Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19

This research had the objective to relate emotional regulation with cyberbullying in adolescents between 10 and 17 years old during confinement for COVID-19, in Barranquilla. A nonexperimental quantitative study was carried out, cross-sectional and descriptive-comparative scope. The sample consisted...

Full description

Autores:: Díaz Buelvas, Víctor Andrés
Puerta Herrera, Estefanis Pahola

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2021

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: spa

id	RCUC2_1652d3f6a87a2d376b4a6556709c7582
oai_identifier_str	oai:repositorio.cuc.edu.co:11323/8588
network_acronym_str	RCUC2
network_name_str	REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
title	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
spellingShingle	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19 Cyberbullying Emotional regulation Mental health COVID-19 Regulación emocional Salud mental
title_short	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
title_full	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
title_fullStr	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
title_full_unstemmed	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
title_sort	Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19
dc.creator.fl_str_mv	Díaz Buelvas, Víctor Andrés Puerta Herrera, Estefanis Pahola
dc.contributor.advisor.spa.fl_str_mv	Linero Racines, Ronald Miguel Porto Torres, María Fernanda
dc.contributor.author.spa.fl_str_mv	Díaz Buelvas, Víctor Andrés Puerta Herrera, Estefanis Pahola
dc.subject.spa.fl_str_mv	Cyberbullying Emotional regulation Mental health COVID-19 Regulación emocional Salud mental
topic	Cyberbullying Emotional regulation Mental health COVID-19 Regulación emocional Salud mental
description	This research had the objective to relate emotional regulation with cyberbullying in adolescents between 10 and 17 years old during confinement for COVID-19, in Barranquilla. A nonexperimental quantitative study was carried out, cross-sectional and descriptive-comparative scope. The sample consisted of 130 students, chosen by an intentional non-probability sampling, who were applied the European Cyberbullying Intervention Project Questionnaire adapted to Colombia ECIP-Q (Herrera et. al, 2017) and the Difficulties in Emotion Regulation Scale DERS (Muñoz et. al, 2016). The results show that 51.5% of the participants have been involved in cyberbullying behaviors, evidencing presence of the phenomenon. Likewise, it was found that 32.3% of the students presented a medium level of difficulties in emotional regulation and 13.8% a high difficulty. In addition, it is highlighted that there is a statistically significant correlation between cyberbullying and emotional regulation, indicating that students who have been involved in cyberbullying situations also presented difficulties in regulating their emotional states.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-08-25T19:52:03Z
dc.date.available.none.fl_str_mv	2021-08-25T19:52:03Z
dc.date.issued.none.fl_str_mv	2021
dc.type.spa.fl_str_mv	Trabajo de grado - Pregrado
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.content.spa.fl_str_mv	Text
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/bachelorThesis
dc.type.redcol.spa.fl_str_mv	http://purl.org/redcol/resource_type/TP
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/acceptedVersion
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.uri.spa.fl_str_mv	https://hdl.handle.net/11323/8588
dc.identifier.instname.spa.fl_str_mv	Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv	REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv	https://repositorio.cuc.edu.co/
url	https://hdl.handle.net/11323/8588 https://repositorio.cuc.edu.co/
identifier_str_mv	Corporación Universidad de la Costa REDICUC - Repositorio CUC
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Aguirre, E. (2015). Relación entre prácticas de crianza, temperamento y comportamiento prosocial de estudiantes en educación básica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(1), 223-243. Albaladejo, N. (2011). Evaluación de la Violencia escolar en la educación infantil y primaria (Tesis Doctoral). Universidad de Alicante: España. Álvarez, E. (2015). Violencia Escolar: Variables Predictivas en Adolescentes Gallegos (Tesis Doctoral). Universidad de Vigo: España. Álvarez, M. (2020). Como cuidar tu salud mental en tiempos de pandemia. UNICEF https://www.unicef.org/ecuador/historias/c%C3%B3mo-cuidar-tu-salud-mental-entiempos-de-pandemia Arango, A., Opperman, K., Gipson, P., & King, C. (2016). Suicidal ideation and suicide attempts among youth who report bully victimization, bully perpetration and/or low social connectedness. Journal of Adolescence, 51, 19-29. https://doi.org/10.1016/j.adolescence.2016.05.003 Aranzales, Y., Castaño, J., Figueroa, R., Jaramillo, S., Landazuri, J., Quiñones, J., . . . Valencia, J. (2014). Frecuencia de acoso y ciberacoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales. Archivos de Medicina, 4(1), 65-82. Arredondo, A. (2015). Proyecto de intervencion “LLevemonos bien” para el mejoramiento de la convivencia escolar en la Intistución Educativa San José ubicada en el municipio de Betulia (Proyecto de Grado). Corporación Universitaria Lasallista: Colombia. Appel, M., Stiglbauer, B., Batinic, B., & Holtz, P. (2014). Internet use and verbal aggression: The moderating role of parents and peers. Computers in Human Behavior, 33(1), 235- 241. https://doi.org/10.1016/j.chb.2014.01.007 Ato, E., Carranza, J., & González, C. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20(1), 69-79. https://www.um.es/analesps/v20/v20_1/07-20_1.pdf Avilés, J. M. (2013). Herramientas para la evaluación del bullying. Est. Aval. Educ, 24(56), 138- 167. Babarro, J., Felipe, M., & Reyes, I. (2014). Autoinforme y Heteroinforme en la evaluación del bullying: Un análisis comparativo. Proceedings of 2nd International Congress of Educational Sciences and Development, 37-42. Barboza, G., Schiamberg, I., Oehmke, J., Korzeniewski, S., Post, L., & Heraux, C. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101-121. https://doi.org/10.1007/s10964-008-9271-1 Baroncelli, A., & Ciucci, E. (2014). Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying. Journal of Adolescense, 37(6), 807-815. https://doi.org/10.1016/j.adolescence.2014.05.009 Belmonte, C. (2007) Emociones y cerebro. Rev.R. Acad.Cienc. Exact.Fís. Nat. 101(1), 59-68. http://www.rac.es/ficheros/doc/00472.pdf Betts, L. (2016). Cyberbullying: Approaches, consequences and interventions. Springer. https://books.google.com.co/books?hl=es&lr=&id=PJzVDAAAQBAJ&oi=fnd&pg=PR5 &ots=ouVHb2Hc7e&sig=Kd_FdZdp_L4x8JJ3piTIz0J0FA&redir_esc=y#v=onepage&q&f=false Bisquerra, R. y Fernández, M. (2009). Educación emocional y bienestar. Barcelona: Praxis Wolters Kluwer. Bisquerra, R., Colau, C., Colau, P., Collell, J., Escudé, C., Pérez-Escoda, N., & Ortega, R. (2014). Prevención del acoso escolar con educación emocional. Bilbao: Desclée de Brower. Blakemore, S, y Mills, K. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187-207. https://doi.org/10.1146/annurev-psych010213-115202 Blanquicet, J. (24 de septiembre de 2020). Secretaría de Educación “atendió” ciberacoso en colegio de Barranquilla. El Heraldo. https://www.elheraldo.co/judicial/secretaria-deeducacion-atendio-ciberacoso-en-colegio-de-barranquilla-760803 Borges, S., Bottino, C., Gómez, C., Villa, A., & Silva, W. (2015). Cyberbullying and adolescent mental health: systematic review. Cad. Saúde Pública, 31(3), 463-475. http://dx.doi.org/10.1590/0102-311x00036114 Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T. (2009). School, Neighborhood, and Family Factors Are Associated With Children’s Bullyingnvolvement: A Nationally Representative Longitudina Study. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 545-553. https://doi.org/10.1097/CHI.0b013e31819cb017 Bower, G. H. y Forgas, J.P. (2001). Mood and social memory. In: J.P. Forgas (Ed.). Handbook of affect and social cognition. (pp. 95-120). Mahwah, NJ: Lawrence Erlbaum. Brewer, G., & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 255-260. https://doi.org/10.1016/j.chb.2015.01.073 Brooks, S., Webster, R., Smith, L., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8 Cano, M., & Vargas. (2018). Actores del acoso escolar. Revista Médica de Risaralda, 24(1), 61- 63. