Ciberacoso y funciones ejecutivas en niños y adolescentesuna revisión sistemática

  1. Marta Real Fernández 1
  2. Ignasi Navarro Soria 1
  3. Joshua Collado-Valero 2
  4. Rocío Lavigne-Cervan 2
  5. Beatriz Delgado Domenech 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2022

Título del ejemplar: Acoso escolar y riesgos de Internet : diagnóstico, prevención e intervención

Número: 397

Páginas: 69-96

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2022-397-540 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Cyberbullying, understood as bullying behavior through technologies, has become one of the most frequent psychosocial problems during childhood and adolescence. The brain mechanisms involved in the appearance of aggressive behaviors demonstrate the existence of a relationship between bullying and Executive Functioning. The aim of this research was to perform a systematic review of published studies relating cyberbullying and Executive Functioning (EF) in children and adolescents. A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) review guide. The information search was carried out in the Web of Science (WOS), Scopus, and Psycinfo databases. The selection of papers consisted of 32 articles that met the inclusion criteria. The studies analyzed indicate that there is a moderate relationship between a specific EF profile and being involved in a cyberbullying situation. The results reveal that a lower capacity for inhibition, self-control and problem-solving may lead minors to participate as cybervictims, cyberaggressors or cyberaggressors-victimized. The findings are discussed considering the importance of executive functioning in cyberbullying prevention and intervention.

