Relação entre cyberbullying, regulação emocional, estilos parentais e empatia: perfil dos agressores
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2024-01-04
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O cyberbullying é um comportamento agressivo praticado através das novas tecnologias, sendo que a regulação emocional apresenta um papel essencial na sua difusão. Assim, o presente estudo teve como objetivo principal explorar o fenómeno do cyberbullying, na perspetiva dos agressores e a sua relação com as dificuldades na regulação emocional. A amostra final foi composta por 422 participantes, com idades compreendidas entre os 12 e 17 anos, que frequentam o 2º, 3º ciclos e o Ensino Secundário, em escolas da região Norte de Portugal. Foi utilizado um Questionário Sociodemográfico, o Cyberbullying Questionnaire (CBQ) e a Difficulties in Emotion Regulation Scale (DERS). Foi verificado que 37% dos participantes responderam de forma afirmativa a pelo menos um dos itens referentes á perpetração de cyberbullying. Verificou-se que o sexo masculino pratica mais cyberbullying quando comparado com o sexo feminino. Observaram-se diferenças entre o grupo de adolescentes que passam menos de 2 horas conectados à internet e aqueles que passam de 2 a 5 horas e mais de 6 horas online. Identificou-se um aumento de comportamentos de cyberbullying no grupo de adolescentes que passam mais de 6 horas por dia na internet. Para além disso, foi possível observar associações positivas entre os comportamentos de cyberbullying a as dificuldades na regulação emocional. Verificouse que as dificuldades no controlo de impulsos foi a única variável que apresentou um papel preditor positivo e o sexo do participante prediz negativamente as práticas de cyberbullying. Deste modo, mostra-se importante informar sobre a importância das emoções no controlo dos comportamentos agressivos online e promover o desenvolvimento de competências emocionais para diminuir a ocorrência de cyberbullying.
Cyberbullying is an aggressive behavior practiced through new technologies, and emotional regulation plays an essential role in its dissemination. Therefore, the main objective of the present study was to explore the phenomenon of cyberbullying, from the perspective of the aggressors and their relationship with the difficulties of emotional regulation. The final sample consisted of 422 participants, with ages between 12 and 17 years old, who attend the 2nd, 3rd cycles in schools and Secondary Education, in the North region of Portugal. A Sociodemographic Questionnaire, the Cyberbullying Questionnaire (CBQ) and the Difficulties in Emotion Regulation Scale (DERS) were used. It was verified that 37% of the participants responded affirmatively to at least one of the items referring to the perpetration of cyberbullying. It has been found that males engage in more cyberbullying when compared to females. Differences were observed between the group of adolescents who spend less than 2 hours connected to the internet and those who spend 2 to 5 hours and more than 6 hours online. An increase in cyberbullying behaviors has been identified in the group of adolescents who spend more than 6 hours a day on the internet. In addition, positive associations between cyberbullying behaviors and difficulties in emotional regulation have been observed. Difficulties in impulse control were found to be the only variable that presented a positive predictor role, and the gender of the participant negatively predicts cyberbullying practices. Therefore, it is important to inform about the importance of emotions in controlling aggressive behavior online and promote the development of emotional skills to decrease the occurrence of cyberbullying.
Cyberbullying is an aggressive behavior practiced through new technologies, and emotional regulation plays an essential role in its dissemination. Therefore, the main objective of the present study was to explore the phenomenon of cyberbullying, from the perspective of the aggressors and their relationship with the difficulties of emotional regulation. The final sample consisted of 422 participants, with ages between 12 and 17 years old, who attend the 2nd, 3rd cycles in schools and Secondary Education, in the North region of Portugal. A Sociodemographic Questionnaire, the Cyberbullying Questionnaire (CBQ) and the Difficulties in Emotion Regulation Scale (DERS) were used. It was verified that 37% of the participants responded affirmatively to at least one of the items referring to the perpetration of cyberbullying. It has been found that males engage in more cyberbullying when compared to females. Differences were observed between the group of adolescents who spend less than 2 hours connected to the internet and those who spend 2 to 5 hours and more than 6 hours online. An increase in cyberbullying behaviors has been identified in the group of adolescents who spend more than 6 hours a day on the internet. In addition, positive associations between cyberbullying behaviors and difficulties in emotional regulation have been observed. Difficulties in impulse control were found to be the only variable that presented a positive predictor role, and the gender of the participant negatively predicts cyberbullying practices. Therefore, it is important to inform about the importance of emotions in controlling aggressive behavior online and promote the development of emotional skills to decrease the occurrence of cyberbullying.
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cyberbullying , regulação emocional