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S012206672018000100011&lng=en&tlng=es. Caqueo, A., Mena, P., Flores, J., Narea, M., & Irarrázaval, M. (2020). Problemas de regulación emocional y salud mental en adolescentes del norte de Chile. Terapia psicológica, 38, (2), 203-222. http://dx.doi.org/10.4067/S0718-48082020000200203 Carver, C., & Scheier, M. (2011). Self-regulation of action and affect. En K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp.3-21). Guilford Press. Charland, L. C. (2011). Moral undertow and the passions: Two challenges for contemporary emotion regulation. Emotion Review, 3, 83-91. https://doi.org/10.1177/1754073910380967 Cepeda, E., Pacheco, P., García, L., & Piraquive, C. (2008). Acoso Escolar a Estudiantes de Educación básica y media. Revista Salud Pública, 10(4), 517-528. Chester, K., Callaghan, M., Cosma, A., Donnelly, P., & Craig, W. (2015). Cross-national time trends in bullying victimization in 33 countries among children aged 11, 13 and 15 from 2002 to 2010. European Journal of Public Health, 25(2), 61-64. https://doi.org/10.1093/eurpub/ckv029 Coelho, V., & Romão, A. (2018). The relation between social anxiety, social withdrawal and (cyber)bullying roles: A multilevel analysis. Computers in Human Behavior, 86, 218-226. https://doi.org/10.1016/j.chb.2018.04.048 Cole, P., Martin, S., & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333. https://doi.org/10.1111/j.1467-8624.2004.00673.x Company, R. Oberst, U. (2016). Psicología diferencial en regulación emocional adaptativa y desadaptativa (Tesis Doctoral). Universitat Ramon Llull, España. Cortez, V.L., & Bugental, D.B. (1994). Children’s visual avoidance of threat:A strategy associated with low social control. Merrill-Palmer Quarterly, 40, 82-89. Cross, D., Lester, L., & Barnes, A. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimization. Int. J. Public Health, 60(2), 207-217. https://doi.org/10.1007/s00038-015-0655-1 Del Rey, R., Casas, J., Ortega, R., Schultze, A., Scheithauer, H., & Smith, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147. http://dx.doi.org/10.1016/j.chb.2015.03.065 Delprato, M., Akyeampong, K., & Dunne, M. (2017). The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries. International Journal of Educational Development, 52, 37-57. https://doi.org/10.1016/j.ijedudev.2016.10.002 Den Hamer, A., & Konijn, E. (2016). Can emotion regulation serve as a tool in combating cyberbullying? Personality and Individual Differences, 102, 1-6. https://doi.org/10.1016/j.paid.2016.06.033 Dooley, J., Pyzalski, J., & Cross, D. (2009). Cyberbullying Versus Face-to-Face Bullying: A Theoretical and Conceptual Review. Journal of Psychology, 217(4), 182-188. https://doi.org/10.1027/0044-3409.217.4.182 Duffy, A., & Nesdale, D. (2009). Peer groups, social identity, and children's bullying behaviour. Social Development, 18(1), 121-139. https://doi.org/10.1111/j.1467-9507.2008.00484.x Eisenberg, N., & Spinrad, T. L. (2004). Emotion related regulation: Sharpening the definition. Child Development, 75, 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.x Erber, R., Wegner, D. M., y Therriault, N. (1996). On being and collected: mood regulation inanticipation of social interaction. Journal of Personality and Social Psychology, 70(4), 757-766. https://doi.org/10.1037/0022-3514.70.4.757 Erber, R., y Erber, M.W. (2000). The self-regulation of moods: Second thoughts on the importance of happiness in everyday life. Psychological Inquiry, 11(3), 142-148. https://doi.org/10.1207/S15327965PLI1103_02 Espelage, D., & Holt, M. (2013). Suicidal Ideation and School Bullying Experiences After Controlling for Depression and Delinquenc. Journal of Adolescent Health, 53(1), 27-31. https://doi.org/10.1016/j.jadohealth.2012.09.017 Fernández, M. (2016). Neuropsicología del acoso escolar: Función mediadora de la conducta prosocial. Revista Mexicana de Neurociencia, 106-119. https://www.researchgate.net/publication/323523738_Neuropsicologia_del_Acoso_Escolar_Funcion_Mediadora_del_Comportamiento_Prosocial Fernández, J., Peñalva, A., y Irazabal I. (2015). Hábitos de uso y conductas de riesgo en Internet en la preadolescencia. Comunicar44, 113-120. http://dx.doi.org/10.3916/C44-2015-12 Forgas, J. P. (2000). Managing moods: Toward a dual-process theory of spontaneous mood regulation. Psychological Inquiry, 11(3), 172-177. Fousiani, K., Dimitropoulou, P., Michaelides, M., & Van Petegem, S. (2016). Perceived parenting and adolescent cyber-bullying: Examining the intervening role of autonomy and relatedness need satisfaction, empathic concern and recognition of humanness. Journal of Child and Family Studies, 25(7), 2120-2129. https://doi.org/10.1007/s10826- 016-0401-1 Fullchange, A., & Furlong, M. (2016). n exploration of effects of bullying victimization from a complete mental health perspective. Sage Open, 6(1), 1-12. https://doi.org/10.1177/2158244015623593 Garaigordobil, M. (2015). Cyberbullying en adolescentes y jóvenes del País Vasco: Cambios con la edad. Anales de Psicología, 31 (3), 1069-1076. http://www.redalyc.org/pdf/167/16741429034.pdf. Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos. Psychosocial Intervention,26(1), 47-54. Garaigordobil, M., Mollo, J., & Larrain, E. (2018). Prevalencia de bullying y cyberbullying en Latinoamérica: una revisión. Revista Iberoamericana de Psicología, 11(3), 1-18. https://doi.org/10.33881/2027-1786.rip.11301 García A. (2019). Neurociencia de las emociones: la sociedad vista desde el individuo. Una aproximación a la vinculación sociología-neurociencia. Sociológica (México), 34(96), 39-71. Recuperado en 23 de abril de 2020, de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187- 01732019000100039&lng=es&tlng=es. Garnefski, N., & Kraaij, V. (2007). La regulación cognitiva de la emociónCuestionario: características psicométricas y futuro relaciones con depresión y ansiedad en adultos. Revista Europea de Evaluación Psicológica, 23, 141-149. doi:10.1027 / 1015-5759.23.3.141 Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personalidad y diferencias individuales, 30(8), 1311-1327. https://doi.org/10.1016/S0191-8869(00)00113-6 Garner, P.W., & Spears, F.M. (2000). Emotion regulation in low-income preschoolers Gratz, K., & Roemer, L. (2008). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of psychopathology and behavioral assessment, 26(1), 41-54. https://doi.org/10.1007/s10862-008-9102-4 Gresham, D., & Gullone, E. (2012). Emotion regulation strategy use in children and adolescents: The explanatory roles of personality and attachment. Personality and Individual Differences,, 52(5), 616 -621. https://doi.org/10.1016/j.paid.2011.12.016 Gorday, J., Rogers, M., & Joiner, T. (2018). Examining characteristics of worry in relation to depression, anxiety, and suicidal ideation and attempts. Journal of psychiatric research, 107, 97-103. https://doi.org/10.1016/j.jpsychires.2018.10.004 Gross, J.J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10, 214-219. https://doi.org/10.1111/1467-8721.00152 Gross, J.J. (1998). Sharpening the focus: Emotion regulation, arousal and social competence. Psychological Inquiry, 9(4), 287-290. https://doi.org/10.1207/s15327965pli0904_8 Gross, J.J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. http://dx.doi.org/10.1037/1089-2680.2.3.271 Gross, J.J., & John, O. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships and well-being. Journal of Personality and Social Psychology, 85, 348-362. https://doi.org/10.1037/0022-3514.85.2.348 Gross, J.J., & Muñoz, R. (1995). Emotion Regulation and Mental Health. Clinical Psychology, 2(2), 151-164. https://doi.org/10.1111/j.1468-2850.1995.tb00036.x Gross, J.J., & Thompson, R. (2007). Emotion regulation: conceptual foundations. In: Gross, J. J. (ed.) Handbook of Emotion Regulation. New York: Guilford, 3-26. Guerrero, D., Moncayo, L., & Parra, J. (2015). Cyberbullying El acoso escolar en la era virtual (trabajo de grado). Colombia: Instituto Merani. Güemes, M., González, M., & Hidalgo, M. (2017). Pubertad y adolescencia. Revista de Formación Continuada de la Sociedad Española de Medicina de la Adolescencia, 1, 7-22. Hemphill, S., & Heerde, J. (2014). Adolescent predictors of young adult cyberbullying perpetration and victimization among Australian youth. Journal of Adolescent Health, 55(4), 1-8. https://doi.org/10.1016/j.jadohealth.2014.04.014 Hemphill, S., Tollit, M., Kotevski, A., & Heerde, J. (2015). Predictors of traditional and cyberbullying victimization: a longitudinal study of Australian secondary school students. J. Interpers Violence, 30(15), 2567-2590. https://doi.org/10.1177/0886260514553636 Hernández, R., & Saravia, M. (2016). Generalidades del acoso escolar: Una revisión de conceptos. Revista de Investigación Apuntes Psicológicos, 1(1), 30-40. http://repositorio.usil.edu.pe/bitstream/123456789/1682/1/2016_Hernandez_Generalidades-acoso-escolar.pdf Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la Investigación. McgrawHill. Hervás, G. y Vázquez, C. (2006). La regulación