La actitud de los progenitores ante el ciberbullying que viven sus hijos e hijas

Nekane Larranaga; Gemma Martínez-Fernández; Rubén Olveira Araujo; Carmelo Garitaonandia

doi:10.30827/relieve.v28i2.24075

Authors

Nekane Larranaga University of the Basque Country (UPV/EHU), Spain https://orcid.org/0000-0002-8062-3544
Gemma Martínez-Fernández University of the Basque Country (UPV/EHU), Spain https://orcid.org/0000-0001-6463-4238
Rubén Olveira Araujo University of the Basque Country (UPV/EHU), Spain https://orcid.org/0000-0003-4797-8746
Carmelo Garitaonandia University of the Basque Country (UPV/EHU), Spain https://orcid.org/0000-0003-1662-4566

DOI:

https://doi.org/10.30827/relieve.v28i2.24075

Keywords:

cyberbullying, children, parental mediation, internet

Abstract

Online risk situations faced by children have been extensively studied from a child perspective, while research is scarcer from a parental perspective. This article aims to understand what knowledge parents have regarding online situations with unpleasant consequences as cyberbullying. It also explores how parents react to these situations and what factors of the socio-familial context may influence their perceptions and reactions. The analysis is based on the results of a survey to families of Spain, carried out in 2019, on a nationally representative sample of 850 parents with children between 9-17 years old. The results showed that from the families' perspective, cyberbullying situations to which their children are exposed are not frequent; the vast majority of fathers and mothers do not perceive it in their children. A 44% of parents have the perception that their children are able to cope with unpleasant situations, and this correlates to the age of the child, being higher in adolescents. An 83% of parents feel very able to help their children to cope with upsetting situations. Parent´s awareness of cyberbullying is related to family conflict situations they experience with their children. Higher levels of reverse mediation are observed among adolescents, who report more unpleasant situations experienced online to their parents than younger children who are the least likely to report these experiences to their parents and tend to be monitored more by their parents.

Downloads

Download data is not yet available.

Author Biographies

Nekane Larranaga, University of the Basque Country (UPV/EHU), Spain

PhD in Sociology and Lecturer at the Faculty of Education, Philosophy and Anthropology of the University of the Basque Country UPV/EHU, Donostia-San Sebastian. She has participated as a researcher in several competitive research projects at European, national or regional levels, being principal investigator (PI) in several projects. She has two six-year research periods (CNEAI) and has co-directed a doctoral thesis. Member of the EU Kids Online research network since 2017. The topics on which she has focused her research work are bilingualism, diversity, intercultural relations, education and values, identity, citizenship, minors and internet and digital culture.

Google Scholar: https://scholar.google.es/citations?hl=es&user=q8qei3MAAAAJ

Gemma Martínez-Fernández, University of the Basque Country (UPV/EHU), Spain

University of the Basque Country / Euskal Herriko Unibertsitatea (UPV/EHU). Faculty of Social and Communication Sciences. PhD in Social Communication is a postdoctoral researcher at the University of the Basque Country (UPV/EHU) where she obtained her. She is a member of the research network EU Kids Online since 2008 and she has also collaborated in several national and European research projects (currently in REMEDIS, SIC-Spain 3.0, and ENDING). Her research interests include parental and teachers’ digital mediation processes and how it might influence on children and young people’s (digital) wellbeing. She worked with SNE students in primary and secondary schools in England and at present she cooperates with national initiatives promoting a positive use of digital technologies among minors, families and schools.

Google Scholar: https://scholar.google.com/citations?user=8u_iCnUAAAAJ&hl=es

Web of Science Researcher ID: AAW-2260-2021

Scopus ID: 57220783981

Rubén Olveira Araujo, University of the Basque Country (UPV/EHU), Spain

University of the Basque Country / Euskal Herriko Unibertsitatea (UPV/EHU). Faculty of Social and Communication Sciences. He is a pre-doctoral researcher at the UPV/EHU in the area of Social Communication. Journalist and sexologist, he is working on a thesis on child transsexuality and the media. His lines of interest are the human sexual fact, organizational communication and the application of Big Data to media analysis and journalism. His work experience in the printed press stands out in his career.

