Use of internet and its relationship with family climate and bullying

Main Article Content

Mª del Carmen Pichardo Martínez
María Fernández Cabezas
Mª Trinidad García Berbén
Ana Belén García Berbén

Abstract

More and more teens are starting to use the Internet, because of the fast pace with which our society is digitized. Their first contact with this tool are produced mostly in the field schooling due to its forced utilization for learning about new technologies of information and communication. An misfit use can cause the emergence of maladaptive behaviors, such as bullying or cyberbullying. So it is important to research on the social climate in the classroom and the family as direct scenario where children develop a caring atmosphere influencing them different educational styles. Depending on how your education and develop social or antisocial guidelines. These behaviours reflecting itself in both physical and virtual reality. To prevent, it is important to investigate the factors that predispose or warn one unadapted tuning in Internet use.

Downloads

Download data is not yet available.

Article Details

How to Cite
Pichardo Martínez, M. del C., Fernández Cabezas, M., García Berbén, M. T., & García Berbén, A. B. (2014). Use of internet and its relationship with family climate and bullying. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 4(1), 245–254. https://doi.org/10.17060/ijodaep.2014.n1.v4.609
Section
Articles

References

Álvarez-García, D., Núñez, J.C., Álvarez, L., Dobarro, A., Rodríguez, C. y González-Castro, P. (2011).Violencia a través de las tecnologías de la información y la comunicación en estudiantes de secundaria. Anales de Psicología, 27 (1), 221-231.

Álvarez, M., Rodrigo, M.J., Padilla, S. y Rodríguez, E. (2012). La regulación de los padres y madres sobre el uso de Internet de sus hijos e hijas. II Congresso Internacional TIC e Educação.

Avilés, J. (2013). Análisis psicosocial del ciberbullying: claves para una educación moral. Papeles del Psicólogo, 34 (1), 65-7.

Baldry, A. C., y Farrington, D. P. (2005). Protective factors as moderators of risk factors in adolescence bullying. Social Psychology of Education, 8, 263-284.

Bartrina, M.J. (2012). Análisis y abordaje del acoso entre iguales mediante el uso de las nuevas tecnologías. Ámbit social i criminológic. Centre dÉstudis Jurídics l Formació Especialitzada. Generalitat de Catalunya. Department de Justicia (TESIS).

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

Cáceres, M. (2010). Ciberbullying, el efecto mediador de las TICS en el acoso escolar. Temas para la Educación. Revista digital para profesionales de la enseñanza, 1-8.

Chóliz, M. y Marco, C. (2011). Patrón de Uso y Dependencia de Videojuegos en Infancia y Adolescencia. Anales de psicología, 27 (2), 418-426.

Christie-Mizell, C. A. (2003). Bullying: The consequences of interparental discord and child’s selfconcept. Family Process, 42, 237-251.

Cerezo, T., Casanova, P., Torre, M., y Carpio, M. (2011). Estilos educativos paternos y estrategias de aprendizaje en alumnos de Educación Secundaria. European Journal of Education and Psychology, 4 (1), 51-61.

De la Torre, M., García, Villa, M., Casanova, P. (2008). Relaciones entre violencia escolar y autoconcepto multidimensional en adolescentes de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 1 (2), 57-70..

Epstein, N.B., Schlesinger, S. y Dryden, W. (1988). Concepts and methods of cognitive-behavioral family treatment. En N. Epstein, S. Shlesinger y W. Dryden (Eds.). Cognitive-behavioral therapy with families (pp.5-48). New York. Brunner/Mazel.

Espelage, D. L. y Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School Psychology Review, 32, 365-383.

Felix-Mateo, V., Soriano-Ferrer, M., Godoy-Mesas, C. y Sancho-Vivente, S. (2010). El ciberacoso en la enseñanza obligatoria. Aula abierta, 38 (1), 47-58.

Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión. International Journal of Psychology and Psychological therapy, 11 (2), 233-254.

García, F. y Gracia, E. (2010). ¿Qué estilo de socialización parental es el idóneo en España? Un estudio con niños y adolescentes de 10 a 14 años. Infancia y Aprendizaje, 33 (3), 365-384.

Hernández, M.A. y Solano, I.M. (2007). Ciberbullying, un problema de acoso escolar. RIED, 10 (1), 17-36.

Hinduja S., Patching, J.W. (2009). Bullying. Beyond the schoolyard. Corwin Press, Thousand Oaks, California.

Hinduja, S. y Patching, J. W. (2008). Cyberbullying: an exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129-156.

Katter, C., Fetchenhauer, D. y Belschak, F. (2009). Cyberbullying: Who are the victims? A comparison of victimization in Internet chatrooms and victimization in school. Journal of Media Psychology, 21, 25–36.

Langos, C. (2012). Cyberbullying: The Challenge to Define. Cyberpsychology, Behavior and social Networking, 15 (6), 285-289.

Lee, S. y Kim, M. (2000). A study of correlation between the alienating behaviors of the youth and domestic factors. Journal of Research, 27, 315-334.

Lee, C. y Song, J. (2012). Functions of Parental Involvement and Effects of School Climate on Bullying Behaviours Among South Korean Middle School Students. Journal of Interpersonal Violence, 27 (12), 2437– 2464.

Moos, R.H., Moos, B.S. y Trickett, E.J. (1989). Escalas de clima social. Madrid: TEA.

Musitu, G. Roman, J.M. y Gutiérrez, M. (1996). Educación familiar y socialización de los hijos. Barcelona: Idea Book.

Mitchell, K., Finkelhor, D. y Wolak, J. (2005). Protecting youth line: family use of filtering and blocking software. Child abuse and Neglect, 29, 753-765.

Pichardo, M., Justicia, F. y Fernández, M. (2009). Prácticas de crianza y c o m p e t e n c i a social en niños de 3 a 5 años. Pensamiento Psicológico, 6 (13), 37-48.

Qing, L. (2005). New bottle but old wine: A research of cyberbullying in schools. Computers in Human Behavior, 23, 1777–1791.

Rosen, L.D, Cheever, N.A. y Carrier, L.M. (2008). The association of parenting style and child age with parental limit setting and adolescent MySpace behaviour. Journal of Applied Developmental Psychology, 29, 459–471.

Shin, Y. (2000). A comparison study in bullying of middle school students: Focus on social environment. Seoul, South Korea: Joongang University.

Shields, A., y Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology, 30, 349.

Sourander, A., Brunstein-Klomek, A., Ikonen, M., Lindroos, J., Luntamo, T. y Koskelainen, M. (2010). Psychosocial risk factors associated with cyberbullying among adolescents: A population-based study. Archives of General Psychiatry, 67, 720-728.

Subrahmanyam, K. y Greenfield, P. (2008). Online communication and adolescent relationship. The future of children, 18 (1), 119-146.

Torío, S., Peña, J. y Rodríguez, M. (2008). Estilos educativos parentales. Revisión bibliográfica y reformulación teórica. Teoría educativa, 20, 151-178.

Winters, K.C. (2000). Youth gambling: Transition from adolescence to young adulthood. Comunicación presentada en el 11º International Conference on Gambling and Risk Taking.