Loading...
Publication
Relação entre os estilos parentais e os comportamentos de cyberbullying em alunos do 3º ciclo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.34 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo pretendeu verificar a relação entre os estilos parentais percecionados por alunos a frequentar o 3º ciclo com a existência de comportamentos de cyberbullying e o tipo de envolvimento nestes comportamentos, enquanto agressor ou vítima. Para este efeito, foi selecionada uma amostra por conveniência de 275 jovens, com idades compreendidas entre os 12 e os 16 anos, que frequentavam o 3º ciclo. Neste sentido, foram aplicados três instrumentos, um deles relativo à perceção dos jovens acerca da autoridade parental dos pais (PAQ) e dois relacionados com o envolvimento em comportamentos de cyberbullying (CBQ e CBQ-V). Através da análise de dados, observaram-se diferenças entre géneros na concretização de agressão por cyberbullying, porém não foram verificadas diferenças entre esta variável e a vivência dos comportamentos agressivos. Relativamente aos estilos parentais percecionados pela amostra e os comportamentos de cyberbullying, enquanto vítima ou agressor, verificou-se uma correlação significativa negativa entre o estilo democrático e a vivência de comportamentos de agressão por cyberbullying. No entanto, não foram verificadas correlações entre o estilo democrático e a envolvência dos jovens enquanto agressor. Da mesma forma, não foram verificadas correlações para o estilo autoritário e para o estilo permissivo, em ambas as envolvências. Posto isto, estes resultados não apontam consideravelmente para uma interação entre comportamentos de cyberbullying e os estilos parentais percecionados. No final, são referidas algumas limitações percebidas no estudo e disponibilizadas sugestões para futuras investigações.
ABSTRACT: The present study aims to verify the relation between the parental styles perceived by students attending between the seventh and ninth grade (3⁰ ciclo), while dealing with cyberbullying related behaviors and the type of involvement of these students in cyberbullying, as an agressor or a victim. For this purpose, a convenience sample of 275 teenagers, aged between 12 and 16, who attended the 3⁰ ciclo, was selected. In this regard, three instruments were applied, one relating to teenagers' perception of their parents' parental authority (PAQ) and two relating to the engagement in cyberbullying behaviors (CBQ and CBQ-V). Through data analysis, some differences were verified between genders in the performance of agression via cyberbullying, but no differences were noted between this variable and the exposure to agressive behaviors. In relation to the parental styles perceived by the sample and the cyberbullying related behaviors, either as a victim or an agressor, a significative negative view is observed between the democratic style and the exposure to cybercullying related agressive behaviors. However, there was no correlation between the democratic style and the involvement of teenagers in cyberbullying as agressors. Similarly, there were no correlations noted for the authorative style and the permissive style, in either environment. Therefore, these results do not considerably point to an interaction between cyberbullying behaviors and perceived parenting styles. By the end, some limitations realized in the study are mentioned, and suggestions for future investigations are presented.
ABSTRACT: The present study aims to verify the relation between the parental styles perceived by students attending between the seventh and ninth grade (3⁰ ciclo), while dealing with cyberbullying related behaviors and the type of involvement of these students in cyberbullying, as an agressor or a victim. For this purpose, a convenience sample of 275 teenagers, aged between 12 and 16, who attended the 3⁰ ciclo, was selected. In this regard, three instruments were applied, one relating to teenagers' perception of their parents' parental authority (PAQ) and two relating to the engagement in cyberbullying behaviors (CBQ and CBQ-V). Through data analysis, some differences were verified between genders in the performance of agression via cyberbullying, but no differences were noted between this variable and the exposure to agressive behaviors. In relation to the parental styles perceived by the sample and the cyberbullying related behaviors, either as a victim or an agressor, a significative negative view is observed between the democratic style and the exposure to cybercullying related agressive behaviors. However, there was no correlation between the democratic style and the involvement of teenagers in cyberbullying as agressors. Similarly, there were no correlations noted for the authorative style and the permissive style, in either environment. Therefore, these results do not considerably point to an interaction between cyberbullying behaviors and perceived parenting styles. By the end, some limitations realized in the study are mentioned, and suggestions for future investigations are presented.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação.
Keywords
Bullying Cyberbullying Estilos parentais Utilização da internet Mediação parental. Parenting styles Internet usage Parental mediation