Cybervictimization and Student Engagement in High School Students from Private Schools in Lima
Cibervictimización e involucramiento escolar en estudiantes de secundaria de colegios privados de Lima
##plugins.themes.bootstrap3.article.sidebar##
PDF (Español (España))
FLIP
PDF
PDF (Español (España))
FLIP
XML (Español (España))
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
##plugins.themes.bootstrap3.article.main##
In this study, a non-experimental, cross-sectional design with a descriptive-correlational scope was used to examine the relationship between cyber victimization and school engagement. There were 391 students who participated, 51.7% male and 48.3% female, aged 13 to 18 years (M=15.3, SD=0.895), from third (24.5%), fourth (38.8%), and fifth (36.5%) grades of secondary school from three private schools in Lima. For data collection, the School Cybervictimization Scale (ECE) and the School Involvement Scale (EIE-A) were applied. Among the results, high levels of cyberbullying victimization were found in 16% and very high levels in 21.7% of students, as well as low levels of school engagement in 20.5% and very low levels in 19.4% of students. Likewise, a statistically significant and inverse relationship was found, with a small effect size, between the variables (p <.01, rs = -.18, r2 = .03). In addition, student engagement showed statistically significant and inverse correlations, with small effect sizes, regarding the dimensions of cyber victimization: harassment (p < .05, rs = -.19, r2 = .036), invasion of privacy (p < .05, rs = -.15, r2 = .022), and denigration (p < .05, rs = -.12, r2 = .014). Similarly, cybervictimization showed statistically significant and inverse correlations, with small effect sizes, regarding the dimensions of school involvement: behavioral (p < .05, rs = -.15, r2 = .022), emotional (p < .05, rs = -.10, r2 = .010), and cognitive (p < .05, rs = -.15, r2 = .022). In summary, cybervictimization is inversely related to student engagement.
##plugins.themes.bootstrap3.article.details##
Appleton, J., Christenson, S., & Furlong, M. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369 - 386. http://dx.doi.org/10.1002/pits.20303
Ayala, M. (2015). Violencia escolar: un problema complejo. Ra Ximhai, 11(4), 493-509. https://www.redalyc.org/pdf/461/46142596036.pdf
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Inc.
Barragán, A., Molero, M., Pérez, M., Simón, M., Martos, Á., Sisto, M., & Gázquez, J. (2021). Study of cyberbullying among adolescents in recent years: A Bibliometric analysis. International Journal of Environmental Research and Public Health, 18(6). https://doi.org/10.3390/ijerph18063016
Belsey, B. (2004). Cyberbullying. http://www.cyberbullying.ca
Cárdenas, J. (2018). Investigación cuantitativa. Trandes Serie de Material Docente. https://doi.org/10.17169/refubium-216
Carvalho, M., Branquinho, C., & Gaspar, M. (2021). Cyberbullying and bullying: Impact on psychological symptoms and well-being. Child Indicators Research, 14(1), 435-452. https://doi.org/10.1007/s12187-020-09756-2
Castro, R., Vargas, E., & Huerta, C. (2019). Variables que discriman a las víctimas y no víctimas de ciberacoso en adolescentes. REDIECH, 10(19), 173-190. https://doi.org/10.33010/ie_rie_rediech.v10i19.652
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2a ed.). Lawrence Erlbaum Associated
Colegio de Psicólogos del Perú (2018). Código de ética y deontología, colegio de psicólogos del Perú. https://cpsp.pe/documentos/marco_legal/codigo_de_etica_y_deontologia.pdf
Diaz, L. P., Ríos, F. G. & Mariano, M. (2019). ¿Qué es y para qué sirve el intervalo de confianza? Revista Argentina de Terapia Intensiva. https://revista.sati.org.ar/index.php/MI/article/view/630
Diaz, L. P. & Ríos, F. G. (2018). El valor p. Interpretación, orígenes y su utilización actual. Revista Argentina De Terapia Intensiva, 35(3), 65–68. https://revista.sati.org.ar/index.php/MI/article/view/593
Dominguez-Lara, S. (2018). Magnitud del efecto, una guía rápida. Educación médica, 19(4), 251-254. https://www.elsevier.es/es-revista-educacion-medica-71-articulo-magnitud-del-efecto-una-guia-S1575181317301390
El Peruano. (2021, 5 de mayo). Educación: Plataforma SíseVe reporta 341 casos de ciberacoso escolar durante la pandemia. El Peruano. https://elperuano.pe/noticia/119941-educacion-plataforma-siseve-reporta-341-casos-de-ciberacoso-escolar-durante-la-pandemia
Fredricks, J., Filsecker, M., & Lawson, M. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43(1), 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002
García, M., & Ascensio, C. (2015). Bullying y violencia escolar: diferencias, similitudes, actores, consecuencias y origen. Revista Intercontinental de Psicología y Educación, 17(2), 9-38. https://www.redalyc.org/pdf/802/80247939002.pdf
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10 (2), 486-489. https://doi.org/10.5812/ijem.3505
Guevara, M., Sthioul, O., Rivera, C., & Barrientos, P. (2018). Ciberacoso: Una revisión internacional y nacional de estudios y programas. Ministerio de Educación de Chile. https://centroestudios.mineduc.cl/wp-content/uploads/sites/100/2018/11/EVIDENCIAS-43.pdf
Hernández, B. M. (2015). Involucramiento de escolares de enseñanza media dominicanos: antecedentes y consecuentes. [Tesis de doctorado, Universitat de València]. https://roderic.uv.es/bitstream/handle/10550/50161/Tesis%20Miosotis%20FINAL%2015-10-15%20%282%29.pdf?sequence=1&isAllowed=y
Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Education.
