Palabras clave
Bullying
Cyberbullying
Dificultades de regulación emocional
Relación
Cómo citar
Resumen
El presente estudio pretende identificar la relación entre la victimización por bullying (VB) y por cyberbullying (VCB) en las dificultades de regulación emocional (DRE) en una muestra de adolescentes del Ecuador. El presente trabajo se fundamenta en un diseño cuantitativo, descriptivo, correlacional, comparativo por género y de corte transversal. La muestra estuvo conformada por 384 adolescentes, el 44% corresponden a mujeres y el 56% restante a hombres, con edades entre los 14 a 19 años (M= 15.7; DE= 4.4). Los estudiantes provenían de 9 centros educativos de dos ciudades del Ecuador. Los niveles de VB y de VCB son bajos, mientras que las DRE son moderadas. Únicamente existen diferencias por género en la VB con mayor presencia en hombres que en mujeres. Finalmente, existen relación positiva entre la VB (moderada) y la VCB (leve) con las DRE. La VB y la VCB también se encuentran relacionadas de forma positiva y moderada. la VB y la VCB son elementos que interactúan de forma relevante con las DRE en adolescentes del Ecuador señalando una particular conexión.
Referencias
Alsawalqa, R. O. (2021). Cyberbullying, social stigma, and self-esteem: the impact of
COVID-19 on students from East and Southeast Asia at the University of Jordan. Heliyon, 7(4), e06711. https://doi.org/10.1016/j.heliyon.2021.e06711
Althoff, R., & Ametti, M. (2021). Measurement of dysregulation in children and adolescents. Child and Adolescent Psychiatric Clinics, 30(2), 321-333. https:// doi.org/10.1016/j.chc.2020.10.004
Arató, N., Zsidó, A., Rivnyák, A., Péley, B., & Lábadi, B. (2022). Risk and protective factors in cyberbullying: the role of family, social support and emotion regulation. International Journal of Bullying Prevention, 4(2), 160-173. https://doi. org/10.1007/s42380-021-00097-4
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https:// doi.org/10.6018/analesps.29.3.178511
Baier, D., Hong, J., Kliem, S., & Bergmann, M. (2019). Consequences of bullying on adolescents’ mental health in Germany: Comparing face-to-face bullying and cyberbullying. Journal of Child and Family Studies, 28, 2347-2357. https://doi. org/https://doi.org/10.1007/s10826-018-1181-6
Bäker, N., Wilke, J., Eilts, J., & von Düring, U. (2023). Understanding the Complexities of Adolescent Bullying: The Interplay between Peer Relationships, Emotion Regulation, and Victimization. New Directions for Child and Adolescent Development, 9916294, 1-9. https://doi.org/10.1155/2023/9916294
Baroncelli, A., & Ciucci, E. (2014). Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying. Journal of Adolescence, 37(6), 807-815. https://doi.org/10.1016/j.adolescence.2014.05.009
Basharpoor, S., Molavi, P., Sheykhi, S., Khanjani, S., Rajabi, M., & Mosavi, S. (2013). The relationship between emotion regulation and emotion expression styles with bullying behaviors in adolescent Students. Journal of Ardabil University of Medical Sciences, 13(3), 264-275.
Beduna, K., & Perrone-McGovern, K. M. (2019). Recalled childhood bullying victimization and shame in adulthood: The influence of attachment security, self-compassion, and emotion regulation. Traumatology, 25(1), 21. https://doi. org/10.1037/trm0000162
Bjureberg, J., Ljótsson, B., Tull, M. T., Hedman, E., Sahlin, H., Lundh, L. G., ... Gratz, K. L. (2016). Development and validation of a brief version of the difficulties in emotion regulation scale: the DERS-16. Journal of Psychopathology and Behavioral Assessment, 38(2), 284-296. https://doi.org/10.1007/s10862-015-9514-x
Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis,
C., & Thompson, J. (2012). European Bullying Intervention Project Questionnaire (EBIPQ). [Unpublished manuscript]: University of Bologna.
Brighi, A., Ortega, R., Scheitauer, H., Smith, P. K., Tsormpatzoudis, C., Barkoukis, V., & Del Rey, R. (2012). European Cyberbullying Intervention Project Questionnaire (ECIPQ). [Unpublished manuscript]: University of Bologna.
Camodeca, M., & Nava, E. (2022). The long-term effects of bullying, victimization, and bystander behavior on emotion regulation and its physiological correlates. Journal of interpersonal violence, 37(3-4), NP2056-NP2075.
Caqueo-Urízar, A., Mena-Chamorro, P., Flores, J., Narea, M., & Irarrázaval, M. (2020). Problemas de regulación emocional y salud mental en adolescçentes del norte de Chile. Terapia Psicológica, 38(2), 203-222.
