceptions of parental expectations in different countries. Results also show the existence of significant differences between male and female adolescents. In all three countries, girls score more highly than boys in prosocial behavior and empathy. Furthermore, we find that low-income Argentinean adolescents score more highly than Spanish and Colombian adolescents in prosocial behavior measures. Finally, expected parental reactions toward prosocial behavior and empathy seem to have an influence on the adolescents¿ development of prosocial behavior in all three countries

Visual Causality: Investigating Graph Layouts for Understanding Causal Processes

Causal diagrams provide a graphical formalism indicating how statistical models can be used to study causal processes. Despite the extensive research on the efficacy of aesthetic graphic layouts, the causal inference domain has not benefited from the results of this research. In this paper, we investigate the performance of graph visualisations for supporting users’ understanding of causal graphs. Two studies were conducted to compare graph visualisations for understanding causation and identifying confounding variables in a causal graph. The first study results suggest that while adjacency matrix layouts are better for understanding direct causation, node-link diagrams are better for understanding mediated causation along causal paths. The second study revealed that node-link layouts, and in particular layouts created by a radial algorithm, are more effective for identifying confounder and collider variables

Equality, Equity, and Diversity: Educational Solutions in the Basque Country

Public education is one of the greatest achievements of European countries during the twentieth century. While schooling systems neither exclusively form citizens, nor are they sufficient to alleviate all inequalities, education plays an increasingly important strategic role in relieving social problems and promoting the civic and ethical upbringing of our children. Researchers and professors at the UPV/EHU have had the privilege to design and implement important educational projects in conjunction with government of Autonomous Community of the Basque Country, which has the authority over education in its territory. This book presents the timely (in most cases since 2000) observations, research, and programs that have resulted from this cooperation. Our stress—in both our theoretical and analytical dimensions—has been on the importance of diversity, the promotion of social and human values, and respect for basic human rights. In addition, we describe the cooperation that must be fostered—and the various needs met—between all educational "agents": academic researchers, administrators, teachers, parents, and the community at large to promote equality and fairness in our society.This book was published with generous financial support from the Basque Government.Introduction: Alfonso Unceta and Concepción Medrano ? Part 1 Education in the Basque Country ? 1. Education Provision in the Basque Country by Alfonso Unceta and Andrés Davila ? 2. Addressing Basque Diversity in the Classroom: Measures to Avoid Excluding At-Risk Youth by Begoña Martínez Domínguez ? 3. Improving Social Interaction: Experimentally Validated Proposals for Psycho-educational Intervention by Maite Garaigodobil and Jone Aliri ? 4. Socialization to Prevent Gender Violence in the Basque Country by Maria José Alonso Olea, Aitor Gómez González, and Nekane Beloki Arizti ? 5. Resolution and Transformation of At-School Conflicts by Ramón Alzate Sáez de Heredia, Lucía Gorbeña, and Cristina Merino ? Part 2 Socioeducational Context in the Basque Country ? 6. Learning Communities: A Basque Egalitarian Educational Project by Maite Arandia Loroño, Isabel Martínez Domínguez, and Iñaki Santa Cruz Ayo ? 7. Migrants en Route: Community Socioeducational Action by Miguel Arriaga Landeta and Begoña Abad Miguélez ? 8. Educating from the Family: A Proposal to Connect Homes and Institutions by Enrique Arranz Freijo, Fernando Olabarrieta Artetxe, Juan Luis Martín Ayala ? 9. The Development of Values and the Media by Concepción Medrano, Ana Aierbe, and Juan Ignacio Martínez de Morentin ? Index ? List of Contributor

The effects of the size and weight of a mobile device on an educational game

In this paper, we present an educational game for an iPhone and a Tablet PC. The main objective of the game was to reinforce children's knowledge about the water cycle. The game included different interaction forms like the touch screen and the accelerometer and combined AR mini-games with non-AR mini-games for better gameplay immersion. The main differences between the two devices were screen size and weight. A comparative study to check how these differences affect different aspects was carried out. Seventy-nine children from 8 to 10 years old participated in the study. From the results, we observed that the different characteristics (screen size and weight) of the devices did not influence the children's acquired knowledge, engagement, satisfaction, ease of use, or AR experience. There was only a statistically significant difference for the global score in which the iPhone was scored higher.We would like to highlight that the scores for the two devices and for all the questions were very high with means of over 4 (on a scale from 1 to 5). These positive results suggest that games of this kind could be appropriate educational games and that the mobile device used may not be a decisive factor. (C)2012 Elsevier Ltd. All rights reserved.This work was funded by the Spanish APRENDRA project (TIN2009-14319-C02). We would like to thank the following for their contributions: The "Escola d'Estiu" and especially Juan Cano, Miguelon Gimenez, and Javier Irimia. This work would not have been possible without their collaboration. Noemi Rando, Encarna Torres, Severino Gonzalez, M. Jose Vicent, Patricia Liminana, Tamara Aguilar, Alfonso Lopez, Yolanda Martinez, Enrique Daunis, M. Jose Martinez, and Eloy Hurtado for their help. The children's parents who signed the agreement to allow their children to participate in the study. The children who participated in the study. The ETSInf for letting us use its facilities during the testing phase.Furió Ferri, D.; González Gancedo, S.; Juan Lizandra, MC.; Seguí, I.; Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers and Education. 64:24-41. https://doi.org/10.1016/j.compedu.2012.12.015S24416