What emotions think future teachers feel pupils before cyberbullying. Analysis of your previous experience about perception
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Abstract
The scenario of the future teacher shows us a population with Little experience regarding the way of acting against bullying (Álvarez-García et al, 2010) Many studies have focused on the analysis of emotions as a motivating factor of behavior. The results have shown that acting on emotions can lead to behavior )modification towards reducing bullying. Research indicates that high levels of negative emotions can legitimize bullying behaviors (Perren, and Gutzwiller-Helfenfinger, 2012) and that satisfaction experimentation can contribute to their increase (Menesini, Palladino, and Nocentini, 2015). Our goal is to know the perception of cyberbullying in the classrooms of future teachers, and analyze if it is conditioned by their previous experience with bullying. Have participated in the study 1122 students of the degree of Education of the University of Castilla-La Mancha. The students had to identify which emotions they considered to characterize victims, aggressors and observers. The scale consisted of 14 emotions, pleasurable, unpleasant and neutral (Larrañaga, Navarro, and Yubero, 2018), with a dichotomous response. The results point out that the future teachers find in the victims fear, helplessness, discomfort, sadness and worry. They associate aggressive behavior with positive emotions: satisfaction, fun and wellbeing. It is interesting to note that victims and observers consider that guilt and shame appear. In the differential
analysis according to previous experience, those who have been aggressors reported greater anger in the victims, slightly higher in the mixed role of victim / aggressor. Also in greater percentage of fault in the aggressors and the observers. The students who had been victims / aggressors indicate in a greater percentage that the aggressors do not feel ‘nothing’. Almost 80% of those who had been aggressors indicated that surprise occurred in the observers. These results may have relevant implications for the intervention in the classrooms.
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