D’Agostino, A., Covanti, S., Rossi Monti, M., & Starcevic, V. (2017). Reconsidering emotion dysregulation. Psychiatric Quarterly, 88, 807-825. https://doi.org/10.1007/ s11126-017-9499-6
De Berardis, D., Fornaro, M., Orsolini, L., Ventriglio, A., Vellante, F., & Di Giannantonio, M. (2020). Emotional dysregulation in adolescents: implications for the development of severe psychiatric disorders, substance abuse, and suicidal ideation behaviors. Brain Sciences, 10(9), 591. https://doi.org/10.3390/brainsci10090591
Den Hamer, A. H., & Konijn, E. A. (2016). Can emotion regulation serve as a tool in combating cyberbullying? Personality and Individual Differences, 102, 1-6. https:// doi.org/10.1016/j.paid.2016.06.033
Eisenberg, N., & Spinrad, T. L. (2004). Emotion-related regulation:
Sharpening the definition. Child development, 75(2), 334-339. https://doi.
org/10.1111/j.1467-8624.2004.00674.x
Evangelio, C., Rodríguez-González, P., Fernández-Río, J., & Gonzalez-Villora, S. (2022). Cyberbullying in elementary and middle school students: A systematic review. Computers & Education, 176(104356). https://doi.org/10.1016/j.compedu.2021.104356
Ferguson, C. (2016). An effect size primer: A guide for clinicians and researchers. En A. Kazdin (Ed.), Methodological issues and strategies in clinical research (pp. 301-310). American Psychological Association. https://doi.org/10.1037/14805-020
Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33.
Garaigordobil, M., & Larrain, E. (2020). Acoso y ciberacoso en adolescentes LGTB:
Prevalencia y efectos en la salud mental. Comunicar, 28(62), 79-90. https://doi. org/10.3916/C62-2020-07
Gianesini, G., & Brighi, A. (2015). Cyberbullying in the era of digital relationships: The unique role of resilience and emotion regulation on adolescents’ adjustment. En Technology and youth: Growing up in a digital world (pp. 1-46). Emerald Group Publishing Limited.
Gratz, K. L., & Tull, M. T. (2010). Emotion regulation as a mechanism of change in acceptance- and mindfulness-based treatments. En R. Baer (Ed.), Assessing mindfulness and acceptance: Illuminating the processes of change (pp. 107-134). New Harbinger Publications.
Gratz, K., & Roemer, L. (2004). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal ofPsychopathology and Behavioral Assessment, 26(1).
Gross, J. (1999). Emotion regulation: past, present, future. Cognition and Emotion, 13, 551-573.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology(85), 348-362.
Heiman, T., & Olenik-Shemesh, D. (2015). Cyberbullying experience and gender differences among adolescents in different educational settings. Journal of Learning Disabilities, 48(2), 146-155. https://doi.org/10.1177/0022219413492855 Hervás, G., & Jódar, R. (2008). Adaptación al castellano de la Escala de Dificultades en la Regulación Emocional. Clínica y Salud, 19, 139-156.
Hoff, D., & Mitchell, S. (2009). Cyberbullying: Causes, effects, and remedies. Journal of Educational Administration, 47(5), 652-665.
Hymel, S., & Swearer, S. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293. https://doi.org/10.1037/a0038928
Idsoe, T., Vaillancourt, T., Dyregrov, A., Hagen, K., Ogden, T., & Nærde, A. (2021). Bullying victimization and trauma. Frontiers in Psychiatry, 11, 480353. https:// doi.org/10.3389/fpsyt.2020.480353
Jarrín-García, G., & Moreta-Herrera, R. (2024). Estrés, Dificultades de Regulación Emocional y Adaptación Escolar en adolescentes aspirantes a la educación superior en Ecuador. ReHuso, 9(1), 24-35. https://doi.org/10.33936/rehuso.v9i1.5772
Kader, G., & Franklin, C. (2008). The evolution of Pearson’s correlation coefficient. The Mathematics Teacher, 102(4), 292-299.
Labella, M., Klein, N., Yeboah, G., Bailey, C., Doane, A., Kaminer, D., & Bravo, A. (2023). Childhood bullying victimization, emotion regulation, rumination, distress tolerance, and depressive symptoms: A cross-national examination among young adults in seven countries. . Aggressive Behavior. https://doi.org/10.1002/ab.22111
Låftman, S., Alm, S., Sandahl, J., & Modin, B. (2018). Future orientation among students exposed to school bullying and cyberbullying victimization. International journal of environmental research and public health, 15(4), 605. https://doi. org/10.3390/ijerph15040605
Larzabal-Fernández, A., Ramos-Noboa, M. I., & Hong Hong, A. E. (2019). El cyberbullying y su relación con el estrés percibido en estudiantes de bachillerato de la provincia de Tungurahua. Ciencias Psicológicas, 13(1), 150-157. https://doi. org/10.22235/cp.v13i1.1816
Lucas-Molina, B., Pérez-Albéniz, A., Solbes-Canales, I., Ortuño-Sierra, J., & FonsecaPedrero, E. (2022). Bullying, cyberbullying and mental health: The role of student connectedness as a school protective factor. Psychosocial Intervention, 31(1), 33.
https://doi.org/10.5093/pi2022a1
Martínez Rodríguez, J. (2017). Acoso escolar: bullying y ciberbullying. JM Bosch.