afectiva: modelos, investigación e implicaciones para la salud mental y física. Revista de Psicología General y Aplicada, 59(1-2), 9-36. https://www.researchgate.net/publication/235428353_La_regulacion_afectiva_Modelos_investigacion_e_implicaciones_para_la_salud_mental_y_fisica Herrera, M., Casas, J., Romera, E., Ortega, R., & Del Rey, R. (2017). Validation of the European Cyberbullying Intervention Project Questionnaire for Colombian Adolescents. Cyberpsychology, Behavior, and Social Networking, 20(2), 117-125. https://doi.org/10.1089/cyber.2016.0414 Herrera, M., Romera, E., & Ortega, R. (2017). Bullying y cyberbullying en Colombia; coocurrencia en adolescentes escolarizados. Revista Latinoamericana de Psicología, 49(3), 163-172. https://doi.org/10.1016/j.rlp.2016.08.001 Hopkins, L., Taylor, L., Bowen, E., & Wood, C. (2013). A qualitative study investigating adolescents' understanding of aggression, bullying and violence. Children and Youth Services Review, 35(4), 685-693. https://doi.org/10.1016/j.childyouth.2013.01.012 Hinduja, S., & Patchin, J. (2014). Cyberbullying: Identification, prevention, and response. Cyberbullying Research Center. https://cyberbullying.org/Cyberbullying-IdentificationPrevention-Response.pdf Hurtado, F. (2020). La educación en tiempos de pandemia: Los desafíos de la escuela del siglo XXI. Revista arbitrada del centro de investigación y estudios gerenciales. 176-187. http://www.grupocieg.org/archivos_revista/Ed.44(176 187)%20Hurtado%20Tavalera_articulo_id650.pdf Inglés, C., Torregrosa, M., García, J., Martínez, M., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29-41. Jennings, W., Song, H., Kim, J., Fenimore, D., & Piquero, A. (2017). An examination of bullying and physical health problems in adolescence among south Korean youth. Journal of Child and Family Studies, 1-12. https://doi.org/10.1007/s10826-017-0885-3 Joo Jeon, H., Peterson, C., & Decoster, J. (2013). Parent Child Interaction, task oriented regulation,and cognitive development in toddlers facing developmental riks. Journal of Applied Developmental Psychology, 34(6), 257-267. https://doi.org/10.1016/j.appdev.2013.08.002 Jorge, E., & González, M. (2017). Estilos de crianza parental: una revisión teórica. Informes Psicológicos, 17(2), 39-66. http://dx.doi.org/10.18566/infpsic.v17n2a02 Kabiri, S., Shamila, M., Choi, J., & Yun, I. (2019). The impact of life domains on cyberbullying perpetration in Iran: A partial test of Agnew's general theory of crime. Kim, D., Lee, J., Cho, S., Peguero, A., & Misuraca, J. (2019). From bullying victimization to delinquency in South Korean adolescents: Exploring the pathways using a nationally representative sample. Children and Youth Services Review, 98, 305-311. https://doi.org/10.1016/j.childyouth.2019.01.018 Kinkead, A., Garrido, L., & Uribe, N. (2011). Modalidades Evaluativas en la Regulación Emocional: Aproximaciones actuales. Revista Argentina de Clínica Psicológica, 20(1), 29-39. Obtenido de https://www.redalyc.org/pdf/2819/281921807002.pdf Kokkinos, C., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 15(1), 41-58. https://doi.org/10.1007/s11218-011-9168-9 Koole, S. (2009). The psychology of emotion regulation: An integrative review. Cognition and emotion, 23, 4-41. https://doi.org/10.1080/02699930802619031 Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25(3), 343-354. https://doi.org/10.1037/0012-1649.25.3.343 Kovacs, M., Oland, A., Shaw, D., Silk, J., & Skuban, E. (2006). Emotion regulation strategies in offspring of childhood-onset depressed mothers. Journal of Child Psychology and Psychiatry, 47(1), 9-78. https://doi.org/10.1111/j.1469-7610.2005.01440.x LeDoux, J.E. (1993). Emotional networks in the brain. En M. Lewis y J.M. Haviland (Eds.), Handbook of emotions. New York: Guilford Press Lester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psych WellBeing, 5(9). https://doi.org/10.1186/s13612-015-0037-8 Lester, L., Cross, D., Dooley, J., & Shaw, T. (2013). Developmental trajectories of adolescent victimization: Predictors and outcomes. Social Influence, 8(2-3), 107-130. https://doi.org/10.1080/15534510.2012.734526 Li, S., Wang, Y., Xue, J., Zhao, N. y Zhu, T. (2020). The Impact of COVID-19 Epidemic Declaration on Psychological Consequences: A Study on Active Weibo Users. International Journal of Environmental Research and Public Health, 17 (6), 20- 32. https://doi.org/10.3390/ijerph17062032 Li, C., Holt, T., Bossler, A., & May, D. (2016). Examining the mediating effects of social learning on the low self-control—Cyberbullying relationship in a youth sample. Deviant Behavior, 37(2), 126-138. https://doi.org/10.1080/01639625.2014.1004023 Livazović, G., & Ham, E. (2019). Cyberbullying and emotional distress in adolescents: the importance of family, peers and school. Heliyon, 5(6), 2405-8440. https://doi.org/10.1016/j.heliyon.2019.e01992 Loades, M., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... y Crawley, E. (2020). Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID19. Journal of the American Academy of Child & Adolescent Psychiatry, 1-38. https://doi.org/10.1016/j.jaac.2020.05.009 Lopes, P., Salovey, P., Cote, S., & Beers, M. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5, 113-118. DOI: 10.1037/1528/3542.5.1.113. López, D., Valdovinos, A., Méndez, M., & Mendoza, V. (2009). El Sistema Límbico y las Emociones: Empatía en Humanos y Primates. Psicología Iberoamericana, 17(2),60-69. https://www.redalyc.org/articulo.oa?id=1339/133912609008 Lonigro, A., Schneider, B., Laghi, F., Baiocco, R., Pallini, S., & Brunner, T. (2014). Is cyberbullying related to trait or state anger? Child Psychiatry & Human Development, 46(3), 445-454. https://doi.org/10.1007/s10578-014-0484-0 Lyubomirsky, S., Sheldon, K. M., y Schkade, D. (2005). Pursuing happiness: Thearchitecture of sustainable change. Review of General Psychology, 9, 111-131. DOI: 10.1037/1089-2680.9.2.111 Marín, I., Zych, I., Ortega, R., Hunter, S., & Llorent, V. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, 0190-7409,. https://doi.org/10.1016/j.childyouth.2019.104647 Martínez, M., Delgado, B., Inglés, C., & García, J. (2019). Cyberbullying in the university setting. Relationship with family environment and emotional intelligence. Computers in Human Behavior, 91, 220-225. https://doi.org/10.1016/j.chb.2018.10.002 Mena, A., & Arteche, A. (2019). Influencia de la personalidad, la regulación emocional, los estilos parentales y algunas características sociodemográficas sobre el acoso escolar en un grupo de adolescentes brasileños. Revista Interamericana de Psicología, 55(3), 380-398. https://journal.sipsych.org/index.php/IJP/article/view/396/991 Mendoza, E. (2012). Acoso cibernético o cyberbullying: Acoso con la tecnología electrónica. Pediatría de México, 14(3), 133-146. https://www.medigraphic.com/cgibin/new/resumen.cgi?IDARTICULO=36726 Mestre, G; Fernández,F; Jiménez,S; y Ponza M.(2020). Emotional regulation in gambling disorder. Current Opinion in Behavioral Sciences. 31,102-108. https://doi.org/10.1016/j.cobeha.2020.03.004 Miglino y Equipo Internacional de B.S.F. (2019). ONG Internacional Bullying Sin Fronteras: Estadísticas de Bullying en Colombia 2018. https://bullyingsinfronteras.blogspot.com/2018/11/estadisticas-de-bullying-encolombia.html MinTic. (14 de abril de 2020). Acceso a Internet está garantizado en Colombia durante pandemia: MinTIC. https://www.mintic.gov.co/portal/inicio/Sala-de-prensa/MinTIC-enlos-medios/126588:Acceso-a-Internet-esta-garantizado-en-Colombia-durante-pandemiaMinTIC Miranda, R., Oriol, X., Amutio, A., & Ortúzar, H. (2019). Adolescent Bullying Victimization and Life Satisfaction: Can Family and School Adult Support Figures Mitigate this Effect? Revista de Psicodidáctica, 24(1), 39-45. https://doi.org/10.1016/j.psicoe.2018.07.001 Mocaiber, I., De Olivera, L., García, M., Machado, W., Rui, P., Vasconcellos, I. & Volchan E. (2008) Neurobiologia da regulação emocional: implicações para a terapia cognitivocomportamental. Psicologia em Estudo, Maringá, 13(3). 531-538. Muñoz, A., Vargas, R., & Hoyos, J. (2016). Escala de Dificultades en Regulación Emocional (DERS): Análasis Factorial en una Muestra Colombiana. Acta Colombiana de Psicología, 19(1), 233-244. https://doi.org/10.14718/ACP.2016.19.1.10 Musalem, B., & Castro, O. (2015). Qué se sabe de bullying. Revista Médica Clínica Las Condes, 26(1), 14-23. https://doi.org/10.1016/j.rmclc.2014.12.002 Musitu, G., & Allat, P. (1994). Psicosociología de la familia. Madrid: Ediciones Albatros. Navarro, R., Yubero, S., & Larrañaga, E. (2016). Cyberbullying across the globe: Gender, family and mental health. Switzerland: Springer. doi: 10.1007/978-3-319-25552-1 Nolasco, A. (2012). La Empatía y su Relación con el Acoso Escolar. Revista de Estudios y Experiencias en Educación, 11(22),35-54. Oberst, U., Wegmann, E., Stodt, B., Brand, M., & Chamarro, A. (2017). Negative consequences from heavy social networking in adolescents: The mediating role of fear of missing out. Journal of Adolescence, 55, 51-60. https://doi.org/10.1016/j.adolescence.2016.12.008 Ortega-Barón, J., Buelga, S., & Cava, M. (2016). Influencia del clima escolar en adolescentes víctimas de ciberacoso. Revista científica de educomunicación, 14(46). 