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Συνάντηση στη Θεσσαλονίκη Meeting Thessaloniki June 2011

Συνάντηση στη Θεσσαλονίκη Meeting Thessaloniki June 2011. Spanish Team R. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra. Daphne 3 study Results of the first study. Spanish Team R. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra. SUMMARY. 1. SAMPLE DESCRIPTION. 2. INSTRUMENTS.

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Συνάντηση στη Θεσσαλονίκη Meeting Thessaloniki June 2011

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  1. ΣυνάντησηστηΘεσσαλονίκηMeeting Thessaloniki June 2011 Spanish Team R. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra

  2. Daphne 3 studyResults of the first study Spanish Team R. Ortega, R. Del Rey, J. A. Casas & J. Calmaestra

  3. SUMMARY 1. SAMPLE DESCRIPTION 2. INSTRUMENTS 3. RESULTS 4. CONCLUSIONS

  4. 1. SAMPLE DESCRIPTION • 3 secondary schools. • 893 students • Age (M): 14.45

  5. 2. INSTRUMENTS • Schoolclimate(Brand, Felner, ShimSeitsinger & Dumas, 2003) • Sixscales: Teachersupport; Consistency and Clarity of Rules and Expectations; Negativer Peer Interactions; Positive Peer Interactions; Supportfor Cultural Pluralis; Safety Problems • BullyingScale(Daphne 3): Victim and Aggressor • Cyberbullying Scale (Daphne 3): Victim and Aggressor • Ten ItemPersonalityInventory (TIPI) (Gosling, Rentfrow & Swanm, 2003):Extraversion, Agreeableness, Conscientiousness, EmotionalEstability, OpenesstoExperiencies • Basic EmpathyScale(Jolliff & Farrington, 2006): Cognitiveempathy and Affectiveempaty • PerceivedInformation Control(Dinev, Xu & Smith, 2009) • CERI (Cuestionario de experiencias relacionadas con internet) • (Internet-RelatedExperienceQuestionnaire) (Beranuy, Chamarro, Graner & Carbonell-Sánchez, 2009): Interpersonal and Intrapersonal

  6. 2. INSTRUMENTS VALIDATION

  7. 2. INSTRUMENTS VALIDATION

  8. 4. Instruments validation • Validation of bullying and cyberbullying scales Standard procedurewithan EFA and subsequent CFA byusing software AMOS, wichconffirms a twodimension factor structure in bothscales: Aggressor and Victim

  9. 4. Instruments validation • Bullying

  10. 4. Instruments validation • Cyberllying

  11. RESULTS: SchoolClimate 0-4

  12. RESULTS: Empathy 0-4

  13. RESULTS: Internet use

  14. RESULTS: Bullyingvictimization

  15. RESULTS: Bullyingaggression

  16. RESULTS: Bullying roles criteria

  17. RESULTS: Bullying roles

  18. RESULTS: Cyberbullying victimization

  19. RESULTS: Cyberbullying aggression

  20. RESULTS: Cyberbullying roles

  21. RESULTS: Bullying & Cyberbullying roles

  22. RESULTS: Bullying & Cyberbullying roles 0-4

  23. 4. Conclusions • Two new validated instruments • Diversity in the quality of school climate: • Discipline and peer interaction vs safety problems • More cognitive than affective empathy • High perception of information control • Some problems related with addition, mainly with interpersonal ones. • The relevance of taken an criteria for the analysis

  24. 4. Conclusions • Traditional bullying is higher than cyberbullying • More victims than aggressors in both phenomenons • More frequency of verbal (V & B) and social (V) exclusion in traditional bullying. • Online game is a new contex of cyberbullying

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