A carregar...
Publicação
O papel das emoções na relação entre crenças morais e intenções comportamentais em situações de cyberbullying
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 726.91 KB | Adobe PDF |
Autores
Resumo(s)
O estudo aborda a fenómeno social cyberbullying, um fenómeno, que tem um impacto psicossocial nos adolescentes e que interfere nos comportamentos de agressão entre pares. A presente investigação pretende analisar duas questões, nomeadamente, (1) perceber o papel mediador das emoções na relação entre as crenças morais pessoais dos adolescentes que presenciam incidentes de cyberbullying (observadores), e as suas intenções de ajudar a vítima; (2) perceber se as crenças normativas de gravidade medeiam a relação entre as crenças morais pessoais e as suas intenções de agredir. Foram aplicados vários questionários do Inventário de Incidentes Observados de Cyberbullying – IIOC a alunos do 3º ciclo (N = 402), a amostra foi relativamente equilibrada (55.5% de raparigas), sendo a idade média de 14 anos. Através de uma análise de equações estruturais, concluiu-se que as emoções medeiam as crenças morais pessoais e a intenção de ajuda às vítimas dos adolescentes observadores, em situação de cyberbullying. Quanto às crenças normativas de gravidade, concluiu-se que estas medeiam a relação entre as crenças morais pessoais e a intenção de agredir. Estes resultados permitem ajudar a desenvolver programas de intervenção que ensinam adolescentes a desenvolver competências socioemocionais como meio para prevenir o cyberbullying.
This study addresses the social phenomenon of cyberbullying, which has a psychosocial impact on adolescents and interferes with aggressive behavior between peers. The present research intends to analyze two questions, namely: (1) to understand the mediating role of emotions in the relationship between the personal moral beliefs of adolescents who witness incidents of cyberbullying and their intentions to help the victim; (2) whether normative beliefs of gravity mediate the relationship between personal moral beliefs and their intentions to cyberbully others in the future. Several questionnaires from the Inventory of Observed Incidents of Cyberbullying were applied to middle school students (N = 402), the sample was relatively balanced (55.5% of girls), with the mean age being 14 years.. Through structural equation modeling, results showed that negative emotions mediated personal moral beliefs and adolescent observers’ intentions to help the victims in cyberbullying situations. As for the normative beliefs of gravity, results showed that these mediated the relation between personal moral beliefs and the intentions to cyberbully others in the future. These results offer insights to develop intervention programs that teach adolescents to develop socio emotional skills as a means to prevent cyberbullying.
This study addresses the social phenomenon of cyberbullying, which has a psychosocial impact on adolescents and interferes with aggressive behavior between peers. The present research intends to analyze two questions, namely: (1) to understand the mediating role of emotions in the relationship between the personal moral beliefs of adolescents who witness incidents of cyberbullying and their intentions to help the victim; (2) whether normative beliefs of gravity mediate the relationship between personal moral beliefs and their intentions to cyberbully others in the future. Several questionnaires from the Inventory of Observed Incidents of Cyberbullying were applied to middle school students (N = 402), the sample was relatively balanced (55.5% of girls), with the mean age being 14 years.. Through structural equation modeling, results showed that negative emotions mediated personal moral beliefs and adolescent observers’ intentions to help the victims in cyberbullying situations. As for the normative beliefs of gravity, results showed that these mediated the relation between personal moral beliefs and the intentions to cyberbully others in the future. These results offer insights to develop intervention programs that teach adolescents to develop socio emotional skills as a means to prevent cyberbullying.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Cyberbullying Crenças normativas Emoções Teses de mestrado - 2018