57-65. Olweus, D. (1993). Bullying at school: What we know and what we can do. MA: Blackwell. Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Science, 4(6), 196-200. https://doi.org/10.1111/1467-8721.ep10772640 Olweus, D. (1999). The nature of school bullying: A cross-national perspective. Londres & New York: Routledge. Olweus, D. (2012). Cyberbullying: an overrated phenomenon? European Journal of Developmental Psychology, 520-538. http://dx.doi.org/10.1080/17405629.2012.682358 Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751-780. http://dx.doi.org/10.1146/annurev-clinpsy050212-185516 Organización Mundial de la Salud. (2020). Enfermedad por coronavirus 2019 (COVID-19): informe de situación, 136. https://www.who.int/docs/defaultsource/coronaviruse/situation-reports/20200604-covid-19-sitrep136.pdf?sfvrsn=fd36550b_2 Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (15 de abril de 2018). Los niños corren un mayor riesgo de sufrir daños en línea durante la Pandemia Mundial de la COVID-19. https://www.unicef.org/es/comunicados-prensa/ninos-correnmayor-riesgo-sufrir-danos-en-linea-durante-pandemia-COVID-19 Organización Panamericana de la Salud. (2020). Intervenciones Recomendadas en Salud Mental y Apoyo Psicosocial (SMAPS) Durante La Pandemia. https://www.paho.org/uru/dmdocuments/Intervenciones-recomendadas-SMAPSpandemia-COVID-19.pdf Papanikolau, M., Chatzikosma, T., Kleio, K. (2011). Bullying at school: the role of family. Procedia-Social and Behavioral Sciences, 29, p. 433-442. https://doi.org/10.1016/j.sbspro.2011.11.260 Parrot, W. G. (1993). Beyond hedonism: Motives for inhibiting goog moods and for maintining bad moods. In D. M. Wegner & J. W.Pennebaker (Eds.), Handbook of mental control (pp. 278-308). Englewood Cliffs, NJ: Prentice Hall. Perren, S., Corcoran, L., Cowie, H., Dehue, F., Garcia, D., Mc Guckin, C., Völlink, T. (2012). Tackling cyberbullying: Review of empirical evidence regarding successful responses by students, parents, and schools. International Journal of Conflict and Violence, 6, 283-293 Piqueras, J.A., Ramos, V., Martínez, A.E. y Oblitas, L.A. (2009). Emociones negativas y su impacto en la salud mental y física. Suma psicológica, 16(2)., 85-112. https://www.redalyc.org/pdf/1342/134213131007.pdf Phillips, K., & Power, M. (2007). A new self-report measure of emotion regulation in adolescents: The regulation of emotions questionnaire. Journal Clinical Psychology and Psychotherapy, 14(2), 145-156. https://doi.org/10.1002/cpp.523 Pyzalski, J. (2012). From cyberbullying to electronic aggression: typology of the phenomenon. Emotional and Behavioural Difficulties, 17, 305-317. Radliff, K., Wheaton, J., Robinson, K., & Morris, J. (2012). Illuminating the relationship between bullying and substance use among middle and high school youth. Addictive Behaviors, 37(4), 569-572. https://doi.org/10.1016/j.addbeh.2012.01.001 Ramírez, A., Ferrando, M., & Sainz, A. (2015). ¿Influyen los estilos parentales y la inteligencia emocional de los padres en el desarrollo emocional de sus hijos escolarizados en 2do ciclo de educación infantil? Acción Psicológica, 12(1), 65-78. http://dx.doi.org/10.5944/ap.12.1.14314 Rendón, M. (2007). Regulación emocional y competencia social en la infancia. Diversitas: Perspectivas en Psicología, 3(2), 349-363. https://www.redalyc.org/pdf/679/67930213.pdf Richaud, M., Mesurado, B., Samper, P., Llorca, A., Lemos, V., & Tur, A. (2013). Estilos parentales, inestabilidad emocional y agresividad en niños de nivel socioeconómico bajo en Argentina y España. 19(1), 53-69. Romero, N. (2015). Prácticas de crianza, ansiedad y regulación emocional en contexto escolar (Tesis de Maestría).Universidad Nacional, Bogota, Colombia. http://bdigital.unal.edu.co/58620/7/NataliaRomeroHurtado.2015.pdf Romero, M. (2008). La InteligenciaEmocional: Abordaje Teórico. Anuario de Psicología Clínica y de la Salud, 4, 73-76. http://www.academiaperuanadepsicologia.net/2014/abordaje%20teorico.pdf Salinas, G. (2016). Autorregulación emocional en adolescentes. Revista de la Facultad de Ciencias de la Educación, 22. https://doi.org/10.33539/educacion.2016.n22.158 Salmivalli, C., Karhunen, J., & Lagerspetz, K. (1996). How do the victims respond to bullying? Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 22(2), 99-109. https://doi.org/10.1002/(SICI)1098- 2337(1996)22:2<99::AID-AB3>3.0.CO;2-P Sánchez, J. & Román, F. (2004) Amígdala, corteza prefrontal y especialización hemisférica en la experiencia y expresión emocional. Anales de la psicología. 20(2), 223-240. https://www.um.es/analesps/v20/v20_2/05-20_2.pdf Sangalang, C., Tran, A., Ayers, S., & Marsiglia, F. (2016). Bullying among urban Mexicanheritage youth: Exploring risk for substance use by status as a bully, victim, and bullyvictim. Children and Youth Services Review, 61, 216-221. https://doi.org/10.1016/j.childyouth.2015.12.019 Santoyo, D., & Frías, S. M. (2014). Acoso escolar en México: Actores involucrados y sus características. Revista latinoamericana de Estudios Educativos, 4, 13-41. Sarner, M. (2020). Maintaining Mental Health in the time of Coronavirus. New Scientist, 246 (3279), 40-46. https://doi.org/10.1016/S0262-4079(20)30819-8 Silva, C. (2005). Regulación emocional y psicopatología: el modelo de vulnerabilidad/resiliencia. Revista chilena de neuro-psiquiatría, 43(3), 201-209. http://dx.doi.org/10.4067/S0717-92272005000300004 Silva, J. (2005). Regulación emocional y psicopatología: el modelo de la vulnerabilidad/ resiliencia. Revista Chilena de Neuro Psiquiatría, 43(3), 201-209. http://dx.doi.org/10.4067/S0717-92272005000300004 Sistema nacional de convivencia escolar: Una guía para actualizar el manual de convivencia. (Ley 1620 de 2013). Bogotá: MAgisterio Editorial. Slonje, R., Smith, P., & Frisén, A. (2013). The nature of cybebullying, and strategies for prevention. Computers in Human Behavior, 29(1), 26-32. http://dx.doi.org/10.1016/j.chb.2012.05.024 Stives, K., May, D., Pilkinton, M., Bethel, C., & Eakin, D. (2019). Strategies to combat bullying: Parental responses to bullies,bystanders, and victims. Youth & Society, 51(3), 358–376. https://doi.org/10.1177%2F0044118X18756491 Schneider, S., O’Donnell, L., Stueve, A., & Coulter, R. (2012). Cyberbullying, School Bullying, and Psychological Distress: A Regional Census of High School Students. American Journal of Public Health, 102 (1), 171-177. Tang, J., Yu, Y., Wilcox, H., Kang, C., Wang, K., Wang, C., . . . Chen, R. (2020). lobal risks of suicidal behaviours and being bullied and their association in adolescents: School-based health survey in 83 countries. EClinicalMedicine, 1-11. https://doi.org/10.1016/j.eclinm.2019.100253 Teismann, T., Brailovskaia, J., & Margraf, J. (2019). Positive mental health, positive affect and suicide ideation. International journal of clinical and health psychology, 19(2), 165-169. https://doi.org/10.1016/j.ijchp.2019.02.003 Topper, L., Castellanos, N., Mackie, C., & Conrod, P. (2011). Adolescent bullying victimisation and alcohol-related problem behavior mediated by coping drinking motives over a 12 month period. Addictive Behaviors, 36(1-2), 6-13. https://doi.org/10.1016/j.addbeh.2010.08.016 Tokunaga, R. S. (2010). Following you home from school:uu A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277-287. Tsaousis, I. (2016). The relationship of self-esteem to bullying perpetration and peer victimization among schoolchildren and adolescents: A meta-analytic review. Aggression and Violent Behavior, 31, 186-199. https://doi.org/10.1016/j.avb.2016.09.005 UNESCO. (2019). Behind the numbers: ending school violence and bullying. https://unesdoc.unesco.org/ark:/48223/pf0000366483 Vargas, D., & Paternina, Y. (2017). Relación entre habilidades sociales y acoso escolar. Cultura educación y sociedad, 8(2), 61-78. Vargas, R., & Muñoz, A. (2013). La regulación emocional: precisiones y avances conceptuales desde la perspectiva conductual. Psicologia USP, 24(2), 225-240. https://doi.org/10.1590/S0103-65642013000200003 Veiga, A., Costa, P., Freire, I., Caetano, A., Martins, M., & Vieira, C. (2017). Adolescent cybervictimization – Who they turn to and their perceived school climate. Journal of Adolescence, 58, 12-23. https://doi.org/10.1016/j.adolescence.2017.04.009 Walters, G., & Espelage, D. (2018). From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization–bullying perpetration association. Journal of School Psychology, 73-83. https://doi.org/10.1016/j.jsp.2017.12.003 Walrave, M., & Heirman, W. (2011). Disclosing or protecting? Teenagers’ online selfdisclosure. In Computers, privacy and data protection: An element of choice (pp. 285- 307). