Palavras chave
Ciberódio, competências socioemocionais e morais, empatia, confinamento, educação primária, COVID-19
Resumo
A pandemia da COVID-19 provocou uma grande crise em inúmeras esferas sociais, principalmente entre as crianças, devido ao fechamento de escolas em centenas de países. O confinamento resultou em aulas ministradas exclusivamente online, o que poderia ter levado a uma maior participação em comportamentos antissociais online, como o ódio cibernético ou ciberódio. Esta investigação tem como objetivo conhecer o impacto do confinamento no ciberódio em crianças do ensino básico e analisar o papel das competências sociais, emocionais e morais como fator de proteção. O estudo foi realizado com 792 alunos do ensino fundamental (Mage=10,81, SD=0,85) de Cuenca (Equador). Foi utilizado um questionário com foco nas escalas de ódio cibernético, competências sociais e emocionais, empatia e emoções morais. Foi realizado um estudo quantitativo com delineamento longitudinal com duas rodadas de coleta de dados separadas por um intervalo de cinco meses. Os resultados mostraram que o ciberódio total e suas dimensões, perpetração e propagação, aumentaram longitudinalmente. O ciberódio entre esses participantes poderia ser previsto, após cinco meses de confinamento, por ser do sexo masculino, estar no último ano escolar, frequentar uma escola estadual e obter pontuações baixas em emoções morais. Os efeitos do confinamento destacaram a importância das relações sociais face a face, o que tem implicações interessantes sobre a importância da escola no desenvolvimento de competências sociais, emocionais e morais que promovem a convivência e o respeito à diversidade.
Referências
Álamo, M., Llorent, V.J., Nasaescu, E., & Zych, I. (2020). Validación de la Escala de Emociones Morales en adolescentes. In V. Llorent & V. Cobano-Delgado (Eds.), Congreso Internacional de Transferencia de Conocimientos y Sensibilización Social. Islam y paz a través de voces musulmanas (pp. 16-20). Grupo de Investigación de Educación Comparada de Sevilla. https://bit.ly/3zaXzAy
Link Google Scholar
Allemand, M., Steiger, A.E., & Fend, H.A. (2015). Empathy development in adolescence predicts social competencies in adulthood. Journal of Personality, 83(2), 229- 241. https://doi.org/10.1111/jopy.12098
Link DOI | Link Google Scholar
Bachman, J.G., O'Malley, P.M., Schulenberg, J.E., Johnston, L.D., Freedman-Doan, P., & Messersmith, E.E. (2008). The education-drug use connection: How successes and failures in school relate to adolescent smoking, drinking, drug use, and delinquency. Psychology Press. https://doi.org/10.4324/9780203809709
Link DOI | Link Google Scholar
Bedrosova, M., Machackova, H., Šerek, J., Smahel, D., & Blaya, C. (2022). The relation between the cyberhate and cyberbullying experiences of adolescents in the Czech Republic, Poland, and Slovakia. Computers in Human Behavior, 126(107013), 1-13. https://doi.org/10.1016/j.chb.2021.107013
Link DOI | Link Google Scholar
Blaya, C., Audrin, C., & Skrzypiec, G. (2020). School bullying, perpetration, and cyberhate: Overlapping issues. Contemporary School Psychology, 26(1) 341-349. https://doi.org/10.1007/s40688-020-00318-5
Link DOI | Link Google Scholar
Campos, C., Pasion, R., Azeredo, A., Ramião, E., Mazer, P., Macedo, I., & Barbosa, F. (2022). Refining the link between psychopathy, antisocial behavior, and empathy: A meta-analytical approach across different conceptual frameworks. Clinical Psychology Review, 94(102145), 1-26. https://doi.org/10.1016/j.cpr.2022.102145
Link DOI | Link Google Scholar
Caurín, C., Morales, A.J., & Fontana, M. (2019). Convivencia en el ámbito educativo: Aplicación de un programa basado en la empatía, la educación emocional y la resolución de conflictos en un instituto español de enseñanza secundaria. Cuestiones Pedagógicas, 27(6), 97-112. https://doi.org/10.12795/CP.2018.i27.06
Link DOI | Link Google Scholar
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2012). 2012 CASEL guide: Effective social and emotional learning programs: Secondary school edition. Plateau. https://bit.ly/3IpQYZi
Link Google Scholar
Delprato, M., & Antequera, G. (2021). Public and private school efficiency and equity in Latin America: New evidence based on PISA for development. International Journal of Educational Development, 84(102404), 1-13. https://doi.org/10.1016/j.ijedudev.2021.102404
Link DOI | Link Google Scholar
Farrington, D. (2020). Childhood risk factors for criminal career duration: Comparisons with prevalence, onset, frequency and recidivism. Criminal Behaviour and Mental Health, 30(4), 159-171. https://doi.org/10.1002/cbm.2155
