Cyberbullying, self-concept and academic goals in childhood
Span. j. psychol
; 22: e46.1-e46.10, 2019. tab
Artigo
em Inglês
| IBECS
| ID: ibc-190197
Biblioteca responsável:
ES1.1
Localização: BNCS
ABSTRACT
Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (Mage = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence
RESUMEN
No disponible
Buscar no Google
Coleções:
Bases de dados nacionais
/
Espanha
Base de dados:
IBECS
Assunto principal:
Autoimagem
/
Comportamento Social
/
Estudantes
/
Comportamento Infantil
/
Vítimas de Crime
/
Sucesso Acadêmico
/
Cyberbullying
/
Objetivos
Limite:
Criança
/
Feminino
/
Humanos
/
Masculino
Idioma:
Inglês
Revista:
Span. j. psychol
Ano de publicação:
2019
Tipo de documento:
Artigo
Instituição/País de afiliação:
Universidad Internacional de La Rioja/Spain
/
Universitat d'Alacant/Spain