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0641-5_14 Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945- 947. https://doi.org/10.1016/S0140-6736(20)30547-X Watts, L. K., Wagner, J., Velasquez, B., & Behrens, P. (2017). Cyberbullying in higher education: A literature review. Computers in Human Behavio, 69, 268-274. Weems, C., & Pina, A. (2010). The assessment of emotion regulation: Improving construct validity in research on psychopathology in youth-An introduction to the special section. Journal of Psychopathology and Behavioral Assessment, 32, 1-7. https://doi.org/10.1007/s10862-010-9178-5 Williford, A., & Zinn, A. (2018). Classroom-level differences in child-level bullying experiences: implications for prevention and intervention in school Settings. Journal of the Society for Social Work and Research, 9(1), 23-48. https://www.journals.uchicago.edu/doi/full/10.1086/696210 Wolfsdorf, B., Hayes, A., Carver, C., Bird, S., & Perlman, C. (2006). Identification and evaluation of cognitive affect-regulation strategies: Development of a self report measure. Journal Cognitive Therapy and, 30, 227-262. https://doi.org/10.1007/s10608- 006-9013-1 Wong, R., Cheung, C., & Xiao, B. (2018). Does gender matter in cyberbullying perpetration? An empirical investigation. Computers in Human Behavior, 79, 247-257. https://doi.org/10.1016/j.chb.2017.10.022 White, F., Hayes, B., & Livesey, D. (2005). Developmental Psychology : From Infancy to adulthood. Pearson Education. You, S., & Lim, S. (2016). Longitudinal predictors of cyberbullying perpetration: Evidence from Korean middle school students. Personality and Individual Differences, 172-176. https://doi.org/10.1016/j.paid.2015.10.019 Zeman, J., & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67(3), 957-973. https://doi.org/10.2307/1131873 Zhang, A., De Luca, S., Oh, S., Liu, C., & Song, X. (2019). The moderating effect of gender on the relationship between bullying victimization and adolescents' self-rated health: An exploratory study using the Fragile Families and Wellbeing Study. Children and Youth Services Review, 96, 155-162. https://doi.org/10.1016/j.childyouth.2018.11.046 Zhang, A., Liu, C., Bornheimer, L., Solomon, P., Wang, K., & Morrow, S. (2019). The indirect effect of bullying on adolescent self-rated health through mental health: A gender specific pattern. Children and Youth Services Review, 1-9. https://doi.org/10.1016/j.childyouth.2019.104385 Zych, I., Beltrán, M., Ortega, R., & Llorent, V. (2018). Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles. Revista de Psicodidáctica, 23(2), 86-93. https://doi.org/10.1016/j.psicoe.2017.12.001. Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4-19. Zych, I., Ortega, R., & Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: Facts, knowledge, prevention, and intervention. Aggression and Violent Behavior, 23, 1-21. https://doi.org/10.1016/j.avb.2015.10.001
dc.rights.spa.fl_str_mv	Attribution-NonCommercial-ShareAlike 4.0 International
dc.rights.uri.spa.fl_str_mv	http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Attribution-NonCommercial-ShareAlike 4.0 International http://creativecommons.org/licenses/by-nc-sa/4.0/ http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Corporación Universidad de la Costa
dc.publisher.program.spa.fl_str_mv	Psicología
institution	Corporación Universidad de la Costa
bitstream.url.fl_str_mv	https://repositorio.cuc.edu.co/bitstreams/59a000ae-4af3-441a-9077-e15ded386ab7/download https://repositorio.cuc.edu.co/bitstreams/fe963dc3-ae4d-485f-9532-7b99cca23f07/download https://repositorio.cuc.edu.co/bitstreams/fdef9607-bcae-403b-8263-330bbb03c361/download https://repositorio.cuc.edu.co/bitstreams/11c29480-b8b9-48fc-8ee5-41d468ab3f24/download https://repositorio.cuc.edu.co/bitstreams/fe3e7c97-d81d-4e6a-9253-a941437d1043/download https://repositorio.cuc.edu.co/bitstreams/4c2b9906-c155-4c5b-9d81-ef24b6ba31eb/download
bitstream.checksum.fl_str_mv	934f4ca17e109e0a05eaeaba504d7ce4 e30e9215131d99561d40d6b0abbe9bad 6ccb48a41791e802cad32a60a18c4c3c 7e39ef0424582043c2b6b4aa0fb3ae21 7e39ef0424582043c2b6b4aa0fb3ae21 1708859d1b24e3a9c18190fa94dd4f3b
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio de la Universidad de la Costa CUC
repository.mail.fl_str_mv	repdigital@cuc.edu.co
_version_	1811760793193021440
spelling	Linero Racines, Ronald MiguelPorto Torres, María FernandaDíaz Buelvas, Víctor AndrésPuerta Herrera, Estefanis Pahola2021-08-25T19:52:03Z2021-08-25T19:52:03Z2021https://hdl.handle.net/11323/8588Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This research had the objective to relate emotional regulation with cyberbullying in adolescents between 10 and 17 years old during confinement for COVID-19, in Barranquilla. A nonexperimental quantitative study was carried out, cross-sectional and descriptive-comparative scope. The sample consisted of 130 students, chosen by an intentional non-probability sampling, who were applied the European Cyberbullying Intervention Project Questionnaire adapted to Colombia ECIP-Q (Herrera et. al, 2017) and the Difficulties in Emotion Regulation Scale DERS (Muñoz et. al, 2016). The results show that 51.5% of the participants have been involved in cyberbullying behaviors, evidencing presence of the phenomenon. Likewise, it was found that 32.3% of the students presented a medium level of difficulties in emotional regulation and 13.8% a high difficulty. In addition, it is highlighted that there is a statistically significant correlation between cyberbullying and emotional regulation, indicating that students who have been involved in cyberbullying situations also presented difficulties in regulating their emotional states.La presente investigación tuvo como objetivo relacionar la Regulación Emocional con el Cyberbullying en adolescentes entre 10 a 17 años durante el confinamiento por COVID-19, en la ciudad de Barranquilla. Se realizó un estudio cuantitativo no experimental, de corte trasversal y alcance descriptivo-comparativo. La muestra estuvo constituida por 130 estudiantes, escogidos por un muestreo no probabilístico intencional, a quienes se les aplicó la Escala de Ciberacoso Escolar -Ciberbullying- adaptada a Colombia ECIP-Q (Herrera et. al, 2017) y la Escala de Dificultades en la Regulación Emocional DERS (Muñoz et al., 2016). Los resultados muestran que el 51,5% de los participantes han estado involucrado en comportamientos de ciberacoso, evidenciándose presencia del fenómeno. Asimismo, se encontró que un 32,3% de los estudiantes presentaron un nivel medio de dificultades en regulación emocional y un 13,8% una alta dificultad. Además, se destaca que existe una correlación estadísticamente significativa entre el cyberbullying y la regulación emocional, indicando que los estudiantes que han estado involucrado en situaciones de ciberacoso también presentaron dificultades en la regulación de sus estados emocionales.application/pdfspaCorporación Universidad de la CostaPsicologíaAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2CyberbullyingEmotional regulationMental healthCOVID-19Regulación emocionalSalud mentalRelación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19Trabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesishttp://purl.org/redcol/resource_type/TPinfo:eu-repo/semantics/acceptedVersionAguirre, E. (2015). Relación entre prácticas de crianza, temperamento y comportamiento prosocial de estudiantes en educación básica. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 13(1), 223-243.Albaladejo, N. (2011). Evaluación de la Violencia escolar en la educación infantil y primaria (Tesis Doctoral). Universidad de Alicante: España.Álvarez, E. (2015). Violencia Escolar: Variables Predictivas en Adolescentes Gallegos (Tesis Doctoral). Universidad de Vigo: España.