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- Com@Viver sem (cyber)bullying: Um guia para trabalhar com crianças e jovensPublication . Veiga Simão, Ana; Ferreira, Paula; Salgado Pereira, Nádia; Oliveira, Sofia; Francisco, Sofia; Gomes, Sónia
- University students perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practicePublication . Souza, Sidclay B.; Veiga Simão, Ana; Ferreira, Aristides I.; Ferreira, PaulaThis study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psychosocial Campus Climate Inventory. Moderation analyses revealed that the relationship between being a victim and being an aggressor of cyberbullying was influenced by variables of the psychosocial campus climate and cultural aspects. Student victims from Brazil showed a significant tendency to become aggressors, independently of their level of newcomer adjustment and feelings of well-being, whereas the victims from Portugal tended to break the cycle between being a victim and being an aggressor. Implications for future research, preventive practices and university policies are discussed.
- Automatic cyberbullying detection: A systematic reviewPublication . Rosa, Hugo; Salgado Pereira, Nádia; Ribeiro, Ricardo; Ferreira, Paula; Carvalho, Joao P.; Oliveira, Sofia; Coheur, Luisa; Paulino, Paula; Veiga Simão, Ana; Trancoso, IsabelAutomatic cyberbullying detection is a task of growing interest, particularly in the Natural Language Processing and Machine Learning communities. Not only is it challenging, but it is also a relevant need given how social networks have become a vital part of individuals' lives and how dire the consequences of cyberbullying can be, especially among adolescents. In this work, we conduct an in-depth analysis of 22 studies on automatic cyberbullying detection, complemented by an experiment to validate current practices through the analysis of two datasets. Results indicated that cyberbullying is often misrepresented in the literature, leading to inaccurate systems that would have little real-world application. Criteria concerning cyberbullying definitions and other methodological concerns seem to be often dismissed. Additionally, there is no uniformity regarding the methodology to evaluate said systems and the natural imbalance of datasets remains an issue. This paper aims to direct future research on the subject towards a viewpoint that is more coherent with the definition and representation of the phenomenon, so that future systems can have a practical and impactful application. Recommendations on future works are also made.
- Cyber-victimization and cyber-aggression: Personal and situational factorsPublication . D. Martins, Maria José; Veiga Simão, Ana; Caetano, Ana; Freire, Isabel; Matos, Armanda; Vieira, Cristina; Pessoa, Teresa; Amado, JoãoThis chapter review some of the principal personal and situational factors established through recent international research that contribute to explain the phenomenon of cyber-victimization and cyber-aggression among adolescents, as well as its relations with socio-demographic variables (age, sex, grade level). Personal factors, like emotions, motives, normative beliefs, and moral disengagement were discussed jointly with situational factors, as the role of peers, friends, school and family environments, in addition to the possible interactions of these variables on cyber-bullying. The chapter ends with a discussion of future directions about the research on this phenomenon, namely in what concern educational programs that can use digital technology to help adolescents, schools and families to deal with cyber-bullying.
- Pro(f)Social: A Serious Game to Counter CyberbullyingPublication . Pereira, Nádia Salgado; Ferreira, Paula; Francisco, Sofia; Veiga Simão, AnaThis study proposes to present the design and face validity of a serious game prototype, Pro(f)Social, as part of a blended learning teacher training program based on social-emotional ethical learning to promote pro-social behavior and well-being among children, through changes in teachers’ emotion regulation and moral involvement with cyberbullying and their social-emotional competence to deal with the phenomenon. Teachers are often unaware of aggressive acts among their students, and even when they are, many consider that they are not responsible for resolving cyberbullying issues. Therefore, it is fundamental to develop resources based on human-machine collaboration to attain several milestones in designing serious games to prevent and intervene in cyberbullying by providing teachers with know-how through interactive training with artificial intelligence. The game presented, along with its face validity (n = 290 units for content analysis), offer technology professionals the necessary knowledge to develop future interventions to counter cyberbullying.
- Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than wordsPublication . Ferreira, Paula; Veiga Simão, Ana; Ferreira, Aristides I.; Souza, Sidclay B.; Francisco, SofiaThis study aims to investigate whether student bystander interventions can influence the relationship between being a bystander of a cyberbullying incident and being the victim or the aggressor. Another aim is to understand the specific behavior presented by students bystanders, namely whether they noticed incidents of cyberbullying and interpreted these events as an emergency and which actions they determined as being appropriate in providing assistance. Following a cross-cultural perspective to reach these aims, a total of 788 Portuguese and Brazilian college students answered to the Cyberbullying Inventory for College Students. Moderation analysis revealed that intervening moderated the relationship between being the bystander of cyberbullying and being the victim and/or aggressor. A three-way interaction showed that this relationship was stronger in Brazilian students, revealing that the bystanders who were inactive were more likely to also become a victim or an aggressor themselves, whereas those who intervened were less likely to become a victim or an aggressor. Implications for future research and interventive action are discussed.
