The role of Internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools

Navarro, Raúl; Sarrato, Cristina Serna; Martínez, Verónica; Ruiz-Oliva, Roberto

doi:10.1007/s10212-012-0137-2

Cited by 148 publications

(158 citation statements)

References 38 publications

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“…Overall, it is suggested that active mediation strategies are more successful in the prevention of online risks as compared to restrictive mediation strategies (Ang 2015). Nevertheless, the protective effect of restrictive practices has also been shown (Lee 2012;Navarro and Jasinski 2012;Navarro et al 2013;Williams and Merten 2011). A potential explanation for the apparent dominant success of active mediation could be that this is a better strategy for knowledge acquisition as compared to restrictive mediation.…”

Section: Sources Of Parental Knowledgementioning

confidence: 98%

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Symons

Ponnet

Emmery³

et al. 2016

J Youth Adolescence

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Parental knowledge about adolescents' activities is an identified protective factor in terms of adolescent adjustment. While research on parental knowledge has focused on adolescents' offline behavior, there is little empirical understanding of parental knowledge about adolescents' online behavior. This study investigates parental knowledge about adolescents' online activities and experiences with online risks, as well as the correlates of such knowledge. Building on former research, open communication and knowledge-generating monitoring practices are investigated as potential correlates of parental knowledge. Use is made of triadic data, relying on reports from children aged 13 to 18, mothers and fathers within the same family (N = 357 families; 54.9 % female adolescents). The results showed that parents have little knowledge about the occurrence of online risks and their children's online activities. While mothers did not have more accurate knowledge compared to fathers, they did perceive themselves to be more knowledgeable than fathers. Associations between parental knowledge and hypothesized correlates were tested by means of one-way ANOVA tests and stepwise logistic regression models. Limited evidence was found for associations with parents' accurate knowledge about the occurrence of online risks. Engagement in knowledge-generating monitoring practices was linked to mothers and fathers' self-perceived knowledge about their children's online activities. For mothers, open communication with the child was linked to self-perceived knowledge. The findings suggest that parents need to be more aware of the possibility that online risks might occur and that more research needs to be done in order to understand what parents can do to improve their accurate knowledge.

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Section: Sources Of Parental Knowledgementioning

confidence: 98%

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Symons

Ponnet

Emmery³

et al. 2016

J Youth Adolescence

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show abstract

“…In fact, studies on world-wide cyberbullying trends have produced widely varying results; the prevalence ranges from 6 to 40 per cent (Bauman et al, 2013;Vazsonyi et al, 2012), which makes it difficult to draw comparisons between surveys. This disparity is due to the different definitions and methodologies used in these scientific studies (Buelga et al, 2012;Connolly et al, 2014;Kowalski and Limber, 2007;Navarro et al, 2013).…”

mentioning

confidence: 99%

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Buelga

Cava

Ochoa

et al. 2015

Interactive Technology and Smart Education

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Purpose – This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents. Design/methodology/approach – The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4). Findings – The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades. Research limitations/implications – The results presented in this research should be interpreted with caution due to its cross-sectional nature; a longitudinal study with measurements at different times would help to confirm the results observed here. On the other hand, in this study, the adolescents’ responses were obtained through self-reports and, although they could be subject to social desirability effects and biases, as indicated by Flisher et al. (2004), the reliability and validity of adolescent self-reports in the measurement of risk behaviours were quite acceptable. Practical implications – It is of crucial importance to develop educational strategies designed to favour the responsible use of the new technologies. In many cases, children and adolescents are not aware of psychological and legal consequences that their cyber-aggressions can have on themselves, on the victims and on their families and social environment. Social implications – The authors feel that this research may contribute to clarifying some crucial issues related to the growing problem of cyberbullying that affects adolescents in many countries of the world. As the present research deals with aspects of interactive technology and smart education, the authors believe that the findings reported in the manuscript would be of interest to potential readers of this Journal. Originality/value – This paper is an original perspective on cyberbullying aggressors among secondary education students in a Spanish context.