Carmelo Garitaonandia, University of the Basque Country (UPV/EHU), Spain

University of the Basque Country / Euskal Herriko Unibertsitatea (UPV/EHU). Faculty of Social and Communication Sciences. He is Full Professor at the University of the Basque Country, (UPV/EHU) and has been vice-rector of the University from 2009 to 2017. He holds a PhD in Political Science, a degree in Law and a Master's degree in Audiovisual Communication from the University of Paris VII. He has written numerous scientific articles and books on the history of communication, regional TV and digital TV. In the last two decades, he has focused his research on information and communication technologies and their influence on children and youth. He is a member, since 2006, of the international group EU Kids Online and has five six-year research fellowships (CNEAI).

Google Scholar: Índice H:19. https://scholar.google.es/citations?user=N0E-HIoAAAAJ&hl=es&oi=sra

References

Anar y Mútua Madrileña Fundaciones. (2018) III Estudio sobre acoso escolar y ciberbullying según los afectados. https://www.bienestaryproteccioninfantil.es/fuentes1.asp?sec=10ysubs=491ycod=3699ypage

Bartau-Rojas, I., Aierbe, A., & Oregui, E. (2020). Mediación parental del uso de Internet desde una perspectiva de género. Revista Electrónica de Investigación Educativa, 22,1-14. https://doi.org/10.24320/redie.2020.22.e02.2075

Buelga, S. (2013). El cyberbullying: Cuando la red no es un lugar seguro. In E. Estévez (Ed.), Los problemas en la adolescencia: Repuestas y sugerencias para padres y profesionales (pp.121-140). Síntesis. https://www.sintesis.com/manuales-practicos-109/los-problemas-en-la-adolescencia-libro-1799.html

Buelga, S., Cava, M. J., & Musitu, G. (2012). Reputación social, ajuste psicosocial y victimización entre adolescentes en el contexto escolar. Anales de Psicología, 28(1), 180-187. https://revistas.um.es/analesps/article/view/140652

Burgess, J., & McLoughlin, C. (2012). Investigating cyberbullying: emerging research and e-safety strategies within families and communities.Communities, Children and Families Australia, Volume 6, Issue 1, June 2012. https://search.informit.org/doi/10.3316/informit.303496391868437

Cohen-Almagor, R. (2018). Social responsibility on the Internet: Addressing the challenge of cyberbullying. Aggression and violent behaviour,39,42-52. https://doi.org/10.1016/j.avb.2018.01.001

Cross, D., Shaw, T., Hearn, L., Epstein, M., Monks, H., Lester, L., & Thomas L. (2009). Australian covert bullying prevalence study (ACBPS). https://docs.education.gov.au/system/files/doc/other/australian_covert_bullying_prevalencestudy_executive_summary.pdf

Dedkova, L., & Smahel, D. (2019). Online Parental Mediation: Associations of Family Members’ Characteristics to Individual Engagement in Active Mediation and Monitoring. Journal of Family Issues. Vol. 41 (8) 1112–1136. https://doi.org/10.1177/0192513X19888255

Dedkova, L., Smahel, D., & Just, M. (2020). Digital security in families: the sources of information related to the active mediation of internet safety and parental internet skills. Behaviour y Information Technology. https://doi.org/10.1080/0144929X.2020.1851769

Del Rey, R., Estévez, M., & Ojeda, M. (2018). El ciberbullying y su respuesta educativa. En Jiménez, Garmendia, Casado, Entre selfies y whatsapps. Oportunidades y riesgos para la infancia y la adolescencia conectada, (125-139). Gedisa. https://www.gedisa.com/gacetillas/500464.pdf

Düerager, A., & Livingstone, S. (2012). How can parents support children’s Internet safety? EU Kids Online, LSE. https://bit.ly/3636fK8

Dürager, A., & Sonck, N. (2014) Testing the reliability of scales on parental internet mediation. http://eprints.lse.ac.uk/id/eprint/60220