Link DOI | Link Google Scholar
Ferrera, E., Cresci, S., & Luceri, L. (2020). Misinformation, manipulation, and abuse on social media in the era of COVID-19. Journal of Computational Social Science, 3(2), 271-277. https://doi.org/10.1007/s42001-020-00094-5
Link DOI | Link Google Scholar
Gaffney, H., Ttofi, M., & Farrington, D. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133. https://doi.org/10.1016/j.avb.2018.07.001
Link DOI | Link Google Scholar
Garaigordobil, M., Martínez, V., Páez, D., & Cardozo, G. (2015). Bullying y cyberbulling: diferencias entre colegios públicos-privados y religiosos-laicos. Pensamiento Psicológico, 13(1), 39-52. https://doi.org/10.11144/Javerianacali.PPSI131.bcdc
Link DOI | Link Google Scholar
Haidt, J. (2003). Elevation and the positive psychology of morality. In C. L. M. Keyes & J. Haidt (Eds.) Flourishing: Positive psychology and the life well-lived (pp. 275-289). Association Psychological Association. https://doi.org/10.1037/10594-012
Link DOI | Link Google Scholar
Hawdon, J., Oksanen, A., & Räsänen, P. (2017). Exposure to online hate in four nations: A cross-national consideration. Deviant Behaviour, 38(3), 254-266. https://doi.org/10.1080/01639625.2016.1196985
Link DOI | Link Google Scholar
International Telecommunications Union [ITU]. (2021). Global Cybersecurity Index 2020. ITU Publications. https://bit.ly/3XM8ay3
Link Google Scholar
Isik, U., Tahir, O., Meeter, M., Heymans, M., Jansma, E., Croiset, G., & Kusurkar, R.A. (2018). Factors influencing academic motivation of ethnic minority students: A review. SAGE Open, 8(2), 1-23. https://doi.org/10.1177/2158244018785412
Link DOI | Link Google Scholar
Jaggers, J.W., Robison, S.B., Rhodes, J.L.F., Guan, X., & Church, W.T. (2016). Predicting adult criminality among Louisiana's urban youth: Poverty, academic risk, and delinquency. Journal of the Society for Social Work and Research, 7(1), 89-116. https://doi.org/10.1086/685089
Link DOI | Link Google Scholar
Johnson, N., Leahy, R., Restrepo, N., Velasquez, N., Zheng, M., Manrique, P., Devkota, P., & Wuchty, S. (2019). Hidden resilience and adaptive dynamics of the global online hate ecology. Nature, 573, 261-265. https://doi.org/10.1038/s41586-019-1494-7
Link DOI | Link Google Scholar
Jolliffe, D., & Farrington, D.P. (2004). Empathy and offending: A systematic review and meta-analysis. Aggression and Violent Behavior, 9(5), 441-476. https://doi.org/10.1016/j.avb.2003.03.001
Link DOI | Link Google Scholar
Jolliffe, D., & Farrington, D.P. (2006). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29(4), 589-611. https://doi.org/10.1016/j.adolescence.2005.08.010
Link DOI | Link Google Scholar
Kansok-Dusche, J., Ballaschk, C., Krause, N., Zeißig, A., Seemann-Herz, L., Wachs, S., & Bilz, L. (2022). A systematic review on hate speech among children and adolescents: Definitions, prevalence, and overlap with related phenomena. Trauma, Violence and Abuse, 1-18. https://doi.org/10.1177/15248380221108070
Link DOI | Link Google Scholar
Keipi, T., Koiranen, I., Koivula, A., & Räsänen, P. (2018). Assessing the social media landscape: Online relational use-purposes and life satisfaction among Finns. First Monday, 23(1). https://doi.org/10.5210/fm.v23i1.8128
Link DOI | Link Google Scholar
Kroll, J., & Egan, E. (2004). Psychiatry, moral worry, and the moral emotions. Journal of Psychiatric Practice, 10(6), 352-360. https://doi.org/10.1097/00131746-200411000-00003
Link DOI | Link Google Scholar
Mazzone, A., Yanagida, T., Caravita, S.C.S., & Strohmeier, D. (2018). Moral emotions and moral disengagement: concurrent and longitudinal associations with aggressive behavior among early adolescents. The Journal of Early Adolescence, 39(6), 839-863. https://doi.org/10.1177/0272431618791276
Link DOI | Link Google Scholar
Näsi, M., Oksanen, A., Keipi, T., & Räsänen, P. (2015). Cybercrime victimization among young people: a multi-nation study. Journal of Scandinavian Studies in Criminology and Crime Prevention, 16(2), 203-210. https://doi.org/10.1080/14043858.2015.1046640
Link DOI | Link Google Scholar
Obermaier, M., & Schmuck, D. (2022). Youths as targets: factors of online hate speech victimization among adolescents and young adults. Journal of Computer-Mediated Communication, 27(4), 1-10. https://doi.org/10.1093/jcmc/zmac012
Link DOI | Link Google Scholar