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“…Ou seja, a tecnologia pode ser utilizada para fomentar a criação de redes sociais saudáveis e geradoras de novas e múltiplas interações entre os adolescentes. Além disso, este estudo procurou dar ênfase ao papel que a família e a escola desempenham no desenvolvimento e comportamento das crianças e dos adolescentes (Navarro et al, 2013). Estes intervenientes podem assumir este papel a partir do momento em que são capazes de identificar o tipo de relações que os adolescentes estabelecem no seu quotidiano (Mesch, 2009;Vieira, Mendes, & Guimarães, 2009) e estejam efetivamente conscientes dos desafios, da importância da implementação de regras de segurança e das…”

Section: Discussionunclassified

“…Eles subestimam, por exemplo, o comportamento de cyberbullying dos seus próprios filhos e têm uma noção insuficiente dos mesmos como potenciais vítimas de cyberbullying (Dehue et al, 2008). A título de exemplo, a monitorização por parte dos pais, a criação conjunta de regras relativas ao tempo de uso da Internet e às informações pessoais compartilhadas, ajudam a diminuir a probabilidade de vitimização online (Navarro et al, 2013). De acordo com Mesch (2009), algumas técnicas de mediação usadas pelos pais têm um efeito protetor (e.g., mediação avaliativa sobre o acesso a determinados sítios online).…”

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Família e escola: Perspetivas sobre a utilização de meios tecnológicos e segurança

Simão

Paulino

Ferreira

et al. 2017

R Est Inv Psico y Educ

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ResumoO presente estudo teve como objetivo compreender como os jovens reportam a utilização de meios tecnológicos e conhecer a perceção que encarregados de educação e professores têm acerca dessa utilização. AbstractThis study aimed to understand how adolescents report the use of technological resources and to know the perception guardians and teachers have about this use. The study proposed to provide an understanding of whether these adults monitor adolescents' use of technological resources, as well as identify practices of sensitization. The Inventory of Observed Incidents of Cyberbullying was applied to 269 adolescents and the Online Safety and Cyberbullying Inventory to 155 guardians and 28 teachers. Significant differences were found between the reported Internet use by the students and the perceptions of parents and teachers regarding that use. Keywords: [Youth, Parents, Teachers, Technology, Safety.] O avanço constante da tecnologia e a crescente utilização feita pelos adolescentes de meios tecnológicos constituem aspetos importantes para a interação social e comunicação online (Rivers & Noret, 2010). Estes fenómenos acarretam potenciais riscos, como por exemplos a violação de privacidade e o cyberbullying (Moreno, Egan, Bare, Young, & Cox, 2013). É neste âmbito que surgiu o projeto Cyberbullying: A regulação do comportamento através da linguagem (PTDC/MHC-PED/3297/2014) e que pretende investigar os comportamentos de cyberbullying dos adolescentes, bem como a linguagem que utilizam nestas interações, com vista à criação de uma aplicação para a prevenção e intervenção neste fenómeno. Assumindo que uma utilização segura da Internet pode ser desenvolvida através da formação educativa, acredita-se que o papel dos encarregados de educação, dos pais e dos próprios adolescentes, se torna fundamental para a promoção de comportamentos pró-sociais online. Assim, numa primeira etapa deste projeto, procurou-se compreender como os jovens reportam a utilização de meios tecnológicos e conhecer a perceção que encarregados de educação e professores têm acerca dessa utilização. Pretendeu-se de igual forma, perceber se estes monitorizam a utilização que os jovens fazem dos meios tecnológicos e que práticas de sensibilização utilizam quanto aos eventuais riscos e as questões de segurança no uso da Internet.De um modo geral, a literatura atual tem revelado que a comunicação online apresenta efeitos sobre o desenvolvimento psicossocial dos adolescentes (e.g., Rivers & Noret, 2010). Alguns estudos referem que a possibilidade de uma maior interação social constitui um benefício da utilização das tecnologias, que se associa ao bem-estar dos adolescentes (e.g., Valkenburg & Peter, 2011

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The role of Internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools

Cited by 148 publications

References 38 publications

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Família e escola: Perspetivas sobre a utilização de meios tecnológicos e segurança

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