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Cyberbullying e as reações emocionais dos adolescentes
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Com o avanço da tecnologia e o aumento da sua utilização, o cyberbullying tem vindo
a crescer com os adolescentes do século XXI. A Internet tem um grande impacto na forma
como os adolescentes comunicam, trabalham, aprendem, interagem socialmente e passam o
tempo. O presente estudo tem como principais objetivos identificar as emoções referidas
pelos observadores como tendo sido sentidas pelos próprios em situações de cyberbullying
com características diferentes e perceber se os adolescentes do sexo masculino reportam
emoções distintas das do sexo feminino em situações de cyberbullying com características
diferentes. O jogo sério Com@Viver foi aplicado a alunos do 7º, 8º e 9º anos de diversas
escolas do centro de Portugal (N = 209). Com os dados recolhidos, realizou-se uma análise
descritiva e exploratória das reações emocionais de observadores de situações hipotéticas de
cyberbullying. Os resultados desta investigação indicam que os observadores
experienciaram maioritariamente reações emocionais desagradáveis, mas que alguns
adolescentes observadores, principalmente do sexo masculino, sentiram emoções agradáveis
perante algumas situações de cyberbullying.
With the advance of technology and the increase of its use, cyberbullying has grown with teenagers in the 21st century. The Internet has a huge impact on how teenagers communicate, process, learn, socially interact and spend time. This study aims to identify what emotions are reported as being felt by bystanders in cyberbullying situations with different characteristics and understand if male adolescents report different emotions than females in cyberbullying situations with different characteristics. The serious game Com@Viver was applied to 7th, 8th and 9th grade students from several schools in central Portugal (N = 209). From the collected data, a descriptive and exploratory analysis of the emotional reactions of bystanders to hypothetical cyberbullying situations was carried out. The results of this investigation indicate that bystanders experienced mostly unpleasant emotional reactions, but that some observer adolescents, mainly males, felt pleasant emotions towards some cyberbullying situations.
With the advance of technology and the increase of its use, cyberbullying has grown with teenagers in the 21st century. The Internet has a huge impact on how teenagers communicate, process, learn, socially interact and spend time. This study aims to identify what emotions are reported as being felt by bystanders in cyberbullying situations with different characteristics and understand if male adolescents report different emotions than females in cyberbullying situations with different characteristics. The serious game Com@Viver was applied to 7th, 8th and 9th grade students from several schools in central Portugal (N = 209). From the collected data, a descriptive and exploratory analysis of the emotional reactions of bystanders to hypothetical cyberbullying situations was carried out. The results of this investigation indicate that bystanders experienced mostly unpleasant emotional reactions, but that some observer adolescents, mainly males, felt pleasant emotions towards some cyberbullying situations.
Descrição
Dissertação de mestrado, Psicologia (Área de especialização em Psicologia da Educação e Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2021
Palavras-chave
Cyberbullying Emoções Adolescentes Auto-regulação Dissertações de mestrado - 2021