Te@ch4SocialGood: promoting prosociality in schools to prevent cyberbullying

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Publications

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

Publication . Ferreira, Paula; Barros, Alexandra; Pereira, Nádia Salgado; Marques-Pinto, A.; Veiga Simão, Ana

The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers’ productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage=51.05, SD=7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher’s productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers’ burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

2021-10-21Journal article

Open access

How beliefs and unpleasant emotions direct cyberbullying intentions

Publication . Ferreira, Paula; Veiga Simão, Ana; Martinho, Vitor; Pereira, Nádia Salgado

This study aims to investigate the role of emotions and beliefs of perceived severity about cyberbullying behavior in the relationship between bystanders’ personal moral beliefs and their behavioral intentions in cyberbullying. A group of 402 fifth to twelfth graders (Mage ¼ 13.12; SD ¼ 2.19; 55.7% were girls) participated and we ran exploratory factorial analyses of the instruments. A group of 676 fifth to twelfth grade students (Mage ¼ 14.10; SD ¼ 2.74; 55.5% were boys) participated and we performed confirmatory factor analyses. A group of middle school students (N ¼ 397; Mage ¼ 13.88 years; SD ¼ 1.45; 55.5% girls) participated and we ran the final analyses aimed to test the research hypotheses. Results from self-report measures showed that unpleasant emotions mediated personal moral beliefs and adolescent bystanders’ intentions to help cybervictims. Normative beliefs of severity mediated the relation between personal moral beliefs and intentions to cyberbully others.

2022-12Journal article

Open access

Com@Viver Sem (Cyber)Bullying: referencial de formação

Publication . Veiga Simão, Ana; Ferreira, Paula; Salgado Pereira, Nádia; Oliveira, Sofia; D. Martins, Maria José; Cardoso, Andreia; Francisco, Sofia

O e-book Com@Viver Sem (Cyber)Bullying: referencial de formação tem um enfoque nos fenómenos da violência entre pares em meio educativo numa perspetiva essencialmente educativa e preventiva. Constitui-se como guia para a gestão da convivência escolar no dia a dia, que fornece fundamentos teóricos, sugestões e procedimentos aos formadores para prevenir problemas de violência escolar, bullying e cyberbullying, entre outros. Desta forma, o presente e-book é um guia prático que foi elaborado no âmbito do projeto Te@ch4SocialGood: promover a pro-socialidade nas escolas para prevenir o cyberbullying.

2024Book

Open access

Pro(f)Social: A Serious Game to Counter Cyberbullying

Publication . Pereira, Nádia Salgado; Ferreira, Paula; Francisco, Sofia; Veiga Simão, Ana

This 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.

2023Book part

Restricted access

Com@Viver sem (cyber)bullying: Um guia para trabalhar com crianças e jovens