Eden, S., Heiman, T., & Olenik-Shemesh, D. (2014). Bully versus Victim on the Internet: The Correlation with Emotional-Social Characteristics. Education and Information Technologies, 21, 699-713. https://doi.org/10.1007/s10639-014-9348-2

Ergin, D.A., & Kapçi, E.G. (2019). Validity and reliability study of parental mediation for Internet usage scale Adolescent and Parent Forms in the Turkish Sample. Journal of Measurement and Evaluation in Education and Psychology, 10(2), 117-132. https://doi.org/10.21031/epod.457218

Estévez, A., Villardón, L., Calvete, E., Padilla P., & Orue, I. (2010). Adolescentes víctimas de cyberbullying: prevalencia y características. Behavioral Psychology /Psicología Conductual, 18(1), 73-89. https://www.behavioralpsycho.com/producto/adolescentes-victimas-de-cyberbullying-prevalencia-y-caracteristicas/

Garmendia, M., Garitaonandia, C., Martínez, G., & Casado del Rio, M.A. (2012) Los menores en internet. Usos y seguridad desde una perspectiva europea Quaderns del CAC, 38, 37– 44. https://www.ehu.eus/es/web/eukidsonline/-/los-menores-en-internet-usos-y-seguridad-desde-una-perspectiva-europea

Garmendia, M., Jiménez, E., Karrera, I., Larrañaga, N., Casado, M.A., Martínez, G., & Garitaonandia, C. (2019a). Actividades, Mediación, Oportunidades y Riesgos online de los menores en la era de la convergencia mediática. Instituto Nacional de Ciberseguridad (INCIBE). http://hdl.handle.net/10810/49632

Garmendia, M., Jiménez, E., & Larrañaga, N. (2019b). Bullying y ciberbullying: victimización, acoso y daño. Necesidad de intervenir en el entorno escolar | Bullying and cyberbullying: victimisation, harassment, and harm. The need to intervene in the educational centre. Revista Española de Pedagogía,77 (273), 295-312 https://doi.org/10.22550/REP77-2-2019-08

Garmendia, M., Martínez, G., Larrañaga, N., Jiménez, E., Karrera, I, Casado, M.A., & Garitaonandia, C., (2020). Las madres y los padres en la convergencia mediática: competencias, mediación, oportunidades y riesgos online. Universidad del País Vasco (UPV/EHU). http://hdl.handle.net/10810/49633

Ghamrawi, N., & Al-Jammal, K. (2013). Cyberbullying in schools: a new technique for an old practice! Leadership awareness versus school reality. Global Advanced Research Journal of Educational Research and Review.Vol.2 (12) pp. 246-253. http://garj.org/garjerr/index.htm

Gómez Ortiz, O., Apolinario, C., Romera, E. M. & Ortega Ruiz, R. (2019). The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents. Social Science, 8 (1). https://doi.org/10.3390/socsci8010025

Hasebrink, U., Görzig, A., Haddon, L., Kalmus, V., & Livingstone, S. (2011). Patterns of risk and safety online: In-depth analyses from the EU Kids Online survey of 9- to 16- year-olds and their parents in 25 European countries. Deliverable D5. EU Kids Online, LSE. http://eprints.lse.ac.uk/39356/

Helsper, E.J., Kalmus, V., Hasebrink, U., Ságvári, B., & de-Haan, J. (2013). Country classification: Opportunities, risks, harm and parental mediation. EU Kids Online, LSE. http://eprints.lse.ac.uk/52023/

Hinduja, S., & Patchin, J.W., (2008). Cyberbullying: an exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156. https://doi.org/10.1080/01639620701457816

Hinduja, S., & Patchin, J.W., (2011). Cyberbullying: a review of the legal issues facing educators. Preventing School Failure: Alternative Education for Children and Youth. 55(2),71–78. http://dx.doi.org/10.1080/1045988X.2011.539433

