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Reação e regulação emocional de observadores a cenários de cyberbullying
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Resumo(s)
As novas Tecnologias de Informação e Comunicação (TIC) tornaram-se uma das
partes fulcrais do quotidiano da vida de grande parte dos indivíduos, especialmente dos
jovens, sendo que estes nasceram numa época em que as tecnologias lhes são acessíveis
desde cedo, convivendo com elas regularmente. As vantagens do uso das TIC são
inúmeras, contudo existem também diversas desvantagens e consequências negativas que
advêm da utilização indevida das mesmas, sobretudo o cyberbullying. Uma das
características do cyberbullying é o número ilimitado de observadores das agressões que
as TIC permitem alcançar, destacando a importância do impacto das intervenções dos
observadores na moderação de comportamentos agressivos. O presente estudo foca a
investigação do fenómeno do cyberbullying, na perspetiva dos observadores de cenários
de cyberbullying quanto às suas reações emocionais e as suas estratégias de regulação
emocional. Com recurso a uma entrevista semiestruturada, aplicada a estudantes do 8º
ano de escolaridade pertencentes a uma escola da região de Lisboa (N = 23), realizou-se
uma análise descritiva e exploratória das respostas de observadores de situações
hipotéticas de cyberbullying para responder às seguintes questões de investigação: (1)
Quais as reações emocionais de observadores a cenários de cyberbullying, (2) Quais as
estratégias de regulação emocional de observadores a cenários de cyberbullying. Os
resultados desta investigação indicam que os observadores experienciam
maioritariamente reações emocionais negativas e morais, e revelam uma maior tendência
para a utilização de estratégias de coping focadas no problema, na tentativa de ajudarem
a vítima e resolverem o problema.
Information and Communication Technologies (ICT) have become one of the central parts of the daily lives of many individuals, especially young people who were born at a time when technologies were accessible to them from an early age and, therefore, have lived with them regularly. The advantages of using technologies are numerous but there are also a number of disadvantages and negative consequences that arise from their misuse, such as cyberbullying. One of the characteristics of cyberbullying is the unlimited number of bystanders of the aggressions that technologies enable them to achieve. This highlights the importance of the impact of observer interventions in moderating aggressive behavior. This study focuses on investigating the phenomenon of cyberbullying from the perspective of bystanders of cyberbullying scenarios with regard to their emotional reactions and their strategies for emotional regulation. Using a semistructured interview, applied to 8th grade students from a school in the Lisbon region (N=23), a descriptive and exploratory analysis of bystanders’ responses to hypothetical cyberbullying situations was conducted to answer the following research questions: (1) What are the emotional reactions of bystanders to cyberbullying scenarios? (2) What are the emotion regulation strategies of bystanders to cyberbullying scenarios? The results of this research indicate that bystanders mostly experience negative and moral emotional reactions, and reveal a greater tendency to use problem-focused coping strategies in an attempt to help the victim and solve the problem.
Information and Communication Technologies (ICT) have become one of the central parts of the daily lives of many individuals, especially young people who were born at a time when technologies were accessible to them from an early age and, therefore, have lived with them regularly. The advantages of using technologies are numerous but there are also a number of disadvantages and negative consequences that arise from their misuse, such as cyberbullying. One of the characteristics of cyberbullying is the unlimited number of bystanders of the aggressions that technologies enable them to achieve. This highlights the importance of the impact of observer interventions in moderating aggressive behavior. This study focuses on investigating the phenomenon of cyberbullying from the perspective of bystanders of cyberbullying scenarios with regard to their emotional reactions and their strategies for emotional regulation. Using a semistructured interview, applied to 8th grade students from a school in the Lisbon region (N=23), a descriptive and exploratory analysis of bystanders’ responses to hypothetical cyberbullying situations was conducted to answer the following research questions: (1) What are the emotional reactions of bystanders to cyberbullying scenarios? (2) What are the emotion regulation strategies of bystanders to cyberbullying scenarios? The results of this research indicate that bystanders mostly experience negative and moral emotional reactions, and reveal a greater tendency to use problem-focused coping strategies in an attempt to help the victim and solve the problem.
Descrição
Tese de mestrado, Psicologia (Área de Especialização em Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2020
Palavras-chave
Cyberbullying Regulação emocional Estratégias de coping Teses de mestrado - 2020