Referencias bibliográficas

  • Adorjan, M., y Ricciardelli, R. (2019). Student perspectives towards school responses to cyber-risk and safety: the presumption of the prudent digital citizen. Learning, Media and Technology, 44(4), 430-442.
  • Arán Filippetti, V., y López, M. B. (2013). Las funciones ejecutivas en la clínica neuropsicológica infantil. Psicología desde el Caribe, 30(2), 380-415.
  • Armstrong, S. B., Dubow, E. F., y Domoff, S. E. (2019). Adolescent Coping: In-Person and Cyber-Victimization. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 13(4), Artículo 2. https://doi. org/10.5817/CP2019-4-2
  • Bayraktar, F., Machackova, H., Dedkova, L., Cerna, A., y Ševčíková, A. (2015). ciberacoso: The discriminant factors among cyberbullies, cybervictims, and cyberbully-victims in a Czech adolescent sample. Journal of interpersonal violence, 30(18), 3192-3216. https:// doi.org/10.1177/0886260514555006
  • Blakemore, S. J. y Robbins, T. W. (2012). Decision-making in the adolescent brain. Nature Neuroscience, 15(9), 1184-1191. https://doi. org/10.1038/nn.3177
  • Bradbury, S. L., Dubow, E. F., y Domoff, S. E. (2018). How do adolescents learn cyber-victimization coping skills? An examination of parent and peer coping socialization. Journal of youth and adolescence, 47(9), 1866-1879. https://doi.org/10.1007/s10964-018-0812-y
  • Buils, R. F., Miedes, A. C., y Oliver, M. R. (2020). Effect of a cyberbullying prevention program integrated in the primary education curriculum. Revista de Psicodidáctica (English ed.), 25(1), 23-29. https://doi.org/10.1016/j.psicoe.2019.08.004
  • Camacho, A., Ortega-Ruiz, R., y Romera, E. M. (2021). Longitudinal associations between cybervictimization, anger rumination, and cyberaggression. Aggressive behavior, 47(3), 332-342. http://doi. org/10.1002/ab.21958.
  • Camerini, A. L., Marciano, L., Carrara, A., y Schulz, P. J. (2020). cyberbullying perpetration and victimization among children and adolescents: a systematic review of longitudinal studies. Telematics and informatics, 49, 101362. https://doi.org/10.1016/j.tele.2020.101362
  • Cho, S., y Galehan, J. (2019). The time-concurrent or time-ordered effect of Population Heterogeneity and State Dependence on cyberbullying: Assessing lagged auto-regression and crossed-lagged regression models. Computers in Human Behavior, 100, 127-137. https://doi. org/10.1016/j.chb.2019.06.003
  • Cho, S., y Glassner, S. (2021). Impacts of Low Self-control and Opportunity Structure on cyberbullying Developmental Trajectories: Using a Latent Class Growth Analysis. Crime y Delinquency, 67(4), 601-628. https:// doi.org/10.1177/0011128720950018
  • Cho, S., y Rustu, D. (2020). Examining the impacts of low selfcontrol and online lifestyles on cyberbullying perpetration among Korean adolescents: Using parallel process latent growth curve modeling. Children and Youth Services Review, 117, 105288. https:// doi.org/10.1016/j.childyouth.2020.105288.
  • Chun, J., Lee, J., Kim, J., y Lee, S. (2020). An international systematic review of cyberbullying measurements. Computers in Human Behavior, 113 106485. https://doi.org/10.1016/j.chb.2020.106485
  • Coelho, V. A., y Marchante, M. (2018). Trajectories of social and emotional competencies according to cyberbullying roles: a longitudinal multilevel analysis. Journal of youth and adolescence, 47(9), 1952- 1965. https://doi.org/10.1007/s10964-018-0895-5
  • Davidson, M. C., Amso, D., Anderson, L. C. y Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–2078. https://doi. org/10.1016/j.neuropsychologia.2006.02.006
  • Erreygers, S., Pabian, S., Vandebosch, H., y Baillien, E. (2016). Helping behavior among adolescent bystanders of cyberbullying: The role of impulsivity. Learning and Individual Differences, 48, 61-67. https:// doi.org/10.1016/j.lindif.2016.03.003
  • Escortell, R., Delgado, B., y Martínez-Monteagudo, M. C. (2020). Cybervictimization, Self-Concept, Aggressiveness, and School Anxiety in School Children: A Structural Equations Analysis. International Journal of Environmental Research and Public Health, 17(19), 7000. https://doi.org/10.3390/ijerph17197000
  • Ferreira, P. C., Simão, A. V., Paiva, A., y Ferreira, A. (2019). Responsive bystander behaviour in cyberbullying: a path through selfefficacy. Behaviour y Information Technology, 39(5), 511-524. https:// doi.org/10.1080/0144929X.2019.1602671
  • Gutiérrez, A. L., y Solís, F. O. (2011). Desarrollo de las Funciones Ejecutivas y de la Corteza Prefrontal. Revista Neuropsicología, Neuropsiquiatría y Neurociencias, 11(1), 159-172.
  • Hamilton, J., Purdy, N., Willems, R. A., Smith, P. K., Culbert, C., Brighi, A., Fiedler, N., Guarini, A., Mameli, c., Menin, D., Scheithauer, H.y Völlink, T. (2020). Using the quality circle approach to empower disadvantaged youth in addressing cyberbullying: an exploration across five European countries. Pastoral Care in Education, 38(3), 254-272. https://doi.org/10.1080/02643944.2020.1788127
  • Harriman, N., Shortland, N., Su, M., Cote, T., Testa, M. A., y Savoia, E. (2020). Youth exposure to hate in the online space: an exploratory analysis. International journal of environmental research and public health, 17(22), 8531. https://doi.org/10.3390/ijerph17228531
  • Jose, P. E., y Vierling, A. (2018). Cybervictimisation of adolescents predicts higher rumination, which in turn, predicts worse sleep over time. Journal of adolescence, 68, 127-135. https://doi.org/10.1016/j. adolescence.2018.07.011
  • Kwan, I., Dickson, K., Richardson, M., MacDowall, W., Burchett, H., Stansfield, C., Brunton, G., Sutcliffe, K. y Thomas, J. (2020). cyberbullying and children and young people’s mental health: a systematic map of systematic reviews. Cyberpsychology, Behavior, and Social Networking, 23(2), 72-82. https://doi.org/10.1089/ cyber.2019.0370