Polanin, J., Espelage, D., Grotpeter, J., Ingram, K., Michaelson, L., Spinney, E., Valido, A., Sheikh, A., Torgal, C., & Robinson, L. (2022). A systematic review and meta-analysis of interventions to decrease cyberbullying perpetration and victimization. Prevention Science: The Official Journal of the Society for Prevention Research, 23(3), 439-454. https://doi.org/10.1007/s11121-021-01259-y
Link DOI | Link Google Scholar
Rodríguez-Álvarez, J.M., Navarro, R., & Yubero, S. (2022). Bullying/Cyberbullying en quinto y sexto curso de Educación Primaria: Diferencias entre Contextos Rurales y Urbanos. Psicología Educativa, 28(2), 117-126. https://doi.org/10.5093/psed2021a18
Link DOI | Link Google Scholar
Shollenberger, T. (2015). Racial disparities in school suspension and subsequent outcomes: Evidence from the National Longitudinal Survey of Youth 1997. In J. Losen (Ed.), Closing the school discipline gap: Research for policymakers (pp. 31-43). Teachers College Press. https://bit.ly/3Wh1nMu
Link Google Scholar
Stassart, C., Wagener, A., & Etienne, A.M. (2021). Parents’ perceived impact of the societal lockdown of COVID-19 on family well-being and on the emotional and behavioral state of Walloon Belgian children aged 4 to 13 years: An exploratory study. Psychologica Belgica, 61(1), 186-199. https://doi.org/10.5334/pb.1059
Link DOI | Link Google Scholar
UNESCO (Ed.) (2020). COVID-19 and its implications for protecting children online. April 2020. https://bit.ly/3I0VVr6
Link Google Scholar
UNESCO (Ed.) (2022). Educación: del cierre de la escuela a la recuperación. https://bit.ly/3CRzd27
Link Google Scholar
Villadangos, J., Errasti, J., Amigo, I., Jolliffe, D., & García-Cueto, E. (2016). Characteristics of empathy in young people measured by the Spanish validation of the Basic Empathy Scale. Psicothema, 28(3), 323–329. https://doi.org/10.7334/psicothema2016.6
Link DOI | Link Google Scholar
Wachs, S., & Wright, M. (2018). Asociaciones entre espectadores y perpetradores del odio en línea: el papel moderador de la desinhibición tóxica en línea. Revista Internacional de Investigación Ambiental y Salud Pública, 15(9), 2030-2039. https://doi.org/10.3390/ijerph15092030
Link DOI | Link Google Scholar
Wachs, S., Gámez-Guadix M., & Wright M. (2022). Victimización por discurso de odio y síntomas depresivos en adolescentes: el papel protector de la resiliencia. Ciberpsicología, Comportamiento y Redes Sociales, 25(7), 416-423. https://doi.org/10.1089/cyber.2022.0009
Link DOI | Link Google Scholar
Windisch, S., Wiedlitzka, S., Olaghere, A., & Jenaway, E. (2022). Online interventions for reducing hate speech and cyberhate: A systematic review. Campbell Systematic Reviews, 18(2), 1-25. https://doi.org/10.1002/cl2.1243
Link DOI | Link Google Scholar
Wright, M.F., Wachs, S., & Gámez-Guadix, M. (2021). Youths’ coping with cyberhate: Roles of parental mediation and family support. [Jóvenes ante el ciberodio: El rol de la mediación parental y el apoyo familiar]. Comunicar, 67, 21-33. https://doi.org/10.3916/C67-2021-02
Link DOI | Link Google Scholar
Yang, C., Chan, M. K., & Ma, T. L. (2020). School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools. Journal of School Psychology, 82, 49-69. https://doi.org/10.1016/j.jsp.2020.08.002
Link DOI | Link Google Scholar
Zych, I., Espejo-Siles, R., Rodríguez-Ruiz, J., Marín-López, I., Llorent, V. J., & Oksanen, A. (In Press). The Cordoba Cyberhate Questionnaire: A validation study with a representative sample of Spanish adolescents.
Link Google Scholar
Zych, I., Ortega-Ruiz, R., Muñoz-Morales, R., & Llorent, V. J. (2018). Dimensions and psychometric properties of the Social and Emotional Competencies Questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicología, 50(2), 98-106. https://doi.org/10.14349/rlp.2018.v50.n2.3
Link DOI | Link Google Scholar
Fundref

Technical information
Recebido: 12-01-2023
Revisado: 06-02-2023
Aceite: 02-05-2023
OnlineFirst: 30-06-2023
Data de publicação: 01-10-2023
Tempo de revisão do artigo: 25 dias | Tempo médio de revisão do número 77: 31 dias
Tempo de aceitação do artigo: 109 dias | Tempo médio de aceitação do número 77: 75 dias
Tempo de edição da pré-impressão: 216 dias | Tempo médio de edição pré-impressão do número 77: 182 dias
Tempo de processamento do artigo: 261 dias | Tempo médio de processamento do número 77: 227 dias
Métricas
Métricas deste artigo
Vistas: 56058
Leituras dos resumos: 55395
Descargas em PDF: 663
Métricas completas do Comunicar 77
Vistas: 459519
Leituras dos resumos: 446531
Descargas em PDF: 12988
Citado por
Citas em Web of Science
Actualmente não há citações a este documento
Citas em Scopus
Actualmente não há citações a este documento
Citas em Google Scholar
Actualmente não há citações a este documento