Motivos del discurso de odio en la adolescencia y su relación con las normas sociales

Adolescents’ motivations to perpetrate hate speech and links with social norms

 Sebastian Wachs, Potsdam (Alemania)

 Alexander WeJEtstein, Berna (Suiza)

 Ludwig Bilz, Senftenberg (Alemania)

 Manuel Gámez-Guadix, Madrid (España)

https://doi.org/10.3916/C71-2022-01

Palabras clave

Discurso de odio, ciberodio, motivos, normas sociales, normas cautelares, presión de los pares

Resumen

El discurso de odio se ha convertido en un fenómeno generalizado. Sin embargo, todavía no está claro por qué los adolescentes se involucran en el discurso de odio y qué factores están asociados con las motivaciones para perpetrarlo. Con esta finalidad, desarrollamos una medida multidimensional, la «Escala de Motivaciones para Perpetrar Discurso de Odio» (MHATE), y evaluamos sus propiedades psicométricas. Asimismo, investigamos las asociaciones entre las normas sociales y las motivaciones para participar en el discurso de odio. La muestra estuvo compuesta por 346 adolescentes suizos (54,6% chicos; Medad=14; DT=0,96) que informaron haber perpetrado discurso de odio. Los análisis revelaron buenas propiedades psicométricas de MHATE, incluyendo adecuada consistencia interna. La subescala con mayor frecuencia fue venganza, seguida de las de ideología, conformidad con el grupo, mejora del estatus, regocijo y poder. Las normas descriptivas y la presión de iguales estuvieron relacionadas con varias motivaciones para perpetrar discurso de odio. Las normas prescriptivas, sin embargo, solo se asociaron con el poder. En conclusión, los hallazgos indican que el discurso de odio cumple varias funciones. Conocer las motivaciones específicas para el discurso de odio ayuda a derivar estrategias de intervención individualmente adaptadas (ej., manejo de la ira, promover un clima escolar inclusivo). Además, sugerimos que los profesionales que trabajan en la prevención del discurso de odio presten especial atención a las normas sociales que rodean a los adolescentes.

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Fundref

Esta investigación fue financiada por the German Research Foundation (DFG), número de proyecto WA 4275/2-1, BI 1046/9-1 y la University of Teacher Education Bern, número de proyecto 19s 0008 01.

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Ficha técnica

Recibido: 22-09-2021

Revisado: 09-11-2021

Aceptado: 03-12-2021

OnlineFirst: 01-02-2022

Fecha publicación: 01-04-2022

Tiempo de revisión del artículo : 48 (en días) | Media de tiempo de revisión de los manuscritos del número 71: 45 (en días)

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