  • Kyobe, M. E., Mimbi, L., Nembandona, P., y Mtshazi, S. (2018). Mobile bullying among rural South African students: Examining the applicability of existing theories. The African Journal of Information Systems, 10(2), 85-104.
  • Lee, E. B. (2017). Cyberbullying: Prevalence and predictors among African American young adults. Journal of Black Studies, 48(1), 57-73. https:// doi.org/10.1177/0021934716678393
  • Li, C. K., Holt, T. J., Bossler, A. M., y May, D. C. (2016). Examining the mediating effects of social learning on the low self-control— cyberbullying relationship in a youth sample. Deviant Behavior, 37(2), 126-138. https://doi.org/10.1080/01639625.2014.1004023
  • Linero Racines, R. M. (2019). Funciones ejecutivas, funcionalidad familiar y desajuste conductual relacionado con la cognición social en estudiantes en situación de Bullying [Tesis doctoral, Universidad de la Costa]. Repositorio Institucional Redicuc. https://repositorio.cuc. edu.co/handle/11323/5884?show=full
  • Louise, C., Saraiva, C., y Zanatta, T. (2018). cyberbullying and coping strategies in adolescents from Southern Brazil. Acta Colombiana de Psicología, 21(1), 13-43. http:// doi.org/10.14718/ACP.2018.21.1.2.
  • Lozano-Blasco, R., Cortes-Pascual, A., y Latorre-Martínez, P. (2020). Being a cybervictim and a cyberbully–The duality of cyberbullying: A metaanalysis. Computers in Human Behavior, 111106444. https://doi. org/10.1016/j.chb.2020.106444
  • Miyake, A., y Friedman, N. P. (2012). The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions. Current Directions in Psychological Science, 21(1), 8-14. https://doi.org/10.1177/0963721411429458.
  • Navarro-Soria, I., Real-Fernández, M., Lavigne-Cerván, R., García- Fernández, J. M., y Piqueras, J. A. (2019). Predictive capacity of the Spanish Neuropsychological Assessment of Executive Functions Battery when diagnosing child ADHD. Revista Latinoamericana de Psicología, 51(3), 153-161. https://doi: 0.14349/rlp.2019.v51.n3.2
  • Olweus, D., Limber, S. (2018). Some Problems with cyberbullying research. Current Opinion in Psychology, 19, 139-143. https://doi. org/10.1016/j.copsyc.2017.04.012.
  • Palladino, B. E., Nocentini, A., y Menesini, E. (2012). Online and offline peer led models against bullying and cyberbullying. Psicothema, 24(4), 634-639.
  • Paul, S., Smith, P. K., y Blumberg, H. H. (2010). Addressing cyberbullying in school using the quality circle approach. Australian Journal of Guidance and Counselling, 20(2), 157. https://doi.org/10.1375/ ajgc.20.2.157
  • Paul, S., Smith, P. K., y Blumberg, H. H. (2012). Revisiting cyberbullying in schools using the quality circle approach. School Psychology International, 33(5), 492-504. https://doi. org/10.1177/0143034312445243
  • Peker, A. (2017). An examination of the relationship between selfcontrol and cyber victimization in adolescents. Eurasian Journal of Educational Research, 16(67). http://doi.org/10.14689/ejer.2017.67.1.
  • Rivera, J. P., Reynoso, T. M., y Vilchis, R. M. (2018). Efectos de un programa de ciberconvivencia en la prevención del ciberacoso. Psychology, Society y Education, 10(2), 239-250.
  • Rivera, R. (2018). Funciones ejecutivas y cognición social en adolescentes agresores, víctimas y espectadores en contexto de bullying. Revista de Psicología, 8(1), 39-66.
  • Rivituso, J. (2014). Cyberbullying victimization among college students: An interpretive phenomenological analysis. Journal of Information Systems Education, 25(1), 71.
  • Vazsonyi, A. T., Ksinan Jiskrova, G., Özdemir, Y., y Bell, M. M. (2017). Bullying and cyberbullying in Turkish adolescents: Direct and indirect effects of parenting processes. Journal of Cross-Cultural Psychology, 48(8), 1153-1171. https://doi.org/10.1177/0022022116687853
  • Vazsonyi, A. T., Machackova, H., Sevcikova, A., Smahel, D., y Cerna, A. (2012). cyberbullying in context: Direct and indirect effects by low self-control across 25 European countries. European Journal of Developmental Psychology, 9(2), 210-227. https://doi.org/10.1080/17 405629.2011.644919 Vives-Cases, C., Davó-Blanes, M. C., Ferrer-Cascales, R., Sanz-Barbero, B., Albaladejo-Blázquez, N., Sánchez-San Segundo, M., ... y Corradi, C. (2019). Lights4Violence: A quasi-experimental educational intervention in six European countries to promote positive relationships among adolescents. BMC Public Health, 19(1), 1-12. https://doi.org/10.1186/ s12889-019-6726-0
  • Wachs, S., y Wright, M. F. (2019). The moderation of online disinhibition and sex on the relationship between online hate victimization and perpetration. Cyberpsychology, Behavior, and Social Networking, 22(5), 300-306. https://doi.org/10.1089/cyber.2018.0551
  • Wachs, S., Wright, M. F., y Vazsonyi, A. T. (2019). Understanding the overlap between cyberbullying and cyberhate perpetration: Moderating effects of toxic online disinhibition. Criminal Behaviour and Mental Health, 29(3), 179-188. https://doi.org/10.1002/cbm.2116
  • Wang, L., y Ngai, S. S. Y. (2021). Understanding the effects of personal factors and situational factors for adolescent cyberbullying perpetration: The roles of internal states and parental mediation. Journal of Adolescence, 89, 28-40.
  • Wood Jr, F. R., y Graham, R. (2020). “Safe” and “At-Risk”: cyberbullying Victimization and Deviant Health Risk Behaviors in Youth. Youth y Society, 52(3), 449-468. https://doi.org/10.1177/0044118X18810943.
  • You, S., y Lim, S. A. (2016). Longitudinal predictors of cyberbullying perpetration: Evidence from Korean middle school students. Personality and Individual Differences, 89, 172-176. https://doi.org/10.1016/j. paid.2015.10.019
Fuente de los datos: Dialnet