- Online verbal aggression, social relationships, and self-efficacy beliefsPublication . Ferreira, Paula; Veiga Simão, Ana; Pereira, Nádia Salgado; Paulino, Paula; Oliveira, SofiaThis study aims to understand whether the relationships adolescent bystanders of cyberbullying have with the victim and other bystanders and their self-efficacy beliefs may affect their use of aggressive language online. Students (676, Mage=14.10, SD=2.74, 55.5% male) answered questions about social media use, self-efficacy to solve cyberbullying situations, interpersonal relationships, and their use of verbal aggression to communicate online. Through structural equation modeling, results demonstrated that having a relationship with the victim or other bystanders mediated the relationship between observing cyberbullying behavior and bystanders’ use of aggressive language online. The effect of observing cyberbullying behavior through having a relationship with the victim or other bystanders was lower than its direct effect on adolescent bystanders’ use of aggressive language. Self-efficacy beliefs mediated the relationship between having a relationship with the victim and other bystanders and adolescents’ use of aggressive language online. Implications for intervention in interpersonal communication online are proposed.
- O cyberbullying em contexto universitário do Brasil e Portugal: Vitimização, emoções associadas e estratégias de enfrentamentoPublication . Souza, Sidclay B.; Veiga Simão, Ana; Ferreira, Paula; Paulino, Paula; Francisco, SofiaO presente artigo buscou, por um lado, descrever como os estudantes universitários do Brasil e de Portugal experienciaram situações de cyberbullying no papel de vítimas, considerando-se algumas variáveis sociodemográficas, bem como analisar se existiam diferenças significativas em função do contexto relativamente aos comportamentos de vitimização, as emoções e as estratégias utilizadas pelas vítimas do Brasil e de Portugal. Buscando atender aos objetivos da investigação, 1340 estudantes universitários (Brasil: n = 592; Portugal: n = 748) responderam ao Questionário do Cyberbullying para o Ensino Superior (QCES). As análises realizadas permitiram verificar que uma percentagem de 44.6% dos participantes brasileiros e 43.0% dos participantes portugueses foram vítimas de cyberbullying em algum momento da vida e algumas diferenças foram encontradas no que diz respeito aos comportamentos de vitimização, as emoções das vítimas e as estratégias de enfrentamento utilizadas pelas vítimas de cada país. Os resultados são discutidos, algumas limitações são consideradas e são apresentadas algumas implicações que sugerem a importância do desenvolvimento sistêmico de programas de prevenção e intervenção nos contextos universitários.
- Prosociality in Cyberspace: Developing Emotion and Behavioral Regulation to Decrease Aggressive CommunicationPublication . Veiga Simão, Ana; Ferreira, Paula; Pereira, Nádia Salgado; Oliveira, Sofia; Paulino, Paula; Rosa, Hugo; Ribeiro, Ricardo; Coheur, Luisa; Carvalho, Joao P.; Trancoso, IsabelDifferent forms of verbal aggression are often present in cyberbullying, which may impair executive function skills that enable the regulation of emotions and behavior. Emotion and behavioral regulation has been associated with better social adjustment and more positive interactions between peers. This study aimed to understand if fostering emotion and behavioral regulation strategies could decrease aggressive communication. A quasi-experimental longitudinal design, based on a Twitter client mobile application, with pre-posttest measures was used. For the application, we explored different machine learning approaches, including computational intelligence methods. Multilevel linear modeling and frequency analyses were performed. A convenience sample of 218 adolescents (M age=14.67, SD=0.84, 53% female) participated in the study. Results suggest that a Twitter client mobile application intervention based on emotion and behavioral regulation strategies may help decrease adolescents’ aggressive communication. Moreover, female and male participants who used the digital application tended to present distinct trajectories over time with regard to searching for information concerning prosocial behavior. These findings suggest that digital tools resorting to emotion and behavioral regulation strategies may be effective in reducing an aggressive communication style amongst adolescents, and consequently, promote resource seeking to engage in prosociality. These results can be significant for the design of intervention programs against cyberbullying.
- Cyber-Victimization and Cyber-Aggression among Portuguese Adolescents: The Relation to Family Support and Family RulesPublication . Martins, Maria José D.; Veiga Simão, Ana; Freire, Isabel; Caetano, Ana; Matos, ArmandaThis study aims to clarify how the quality of the family environment is related to the involvement in cyberbullying behaviors, either as a cyber-victim or as a cyber-aggressor, via a cross-sectional research design. With this purpose a diagnostic questionnaire with questions about both the quality of family environment and cyberbullying was conceived and administered to 3525 adolescents attending 6th, 8th and 11th grades at several schools in Portugal. The results suggested that two family aspects seem to be equally important in protection against cyberbullying: perception of family support and perception of rules within the family. A hierarchical regression analysis reveals that lack of family support is more predictive of cyber-victimization and that a lack of family rules is more predictive of cyber-aggression. The authors discuss the implications for the well-being of adolescents, as well as the challenges that parents face in the supervision of adolescents' use of digital technologies.