Iranzo, B., Buelga, S., Cava, M. J., & Ortega-Barón, J. (2019). Cyberbullying, psychosocial adjustment, and suicidal ideation in adolescence. Psychosocial Intervention, 28,75-81. https://doi.org/10.5093/pi2019a5

Levy, N., Cortesi, S., Crowley, E., Beaton, M., Casey, J., & Nolan, C. (2012). Bullying in a networked era: A literature review. Berkman Center Research Publication, 17. http://cyber.law.harvard.edu/publications/2012/kbw_bulling_in_a_networked_era

Liu, C., Ang, R. P., & Lwin, M. O. (2013). Cognitive, personality, and social factors associated with adolescents’ online personal information disclosure. Journal of Adolescence, 36(4), 629–638. https://doi.org/10.1016/j.adolescence.2013.03.016

Livingstone, S., Haddon, L., Görzig, A., Levy, N., Cortesi, S., Crowley, E., Beaton, M., Casey, J., & Nolan, C. (2012). Bullying in a networked era: A literature review Ólafsson, K. (2011a). Risks and safety on the internet: The perspective of European children. Full findings. EU Kids Online: LSE. http://eprints.lse.ac.uk/33731/

Livingstone, S., Haddon, L., Görzig, A., & Ólafsson (2011b) Technical report and user guide: the 2010 EU Kids Online Survey. LSE, London: EU Kids Online. http://eprints.lse.ac.uk/45270/

Livingstone, S., Ólafsson, K., Helsper, E. J., Lupiáñez-Villanueva, F., Veltri, G. A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82-105. https://doi.org/10.1111/jcom.12277

Livingstone, S. & Blum-Ross, A. (2018) Imagining the future through the lens of the digital: Parents’ narratives of generational change. In Papacharissi, Z. A networked self: Birth, life, death. pp. 50-68. Routledge. http://eprints.lse.ac.uk/87750/

Livingstone, S. & Blum-Ross, A. (2020). Parenting for a digital future: how hopes and fears about technology shape children’s lives. Oxford University Press. https://www.lse.ac.uk/media-and-communications/research/research-projects/parenting-for-a-digital-future

López-de-Ayala, M.C., Pastor, E.M., & García, B.C. (2019). Nuevas estrategias de mediación parental en el uso de las redes sociales por adolescentes. El Profesional de la Información, 28(5), 17. https://doi.org/10.3145/epi.2019.sep.23

Mascheroni, G., & Cuman, A.(2014). Net Children Go Mobile. Final report. Deliverables D6.4yD5.2. Educatt. https://netchildrengomobile.eu/reports

Menesini, E., Nocentini, A., Palladino, B.E., Frisén, A., Berne, S., Ortega-Ruiz, R., Calmaestra, J., Scheithauer, H., Schultze-Krumbholz, A., Luik, P., Naruskov, K., Blaya, C., Berthaud, J., & Smith, P.K. (2012). Cyberbullying definition among adolescents: a comparison across six European countries. Cyberpsychology, behavior, and social networking,15 (9), 455-463. https://doi.org/10.1089/cyber.2012.0040

Mustaqim, M. A., Nizam, M. B., Hakim, M. F., & Hadi, A. A. (2021) Parental awareness over their children’s internet usage: a review. International Journal for Studies on Children, Women, Elderly And Disabled, Vol. 12, 30-35 https://www.ijcwed.com/wp-content/uploads/2021/03/IJCWED12-25.pdf

Nelissen, S., & den Bulck J.V. (2017), When digital natives instruct digital immigrants: active guidance of parental media use by children and conflict in the family. Information, Communication y Society, 21(3)375-387. https://doi.org/10.1080/1369118X.2017.1281993

Nocentini, A., Fiorentini, G., Di Paola, L., & Menesini, E. (2019). Parents, family characteristics and bullying behavior: A systematic review. Aggression and violent behavior, 45, 41-50. https://doi.org/10.1016/j.avb.2018.07.010

Ortega-Baron, J., Buelga, S., & Cava, M. J. (2016). The influence of school climate and family climate among adolescents victims of cyberbullying. Comunicar, 24(46),57-65. http://dx.doi.org/10.3916/C46-2016-06