Herrera, P., Sances, C., & Tijmes, C. (2019). Violencia escolar y bullying. En, T. Sota & D. Melero (eds). Convivencia escolar para líderes educativos. (pp. 125-142). Centro de Desarrollo de Liderazgo Educativo. https://liderazgoeducativo.udp.cl/cms/wp-content/uploads/2020/04/191204-CE2ed.pdf
Herrera-López, M., Romera, E., & Ortega-Ruiz, R. (2018). Bullying y Cyberbullying en Latinoamérica. Un estudio bibliométrico. Revista mexicana de investigación educativa, 23(76), 125-155. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662018000100125&lng=es&tlng=es.
Malaki, Z. (2020). E-victims: explaining online victimization for the cases of cyberbullying and cyberstalking. Malmö University. https://www.diva-portal.org/smash/get/diva2:1600779/FULLTEXT02
Marciano, L., Schulz, P., & Camerini, A. (2020). Cyberbullying perpetration and victimization in youth: A meta-analysis of longitudinal studies. Journal of Computer-Mediated Communication, 25(2), 163-181. https://doi.org/10.1093/jcmc/zmz031
Martínez, R., Tuya, L., Martínez, M., Pérez, A., & Cánovas, A. (2009). El coeficiente de correlación de los rangos de Spearman caracterización. Revista Habanera de Ciencias Médicas, 8(2). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1729-519X2009000200017&lng=es&tlng=es.
Mayta, H. (2018). Bullying e implicación escolar en estudiantes del sexto grado de primaria de Concepción – Junín. [Tesis de maestría, Universidad de Nacional del Centro del Perú]. Repositorio de la Universidad de Nacional del Centro del Perú. https://repositorio.uncp.edu.pe/handle/20.500.12894/4859
Mendivelso, F., & Rodríguez, M. (2018). Prueba CHI-cuadrado de independencia aplicada a tablas 2xN. Revista Médica Sanitas, 21(2), 92-95. https://revistas.unisanitas.edu.co/index.php/rms/article/view/342/269
Ministerio de Educación (2022). Números de casos reportados en el SíseVe a nivel nacional. http://www.siseve.pe/Web.
Montenegro, A. (2017). Understanding the Concept of Student Agentic Engagement for Learning. Colombian Applied Linguistics Journal, 19(1), 117-128. https://doi.org/10.14483/calj.v19n1.10472
Morillo, S., & Ríos, I. (2022). Cybervictimization within the Routine Activity Theory Framework in the Digital Age. Revista de Psicología, 40(1), 265-291. https://doi.org/10.18800/psico.202201.009
Nasaescu, E., Zych, I., Ortega, R., Farrington, D., & Llorent, V. (2020). Longitudinal patterns of antisocial behaviors in early adolescence: A latent class and latent transition analysis. European Journal of Psychology Applied to Legal Context, 12(2), 85-92. https://doi.org/10.5093/ejpalc2020a10
Negrini, I. (2010). Involucramiento de las estudiantes y los estudiantes en el proceso educativo. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8(1), 63-78. https://www.redalyc.org/pdf/551/55113489005.pdf
Penalva, A. (2018). Fundamentos teóricos de las conductas violentas. Eumed.net. https://www.eumed.net/actas/18/educacion/3-fundamentos-teoricos-de-las-conductas-violentas.pdf
Piñella, M. (2022). Ciberbullying y rendimiento escolar en los estudiantes de secundaria de una Institución Educativa de Lambayeque. [Tesis de maestría, Universidad César Vallejo] Repositorio de la Universidad César Vallejo. https://repositorio.ucv.edu.pe/handle/20.500.12692/81305
Sánchez, M., & Andrade, P. (2020). Análisis factorial confirmatorio de la escala de involucramiento escolar para adolescentes (EIE-A). Actualidades investigativas en Educación, 20(1), 147-167. https://doi.org/10.15517/aie.v20i1.40020
Skinner, E., Kindermann, T., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525. https://doi.org/10.1177/0013164408323233
Supo, J. (2014). Como probar una hipótesis. El ritual de la significancia estadística. https://medicinainternaaldia.files.wordpress.com/2014/04/libro-cc3b3mo-probar-una-hipc3b2tesis-dr-josc3a9-supo.pdf
Tinoco, O. (2008). Una aplicación de la prueba chi cuadrado con SPSS. Industrial Data, 11(1), 073–077. https://doi.org/10.15381/idata.v11i1.6040
Universidad César Vallejo (2020). Código de Ética en Investigación de la Universidad César Vallejo. UCV.
Valdés, A., Carlos, E., Tánori, J., & Wendlant. T. (2014). Differences in Types and Technological Means by Which Mexican High Schools Students Perform Cyberbullying: Its Relationship with Traditional Bullying. Journal of Educational and Developmental Psychology, 4(1), 105-113. https://doi.org/10.5539/jedp.v4n1p105
Varela, J., Guzmán, J., Alfaro, J. & Reyes, F. (2019). Bullying, cyberbullying, student life satisfaction and the community of Chilean adolescents. Appl. Res. Q. Life, 14, 705–720. https://doi.org/10.1007/s11482-018-9610-7
Vargas, E., Castro, R., Huerta, C., Domínguez, R., & Medina, R., (2019). Variables individuales y escolares en estudiantes universitarios víctimas de ciberacoso. Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 10(19). https://www.ride.org.mx/index.php/RIDE/article/view/607/2394
World Medical Association (2013) World Medical Association Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects. JAMA, 310(20), 2191-2194. https://doi.org/10.1001/jama.2013.281053
Wright, M., Harper, B., & Wachs, S. (2019). The associations between cyberbullying and callous-unemotional traits among adolescents: The moderating effect of online disinhibition. Personality and Individual Differences, 140(1), 41-45. https://doi.org/10.1016/j.paid.2018.04.001
