A carregar...
Publicação
O descomprometimento moral nas reações dos alunos ao cyberbullying
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 896.22 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Nos últimos anos tem-se assistido a um crescimento exponencial do uso das tecnologias de informação e comunicação. Associado a este crescimento, assiste-se também ao aumento da violência entre pares online. Para além das vítimas e dos agressores que integram estes incidentes, existem os observadores que representam um papel fundamental nos fenómenos de cyberbullying, porque podem mudar o rumo das situações que observam. Ao intervirem, os observadores podem adotar três tipos de comportamentos: agressivos (incentivando o cyberbullying ou sendo agressivos como o agressor), passivos (ignorando a situação) ou pró-sociais (intervindo positivamente e minimizando as consequências nas vítimas). Este estudo pretendeu identificar os mecanismos de (des)comprometimento moral que motivam os adolescentes a adotar comportamentos passivos, agressivos e pró-sociais. Foram realizadas 29 entrevistas semiestruturadas a alunos do 7º, 8º e 9º ano de escolas de Lisboa e da ilha de São Miguel. Posteriormente foi realizada uma análise de conteúdo. Os resultados mostraram que os mecanismos de descomprometimento moral que motivaram os adolescentes a adotar comportamentos agressivos foram a Intervenção Condicionada; Justificação Moral; Deslocação de Responsabilidade; Linguagem Eufemística; Difusão da Culpa; Difusão da Responsabilidade e Atribuição da Culpa à Vítima. Já os mecanismos de descomprometimento moral que motivaram a adoção de comportamentos passivos foram a Deslocação da Responsabilidade, Intervenção Condicionada e Difusão da Culpa. Os mecanismos de comprometimento moral que motivaram os comportamentos pró-sociais foram a Responsabilidade de Intervenção; Consciencialização; Atribuição da Culpa ao Agressor; Perceção das Consequências; Respeito pela Vítima; Perceção Favorável da Vítima; Atribuição de Gravidade e Ausência de Justificação. Os resultados também evidenciaram mecanismos de comprometimento moral relacionados a comportamentos agressivos e passivos, assim como mecanismos de descomprometimento moral associados a comportamentos pró-sociais. Estes resultados permitem perspetivar programas de intervenção que promovam comportamentos pró-sociais focados no desenvolvimento de relações saudáveis e na aquisição de competências e estratégias de resolução de problemas.
In recent years, there has been an exponential growth in the use of information and communication technologies. Associated with this growth is an increase in peer-to-peer violence online. In addition to the victims and perpetrators that are part of these incidents, there are the bystanders who play a key role in cyberbullying phenomena because they can change the course of the situations they observe. When intervening, bystanders can adopt three types of behavior: aggressive (encouraging cyberbullying or being aggressive like the aggressor), passive (ignoring the situation) or pro-social (intervening positively and minimizing the consequences on the victims). This study aimed to identify the mechanisms of moral (dis)engagement that motivated adolescents to adopt passive, aggressive, and pro-social behavior. 29 semi-structured interviews were conducted with 7th, 8th and 9th grade students from schools in Lisbon and São Miguel Island. Subsequently, a content analysis was performed. The results showed that the mechanisms of moral disengagement that motivated adolescents to adopt aggressive behavior were Conditional Intervention; Moral Justification; Displacement of Responsibility; Euphemistic Language; Diffusion of Blame; Diffusion of Responsibility and Blaming the Victim. The mechanisms of moral disengagement that motivate the adoption of passive behaviors are Displacement of Responsibility, Conditional Intervention, and Diffusion of Blame. The moral engagement mechanisms that motivated pro-social behavior were Intervention Responsibility; Awareness; Blaming the Aggressor; Perception of Consequences; Respect for the Victim; Favorable Perception of the Victim; Attribution of Severity, and Absence of Justification. The results also uncovered mechanisms of moral engagement related to aggressive and passive behavior, as well as mechanisms of moral disengagement associated with pro-social behavior. These results provide insight into intervention programs that promote pro-social behavior focused on the development of healthy relationships and the acquisition of problem-solving skills and strategies.
In recent years, there has been an exponential growth in the use of information and communication technologies. Associated with this growth is an increase in peer-to-peer violence online. In addition to the victims and perpetrators that are part of these incidents, there are the bystanders who play a key role in cyberbullying phenomena because they can change the course of the situations they observe. When intervening, bystanders can adopt three types of behavior: aggressive (encouraging cyberbullying or being aggressive like the aggressor), passive (ignoring the situation) or pro-social (intervening positively and minimizing the consequences on the victims). This study aimed to identify the mechanisms of moral (dis)engagement that motivated adolescents to adopt passive, aggressive, and pro-social behavior. 29 semi-structured interviews were conducted with 7th, 8th and 9th grade students from schools in Lisbon and São Miguel Island. Subsequently, a content analysis was performed. The results showed that the mechanisms of moral disengagement that motivated adolescents to adopt aggressive behavior were Conditional Intervention; Moral Justification; Displacement of Responsibility; Euphemistic Language; Diffusion of Blame; Diffusion of Responsibility and Blaming the Victim. The mechanisms of moral disengagement that motivate the adoption of passive behaviors are Displacement of Responsibility, Conditional Intervention, and Diffusion of Blame. The moral engagement mechanisms that motivated pro-social behavior were Intervention Responsibility; Awareness; Blaming the Aggressor; Perception of Consequences; Respect for the Victim; Favorable Perception of the Victim; Attribution of Severity, and Absence of Justification. The results also uncovered mechanisms of moral engagement related to aggressive and passive behavior, as well as mechanisms of moral disengagement associated with pro-social behavior. These results provide insight into intervention programs that promote pro-social behavior focused on the development of healthy relationships and the acquisition of problem-solving skills and strategies.
Descrição
Dissertação de mestrado, Psicologia da Educação e Aconselhamento, 2023, Universidade de Lisboa, Faculdade de Psicologia
Palavras-chave
Cyberbullying Observador Adolescentes Descomprometimento moral Ensino básico (3º Ciclo) Dissertações de mestrado - 2023