Ovejero, A., Smith, P. K., Yubero, S. (Coord.) (2013). El acoso escolar y su prevención: perspectivas internacionales. Biblioteca Nueva. https://www.iberlibro.com/ACOSO-ESCOLAR-PREVENCION-Perspectivas-internacionales-Anastasio/11359731804/bd

Patchin, J. W., & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth and Society, 43, 727-751. https://doi.org/10.1177/0044118X10366951

Pfetsch, J. (2016). Who is who in cyberbullying? Conceptual and empirical perspectives on bystanders in cyberbullying. In M.F. Wright (ed.) A social-ecological approach to cyberbullying (pp.121–49). Nova Science Publishers. https://novapublishers.com/shop/a-social-ecological-approach-to-cyberbullying/

Prenski, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October. http://portafoli.ub.edu/portfolios/jlrodriguez/4571/last/media/prensky-1.pdf

Ramos-Soler, I., López-Sánchez, C., & Torrecillas-Lacave, T. (2018). Online risk perception in young people and its effects on digital behaviour. [Percepción de riesgo online en jóvenes y su efecto en el comportamiento digital]. Comunicar, 56, 71-79. https://doi.org/10.3916/C56-2018-07

Rideout, V.J., Foehr, U.G., & Roberts, D.F. (2010). Generation M 2: Media in the lives of 8- to 18-year-olds. Kaiser Family Foundation. https://eric.ed.gov/?id=ED527859

Romera, E.M., Luque-González, R., García-Fernández, C.M. y Ortega-Ruiz, R. (2022). Competencia social y bullying: el papel de la edad y el sexo. Educación XX1, 25 (1), 309-333. https://doi.org/10.5944/educxx1.25.1

Sabella, R. A. (2012). Cyberbullying: How school counselors can help. In J. W. Patchin & S. Hinduja (Eds.), Cyberbullying prevention and response: Expert perspectives. Routledge. https://www.routledge.com/Cyberbullying-Prevention-and-Response-Expert-Perspectives/Patchin-Hinduja/p/book/9780415892377

Shin, W., & Lwin, M. O. (2017). How does “talking about the Internet with others” affect teenagers’ experience of online risks? The role of active mediation by parents, peers, and school teachers. New Media y Society, 19(7), 1109-1126. https://doi.org/10.1177/1461444815626612

Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., & Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. https://doi.org/10.21953/lse.47fdeqj01ofo

Smith, P. K., & Slonje, R. (2010). Cyberbullying: The nature and extent of a new kind of bullying, in and out of school. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage(Eds.) Handbook of bullying in schools: An international perspective (pp.249–262). Routledge. https://psycnet.apa.org/record/2010-06797-000

Udris, R. (2015). Cyberbullying in Japan: an exploratory study. International Journal of Cyber Society and Education, Vol.8(2) 59-80. http://dx.doi.org/10.7903/ijcse.1382

Ybarra, M. L., and Mitchell, K. J. (2004). Youth engaging in online harassment: Associations with caregiver–child relationships, Internet use, and personal characteristics. Journal of Adolescence, 27(3), 319–336. https://doi.org/10.1016/j.adolescence.2004.03.007

Yiğit, M., Keskin, S. & Yurdugül, H. (2018). Investigating the relationship between cyberbullying and perceived family support in middle-school students in relation to gender, frequency of Internet use, and grade. Addicta: The Turkish Journal on Addiction, 5, 249–284. http://dx.doi.org/10.15805/addicta.2018.5.2.0050

Yot-Domínguez, C., & Cotán Fernández, A. (2020). Las familias en la investigación sobre el ciberbullying. Edutec. Revista Electrónica de Tecnología Educativa, (73), 140-156. https://doi.org/10.21556/edutec.2020.73.1537

Zlamal, R., Machackova, H., Smahel, D., Abramczuk, K., Ólafsson, K., & Staksrud, E. (2020). EUKids Online 2020: Technical report. EU Kids Online. https://doi.org/10.21953/lse.04dr94matpy7