Momeñe, J., Jáuregui, P., & Estévez, A. (2017). El papel predictor del abuso psicológico y la regulación emocional en la dependencia emocional. Psicologia conductual, 25(1), 65.
Moreta-Herrera, R., Almache-Moya, A., Vargas-Espín, A., & Vaca-Quintana, D. (2020). Levels and patterns of alcohol consumption: a descriptive study in Ecuadorian teenagers. International Journal of Mental Health and Addiction, 18(2), 422-431. https://doi.org/10.1007/s11469-019-00197-9
Moreta-Herrera, R., Dominguez-Lara, S., Rodas, J., Sánchez-Guevara, S., MontesDe-Oca, C., Rojeab-Bravo, B., & Salinas, A. (2022). Examining psychometric properties and measurement invariance of the Emotion Regulation Questionnaire in an Ecuadorian Sample. Psychological Thought, 15(2), 57-74. https://doi. org/10.37708/psyct.v15i2.634
Moreta-Herrera, R., Vaca-Quintana, D., Rodríguez-Lorenzana, A., Salinas-Palma, A., Moya-Solís, A., López-Barrionuevo, C., & Jaime, F. (2024). Psychometric Properties of the 16-item Difficulties in Emotional Regulation Scale (DERS-16) in Ecuadorian Teenagers. Revista de Psicología Clínica con Niños y Adolescentes, In press.
Moya-Solís, A., & Moreta-Herrera, R. (2022). Víctimas de cyberbullying y su influencia en las Dificultades de Regulación Emocional en adolescentes del Ecuador. Psychology, Society & Education, 14(1), 67-75. https://doi.org/10.21071/psye. v14i1.14066
Muijs, D. (2017). Can schools reduce bullying? The relationship between school characteristics and the prevalence of bullying behaviours. British Journal of Educational Psychology, 87(2), 255-272. https://doi.org/10.1111/bjep.12148
Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell Publishing.
Orozco-Vargas, A., Venebra-Muñoz, A., Aguilera-Reyes, U., & García-López, G. (2021). The mediating role of emotion regulation strategies in the relationship between family of origin violence and intimate partner violence. Psicologia: Reflexão e Crítica, 34. https://doi.org/10.1186/s41155-021-00187-8
Ortega-Ruiz, R., Del Rey, R., & Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología Educativa, 22(1), 71-79. https://doi.org/10.1016/j.pse.2016.01.004
Ramos-Noboa, I., Larzabal-Fernández, A., & Moreta-Herrera, R. (2020). Estructura factorial y fiabilidad del Cyberbullying Questionnaire (CBQ) y su complemento (CBQ-V) en adolescentes ecuatorianos. Actualidades en Psicología, 34(128), 35-50. https://doi.org/10.15517/ap.v34i128.35408
Resett, S. (2019). Bullying y ciberbullying: su relación con los problemas emocionales y la personalidad. Apuntes de Psicología, 1(3-12), 37. https://doi.org/10.55414/ ap.v37i1.766
Romano, I., Butler, A., Patte, K., Ferro, M., & Leatherdale, S. (2020). High school bullying and mental disorder: an examination of the association with flourishing and emotional regulation. International journal of bullying prevention, 2, 241-252.
https://doi.org/10.1007/s42380-019-00035-5
Stubbs-Richardson, M., Sinclair, H., Goldberg, R., Ellithorpe, C., & Amadi, S. (2018). Reaching out versus lashing out: examining gender differences in experiences with and responses to bullying in high school. American Journal of Criminal Justice, 43(1), 39-66. https://doi.org/10.1007/s12103-020-09572-y
Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior,
(277-287), 26. https://doi.org/10.1016/j.chb.2009.11.014
Turliuc, M. N., Măirean, C., & Boca-Zamfir, M. (2020). The relation between cyberbullying and depressive symptoms in adolescence. The moderating role of emotion regulation strategies. Computers in Human Behavior, 109, 106341. https://doi. org/10.1016/j.chb.2020.106341
Zumba-Tello, D., & Moreta-Herrera, R. (2022). Afectividad, Regulación Emocional, Estrés y Salud Mental en adolescentes del Ecuador en tiempos de pandemia. Revista de Psicología de la Salud UHM, 10(1), 117-129. https://doi.org/10.21134/ pssa.v10i1.801
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.