Álvarez, M. (2020). Como cuidar tu salud mental en tiempos de pandemia. UNICEF https://www.unicef.org/ecuador/historias/c%C3%B3mo-cuidar-tu-salud-mental-entiempos-de-pandemiaArango, A., Opperman, K., Gipson, P., & King, C. (2016). Suicidal ideation and suicide attempts among youth who report bully victimization, bully perpetration and/or low social connectedness. Journal of Adolescence, 51, 19-29. https://doi.org/10.1016/j.adolescence.2016.05.003Aranzales, Y., Castaño, J., Figueroa, R., Jaramillo, S., Landazuri, J., Quiñones, J., . . . Valencia, J. (2014). Frecuencia de acoso y ciberacoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales. Archivos de Medicina, 4(1), 65-82.Arredondo, A. (2015). Proyecto de intervencion “LLevemonos bien” para el mejoramiento de la convivencia escolar en la Intistución Educativa San José ubicada en el municipio de Betulia (Proyecto de Grado). Corporación Universitaria Lasallista: Colombia.Appel, M., Stiglbauer, B., Batinic, B., & Holtz, P. (2014). Internet use and verbal aggression: The moderating role of parents and peers. Computers in Human Behavior, 33(1), 235- 241. https://doi.org/10.1016/j.chb.2014.01.007Ato, E., Carranza, J., & González, C. (2004). Aspectos evolutivos de la autorregulación emocional en la infancia. Anales de Psicología, 20(1), 69-79. https://www.um.es/analesps/v20/v20_1/07-20_1.pdfAvilés, J. M. (2013). Herramientas para la evaluación del bullying. Est. Aval. Educ, 24(56), 138- 167.Babarro, J., Felipe, M., & Reyes, I. (2014). Autoinforme y Heteroinforme en la evaluación del bullying: Un análisis comparativo. Proceedings of 2nd International Congress of Educational Sciences and Development, 37-42.Barboza, G., Schiamberg, I., Oehmke, J., Korzeniewski, S., Post, L., & Heraux, C. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101-121. https://doi.org/10.1007/s10964-008-9271-1Baroncelli, A., & Ciucci, E. (2014). Unique effects of different components of trait emotional intelligence in traditional bullying and cyberbullying. Journal of Adolescense, 37(6), 807-815. https://doi.org/10.1016/j.adolescence.2014.05.009Belmonte, C. (2007) Emociones y cerebro. Rev.R. Acad.Cienc. Exact.Fís. Nat. 101(1), 59-68. http://www.rac.es/ficheros/doc/00472.pdfBetts, L. (2016). Cyberbullying: Approaches, consequences and interventions. Springer. https://books.google.com.co/books?hl=es&lr=&id=PJzVDAAAQBAJ&oi=fnd&pg=PR5 &ots=ouVHb2Hc7e&sig=Kd_FdZdp_L4x8JJ3piTIz0J0FA&redir_esc=y#v=onepage&q&f=false Bisquerra, R. y Fernández, M. (2009). Educación emocional y bienestar. Barcelona: Praxis Wolters Kluwer.Bisquerra, R., Colau, C., Colau, P., Collell, J., Escudé, C., Pérez-Escoda, N., & Ortega, R. (2014). Prevención del acoso escolar con educación emocional. Bilbao: Desclée de Brower.Blakemore, S, y Mills, K. (2014). Is adolescence a sensitive period for sociocultural processing? Annual Review of Psychology, 65, 187-207. https://doi.org/10.1146/annurev-psych010213-115202Blanquicet, J. (24 de septiembre de 2020). Secretaría de Educación “atendió” ciberacoso en colegio de Barranquilla. El Heraldo. https://www.elheraldo.co/judicial/secretaria-deeducacion-atendio-ciberacoso-en-colegio-de-barranquilla-760803Borges, S., Bottino, C., Gómez, C., Villa, A., & Silva, W. (2015). Cyberbullying and adolescent mental health: systematic review. Cad. Saúde Pública, 31(3), 463-475. http://dx.doi.org/10.1590/0102-311x00036114Bowes, L., Arseneault, L., Maughan, B., Taylor, A., Caspi, A., & Moffitt, T. (2009). School, Neighborhood, and Family Factors Are Associated With Children’s Bullyingnvolvement: A Nationally Representative Longitudina Study. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 545-553. https://doi.org/10.1097/CHI.0b013e31819cb017Bower, G. H. y Forgas, J.P. (2001). Mood and social memory. In: J.P. Forgas (Ed.). Handbook of affect and social cognition. (pp. 95-120). Mahwah, NJ: Lawrence Erlbaum.Brewer, G., & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 255-260. https://doi.org/10.1016/j.chb.2015.01.073Brooks, S., Webster, R., Smith, L., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8Cano, M., & Vargas. (2018). Actores del acoso escolar. Revista Médica de Risaralda, 24(1), 61- 63. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S012206672018000100011&lng=en&tlng=es.Caqueo, A., Mena, P., Flores, J., Narea, M., & Irarrázaval, M. (2020). Problemas de regulación emocional y salud mental en adolescentes del norte de Chile. Terapia psicológica, 38, (2), 203-222. http://dx.doi.org/10.4067/S0718-48082020000200203Carver, C., & Scheier, M. (2011). Self-regulation of action and affect. En K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp.3-21). Guilford Press.Charland, L. C. (2011). Moral undertow and the passions: Two challenges for contemporary emotion regulation. Emotion Review, 3, 83-91. https://doi.org/10.1177/1754073910380967Cepeda, E., Pacheco, P., García, L., & Piraquive, C. (2008). Acoso Escolar a Estudiantes de Educación básica y media. Revista Salud Pública, 10(4), 517-528.Chester, K., Callaghan, M., Cosma, A., Donnelly, P., & Craig, W. (2015). Cross-national time trends in bullying victimization in 33 countries among children aged 11, 13 and 15 from 2002 to 2010. European Journal of Public Health, 25(2), 61-64. https://doi.org/10.1093/eurpub/ckv029Coelho, V., & Romão, A. (2018). The relation between social anxiety, social withdrawal and (cyber)bullying roles: A multilevel analysis. Computers in Human Behavior, 86, 218-226. https://doi.org/10.1016/j.chb.2018.04.048Cole, P., Martin, S., & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317-333. https://doi.org/10.1111/j.1467-8624.2004.00673.xCompany, R. Oberst, U. (2016). Psicología diferencial en regulación emocional adaptativa y desadaptativa (Tesis Doctoral). Universitat Ramon Llull, España.Cortez, V.L., & Bugental, D.B. (1994). Children’s visual avoidance of threat:A strategy associated with low social control. Merrill-Palmer Quarterly, 40, 82-89.Cross, D., Lester, L., & Barnes, A. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimization. Int. J. Public Health, 60(2), 207-217. https://doi.org/10.1007/s00038-015-0655-1Del Rey, R., Casas, J., Ortega, R., Schultze, A., Scheithauer, H., & Smith, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147. http://dx.doi.org/10.1016/j.chb.2015.03.065Delprato, M., Akyeampong, K., & Dunne, M. (2017). The impact of bullying on students’ learning in Latin America: A matching approach for 15 countries. International Journal of Educational Development, 52, 37-57. https://doi.org/10.1016/j.ijedudev.2016.10.002Den Hamer, A., & Konijn, E. (2016). Can emotion regulation serve as a tool in combating cyberbullying? Personality and Individual Differences, 102, 1-6. https://doi.org/10.1016/j.paid.2016.06.033Dooley, J., Pyzalski, J., & Cross, D. (2009). Cyberbullying Versus Face-to-Face Bullying: A Theoretical and Conceptual Review. Journal of Psychology, 217(4), 182-188. https://doi.org/10.1027/0044-3409.217.4.182Duffy, A., & Nesdale, D. (2009). Peer groups, social identity, and children's bullying behaviour. Social Development, 18(1), 121-139. https://doi.org/10.1111/j.1467-9507.2008.00484.xEisenberg, N., & Spinrad, T. L. (2004). Emotion related regulation: Sharpening the definition. Child Development, 75, 334-339. https://doi.org/10.1111/j.1467-8624.2004.00674.xErber, R., Wegner, D. M., y Therriault, N. (1996). On being and collected: mood regulation inanticipation of social interaction. Journal of Personality and Social Psychology, 70(4), 757-766. https://doi.org/10.1037/0022-3514.70.4.757Erber, R., y Erber, M.W. (2000). The self-regulation of moods: Second thoughts on the importance of happiness in everyday life. Psychological Inquiry, 11(3), 142-148. https://doi.org/10.1207/S15327965PLI1103_02Espelage, D., & Holt, M. (2013). Suicidal Ideation and School Bullying Experiences After Controlling for Depression and Delinquenc. Journal of Adolescent Health, 53(1), 27-31. https://doi.org/10.1016/j.jadohealth.2012.09.017Fernández, M. (2016). Neuropsicología del acoso escolar: Función mediadora de la conducta prosocial. Revista Mexicana de Neurociencia, 106-119. https://www.researchgate.net/publication/323523738_Neuropsicologia_del_Acoso_Escolar_Funcion_Mediadora_del_Comportamiento_ProsocialFernández, J., Peñalva, A., y Irazabal I. (2015). Hábitos de uso y conductas de riesgo en Internet en la preadolescencia. Comunicar44, 113-120. http://dx.doi.org/10.3916/C44-2015-12Forgas, J. P. (2000). Managing moods: Toward a dual-process theory of spontaneous mood regulation. Psychological Inquiry, 11(3), 172-177.Fousiani, K., Dimitropoulou, P., Michaelides, M., & Van Petegem, S. (2016). Perceived parenting and adolescent cyber-bullying: Examining the intervening role of autonomy and relatedness need satisfaction, empathic concern and recognition of humanness.Journal of Child and Family Studies, 25(7), 2120-2129. https://doi.org/10.1007/s10826- 016-0401-1Fullchange, A., & Furlong, M. (2016). n exploration of effects of bullying victimization from a complete mental health perspective. Sage Open, 6(1), 1-12. https://doi.org/10.1177/2158244015623593Garaigordobil, M. (2015). Cyberbullying en adolescentes y jóvenes del País Vasco: Cambios con la edad. Anales de Psicología, 31 (3), 1069-1076. http://www.redalyc.org/pdf/167/16741429034.pdf.Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos. Psychosocial Intervention,26(1), 47-54.Garaigordobil, M., Mollo, J., & Larrain, E. (2018). Prevalencia de bullying y cyberbullying en Latinoamérica: una revisión. Revista Iberoamericana de Psicología, 11(3), 1-18. https://doi.org/10.33881/2027-1786.rip.11301García A. (2019). Neurociencia de las emociones: la sociedad vista desde el individuo. Una aproximación a la vinculación sociología-neurociencia. Sociológica (México), 34(96), 39-71. Recuperado en 23 de abril de 2020, de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0187- 01732019000100039&lng=es&tlng=es.Garnefski, N., & Kraaij, V. (2007). La regulación cognitiva de la emociónCuestionario: características psicométricas y futuro relaciones con depresión y ansiedad en adultos. Revista Europea de Evaluación Psicológica, 23, 141-149. doi:10.1027 / 1015-5759.23.3.141Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personalidad y diferencias individuales, 30(8), 1311-1327. https://doi.org/10.1016/S0191-8869(00)00113-6Garner, P.W., & Spears, F.M. (2000). Emotion regulation in low-income preschoolersGratz, K., & Roemer, L. (2008). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of psychopathology and behavioral assessment, 26(1), 41-54. https://doi.org/10.1007/s10862-008-9102-4Gresham, D., & Gullone, E. (2012). Emotion regulation strategy use in children and adolescents: The explanatory roles of personality and attachment. Personality and Individual Differences,, 52(5), 616 -621. https://doi.org/10.1016/j.paid.2011.12.016Gorday, J., Rogers, M., & Joiner, T. (2018). Examining characteristics of worry in relation to depression, anxiety, and suicidal ideation and attempts. Journal of psychiatric research, 107, 97-103. https://doi.org/10.1016/j.jpsychires.2018.10.004Gross, J.J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10, 214-219. https://doi.org/10.1111/1467-8721.00152Gross, J.J. (1998). Sharpening the focus: Emotion regulation, arousal and social competence. Psychological Inquiry, 9(4), 287-290. https://doi.org/10.1207/s15327965pli0904_8Gross, J.J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. http://dx.doi.org/10.1037/1089-2680.2.3.271Gross, J.J., & John, O. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships and well-being. Journal of Personality and Social Psychology, 85, 348-362. https://doi.org/10.1037/0022-3514.85.2.348Gross, J.J., & Muñoz, R. (1995). Emotion Regulation and Mental Health. Clinical Psychology, 2(2), 151-164. https://doi.org/10.1111/j.1468-2850.1995.tb00036.xGross, J.J., & Thompson, R. (2007). Emotion regulation: conceptual foundations. In: Gross, J. J. (ed.) Handbook of Emotion Regulation. New York: Guilford, 3-26.Guerrero, D., Moncayo, L., & Parra, J. (2015). Cyberbullying El acoso escolar en la era virtual (trabajo de grado). Colombia: Instituto Merani.Güemes, M., González, M., & Hidalgo, M. (2017). Pubertad y adolescencia. Revista de Formación Continuada de la Sociedad Española de Medicina de la Adolescencia, 1, 7-22.Hemphill, S., & Heerde, J. (2014). Adolescent predictors of young adult cyberbullying perpetration and victimization among Australian youth. Journal of Adolescent Health, 55(4), 1-8. https://doi.org/10.1016/j.jadohealth.2014.04.014Hemphill, S., Tollit, M., Kotevski, A., & Heerde, J. (2015). Predictors of traditional and cyberbullying victimization: a longitudinal study of Australian secondary school students. J. Interpers Violence, 30(15), 2567-2590. https://doi.org/10.1177/0886260514553636Hernández, R., & Saravia, M. (2016). Generalidades del acoso escolar: Una revisión de conceptos. Revista de Investigación Apuntes Psicológicos, 1(1), 30-40. http://repositorio.usil.edu.pe/bitstream/123456789/1682/1/2016_Hernandez_Generalidades-acoso-escolar.pdfHernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la Investigación. McgrawHill.Hervás, G. y Vázquez, C. (2006). La regulación afectiva: modelos, investigación e implicaciones para la salud mental y física. Revista de Psicología General y Aplicada, 59(1-2), 9-36. https://www.researchgate.net/publication/235428353_La_regulacion_afectiva_Modelos_investigacion_e_implicaciones_para_la_salud_mental_y_fisicaHerrera, M., Casas, J., Romera, E., Ortega, R., & Del Rey, R. (2017). Validation of the European Cyberbullying Intervention Project Questionnaire for Colombian Adolescents. Cyberpsychology, Behavior, and Social Networking, 20(2), 117-125. https://doi.org/10.1089/cyber.2016.0414Herrera, M., Romera, E., & Ortega, R. (2017). Bullying y cyberbullying en Colombia; coocurrencia en adolescentes escolarizados. Revista Latinoamericana de Psicología, 49(3), 163-172. https://doi.org/10.1016/j.rlp.2016.08.001Hopkins, L., Taylor, L., Bowen, E., & Wood, C. (2013). A qualitative study investigating adolescents' understanding of aggression, bullying and violence. Children and Youth Services Review, 35(4), 685-693. https://doi.org/10.1016/j.childyouth.2013.01.012Hinduja, S., & Patchin, J. (2014). Cyberbullying: Identification, prevention, and response. Cyberbullying Research Center. https://cyberbullying.org/Cyberbullying-IdentificationPrevention-Response.pdfHurtado, F. (2020). La educación en tiempos de pandemia: Los desafíos de la escuela del siglo XXI. Revista arbitrada del centro de investigación y estudios gerenciales. 176-187. http://www.grupocieg.org/archivos_revista/Ed.44(176 187)%20Hurtado%20Tavalera_articulo_id650.pdfInglés, C., Torregrosa, M., García, J., Martínez, M., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29-41.Jennings, W., Song, H., Kim, J., Fenimore, D., & Piquero, A. (2017). An examination of bullying and physical health problems in adolescence among south Korean youth.Journal of Child and Family Studies, 1-12. https://doi.org/10.1007/s10826-017-0885-3Joo Jeon, H., Peterson, C., & Decoster, J. (2013). Parent Child Interaction, task oriented regulation,and cognitive development in toddlers facing developmental riks. Journal of Applied Developmental Psychology, 34(6), 257-267. https://doi.org/10.1016/j.appdev.2013.08.002Jorge, E., & González, M. (2017). Estilos de crianza parental: una revisión teórica. Informes Psicológicos, 17(2), 39-66. http://dx.doi.org/10.18566/infpsic.v17n2a02Kabiri, S., Shamila, M., Choi, J., & Yun, I. (2019). The impact of life domains on cyberbullying perpetration in Iran: A partial test of Agnew's general theory of crime.Kim, D., Lee, J., Cho, S., Peguero, A., & Misuraca, J. (2019). From bullying victimization to delinquency in South Korean adolescents: Exploring the pathways using a nationally representative sample. Children and Youth Services Review, 98, 305-311. https://doi.org/10.1016/j.childyouth.2019.01.018Kinkead, A., Garrido, L., & Uribe, N. (2011). Modalidades Evaluativas en la Regulación Emocional: Aproximaciones actuales. Revista Argentina de Clínica Psicológica, 20(1), 29-39. Obtenido de https://www.redalyc.org/pdf/2819/281921807002.pdfKokkinos, C., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 15(1), 41-58. https://doi.org/10.1007/s11218-011-9168-9Koole, S. (2009). The psychology of emotion regulation: An integrative review. Cognition and emotion, 23, 4-41. https://doi.org/10.1080/02699930802619031Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25(3), 343-354. https://doi.org/10.1037/0012-1649.25.3.343Kovacs, M., Oland, A., Shaw, D., Silk, J., & Skuban, E. (2006). Emotion regulation strategies in offspring of childhood-onset depressed mothers. Journal of Child Psychology and Psychiatry, 47(1), 9-78. https://doi.org/10.1111/j.1469-7610.2005.01440.xLeDoux, J.E. (1993). Emotional networks in the brain. En M. Lewis y J.M. Haviland (Eds.), Handbook of emotions. New York: Guilford PressLester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psych WellBeing, 5(9). https://doi.org/10.1186/s13612-015-0037-8Lester, L., Cross, D., Dooley, J., & Shaw, T. (2013). Developmental trajectories of adolescent victimization: Predictors and outcomes. Social Influence, 8(2-3), 107-130. https://doi.org/10.1080/15534510.2012.734526Li, S., Wang, Y., Xue, J., Zhao, N. y Zhu, T. (2020). The Impact of COVID-19 Epidemic Declaration on Psychological Consequences: A Study on Active Weibo Users. International Journal of Environmental Research and Public Health, 17 (6), 20- 32. https://doi.org/10.3390/ijerph17062032Li, C., Holt, T., Bossler, A., & May, D. (2016). Examining the mediating effects of social learning on the low self-control—Cyberbullying relationship in a youth sample. Deviant Behavior, 37(2), 126-138. https://doi.org/10.1080/01639625.2014.1004023Livazović, G., & Ham, E. (2019). Cyberbullying and emotional distress in adolescents: the importance of family, peers and school. Heliyon, 5(6), 2405-8440. https://doi.org/10.1016/j.heliyon.2019.e01992Loades, M., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., ... y Crawley, E. (2020). Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID19. Journal of the American Academy of Child & Adolescent Psychiatry, 1-38. https://doi.org/10.1016/j.jaac.2020.05.009Lopes, P., Salovey, P., Cote, S., & Beers, M. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5, 113-118. DOI: 10.1037/1528/3542.5.1.113.López, D., Valdovinos, A., Méndez, M., & Mendoza, V. (2009). El Sistema Límbico y las Emociones: Empatía en Humanos y Primates. Psicología Iberoamericana, 17(2),60-69. https://www.redalyc.org/articulo.oa?id=1339/133912609008Lonigro, A., Schneider, B., Laghi, F., Baiocco, R., Pallini, S., & Brunner, T. (2014). Is cyberbullying related to trait or state anger? Child Psychiatry & Human Development, 46(3), 445-454. https://doi.org/10.1007/s10578-014-0484-0Lyubomirsky, S., Sheldon, K. M., y Schkade, D. (2005). Pursuing happiness: Thearchitecture of sustainable change. Review of General Psychology, 9, 111-131. DOI: 10.1037/1089-2680.9.2.111Marín, I., Zych, I., Ortega, R., Hunter, S., & Llorent, V. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, 0190-7409,. https://doi.org/10.1016/j.childyouth.2019.104647Martínez, M., Delgado, B., Inglés, C., & García, J. (2019). Cyberbullying in the university setting. Relationship with family environment and emotional intelligence. Computers in Human Behavior, 91, 220-225. https://doi.org/10.1016/j.chb.2018.10.002Mena, A., & Arteche, A. (2019). Influencia de la personalidad, la regulación emocional, los estilos parentales y algunas características sociodemográficas sobre el acoso escolar en un grupo de adolescentes brasileños. Revista Interamericana de Psicología, 55(3), 380-398. https://journal.sipsych.org/index.php/IJP/article/view/396/991Mendoza, E. (2012). Acoso cibernético o cyberbullying: Acoso con la tecnología electrónica. Pediatría de México, 14(3), 133-146. https://www.medigraphic.com/cgibin/new/resumen.cgi?IDARTICULO=36726Mestre, G; Fernández,F; Jiménez,S; y Ponza M.(2020). Emotional regulation in gambling disorder. Current Opinion in Behavioral Sciences. 31,102-108. https://doi.org/10.1016/j.cobeha.2020.03.004Miglino y Equipo Internacional de B.S.F. (2019). ONG Internacional Bullying Sin Fronteras: Estadísticas de Bullying en Colombia 2018. https://bullyingsinfronteras.blogspot.com/2018/11/estadisticas-de-bullying-encolombia.htmlMinTic. (14 de abril de 2020). Acceso a Internet está garantizado en Colombia durante pandemia: MinTIC. https://www.mintic.gov.co/portal/inicio/Sala-de-prensa/MinTIC-enlos-medios/126588:Acceso-a-Internet-esta-garantizado-en-Colombia-durante-pandemiaMinTICMiranda, R., Oriol, X., Amutio, A., & Ortúzar, H. (2019). Adolescent Bullying Victimization and Life Satisfaction: Can Family and School Adult Support Figures Mitigate this Effect? Revista de Psicodidáctica, 24(1), 39-45. https://doi.org/10.1016/j.psicoe.2018.07.001Mocaiber, I., De Olivera, L., García, M., Machado, W., Rui, P., Vasconcellos, I. & Volchan E. (2008) Neurobiologia da regulação emocional: implicações para a terapia cognitivocomportamental. Psicologia em Estudo, Maringá, 13(3). 531-538.Muñoz, A., Vargas, R., & Hoyos, J. (2016). Escala de Dificultades en Regulación Emocional (DERS): Análasis Factorial en una Muestra Colombiana. Acta Colombiana de Psicología, 19(1), 233-244. https://doi.org/10.14718/ACP.2016.19.1.10Musalem, B., & Castro, O. (2015). Qué se sabe de bullying. Revista Médica Clínica Las Condes, 26(1), 14-23. https://doi.org/10.1016/j.rmclc.2014.12.002Musitu, G., & Allat, P. (1994). Psicosociología de la familia. Madrid: Ediciones Albatros.Navarro, R., Yubero, S., & Larrañaga, E. (2016). Cyberbullying across the globe: Gender, family and mental health. Switzerland: Springer. doi: 10.1007/978-3-319-25552-1Nolasco, A. (2012). La Empatía y su Relación con el Acoso Escolar. Revista de Estudios y Experiencias en Educación, 11(22),35-54.Oberst, U., Wegmann, E., Stodt, B., Brand, M., & Chamarro, A. (2017). Negative consequences from heavy social networking in adolescents: The mediating role of fear of missing out. Journal of Adolescence, 55, 51-60. https://doi.org/10.1016/j.adolescence.2016.12.008Ortega-Barón, J., Buelga, S., & Cava, M. (2016). Influencia del clima escolar en adolescentes víctimas de ciberacoso. Revista científica de educomunicación, 14(46). 57-65.Olweus, D. (1993). Bullying at school: What we know and what we can do. MA: Blackwell.Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions in Psychological Science, 4(6), 196-200. https://doi.org/10.1111/1467-8721.ep10772640Olweus, D. (1999). The nature of school bullying: A cross-national perspective. Londres & New York: Routledge.Olweus, D. (2012). Cyberbullying: an overrated phenomenon? European Journal of Developmental Psychology, 520-538. http://dx.doi.org/10.1080/17405629.2012.682358Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751-780. http://dx.doi.org/10.1146/annurev-clinpsy050212-185516Organización Mundial de la Salud. (2020). Enfermedad por coronavirus 2019 (COVID-19): informe de situación, 136. https://www.who.int/docs/defaultsource/coronaviruse/situation-reports/20200604-covid-19-sitrep136.pdf?sfvrsn=fd36550b_2Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (15 de abril de 2018). Los niños corren un mayor riesgo de sufrir daños en línea durante la Pandemia Mundial de la COVID-19. https://www.unicef.org/es/comunicados-prensa/ninos-correnmayor-riesgo-sufrir-danos-en-linea-durante-pandemia-COVID-19Organización Panamericana de la Salud. (2020). Intervenciones Recomendadas en Salud Mental y Apoyo Psicosocial (SMAPS) Durante La Pandemia. https://www.paho.org/uru/dmdocuments/Intervenciones-recomendadas-SMAPSpandemia-COVID-19.pdfPapanikolau, M., Chatzikosma, T., Kleio, K. (2011). Bullying at school: the role of family. Procedia-Social and Behavioral Sciences, 29, p. 433-442. https://doi.org/10.1016/j.sbspro.2011.11.260Parrot, W. G. (1993). Beyond hedonism: Motives for inhibiting goog moods and for maintining bad moods. In D. M. Wegner & J. W.Pennebaker (Eds.), Handbook of mental control (pp. 278-308). Englewood Cliffs, NJ: Prentice Hall.Perren, S., Corcoran, L., Cowie, H., Dehue, F., Garcia, D., Mc Guckin, C., Völlink, T. (2012). Tackling cyberbullying: Review of empirical evidence regarding successful responses by students, parents, and schools. International Journal of Conflict and Violence, 6, 283-293Piqueras, J.A., Ramos, V., Martínez, A.E. y Oblitas, L.A. (2009). Emociones negativas y su impacto en la salud mental y física. Suma psicológica, 16(2)., 85-112. https://www.redalyc.org/pdf/1342/134213131007.pdfPhillips, K., & Power, M. (2007). A new self-report measure of emotion regulation in adolescents: The regulation of emotions questionnaire. Journal Clinical Psychology and Psychotherapy, 14(2), 145-156. https://doi.org/10.1002/cpp.523Pyzalski, J. (2012). From cyberbullying to electronic aggression: typology of the phenomenon. Emotional and Behavioural Difficulties, 17, 305-317.Radliff, K., Wheaton, J., Robinson, K., & Morris, J. (2012). Illuminating the relationship between bullying and substance use among middle and high school youth. Addictive Behaviors, 37(4), 569-572. https://doi.org/10.1016/j.addbeh.2012.01.001Ramírez, A., Ferrando, M., & Sainz, A. (2015). ¿Influyen los estilos parentales y la inteligencia emocional de los padres en el desarrollo emocional de sus hijos escolarizados en 2do ciclo de educación infantil? Acción Psicológica, 12(1), 65-78. http://dx.doi.org/10.5944/ap.12.1.14314Rendón, M. (2007). Regulación emocional y competencia social en la infancia. Diversitas: Perspectivas en Psicología, 3(2), 349-363. https://www.redalyc.org/pdf/679/67930213.pdfRichaud, M., Mesurado, B., Samper, P., Llorca, A., Lemos, V., & Tur, A. (2013). Estilos parentales, inestabilidad emocional y agresividad en niños de nivel socioeconómico bajo en Argentina y España. 19(1), 53-69.Romero, N. (2015). Prácticas de crianza, ansiedad y regulación emocional en contexto escolar (Tesis de Maestría).Universidad Nacional, Bogota, Colombia. http://bdigital.unal.edu.co/58620/7/NataliaRomeroHurtado.2015.pdfRomero, M. (2008). La InteligenciaEmocional: Abordaje Teórico. Anuario de Psicología Clínica y de la Salud, 4, 73-76. http://www.academiaperuanadepsicologia.net/2014/abordaje%20teorico.pdfSalinas, G. (2016). Autorregulación emocional en adolescentes. Revista de la Facultad de Ciencias de la Educación, 22. https://doi.org/10.33539/educacion.2016.n22.158Salmivalli, C., Karhunen, J., & Lagerspetz, K. (1996). How do the victims respond to bullying? Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 22(2), 99-109. https://doi.org/10.1002/(SICI)1098- 2337(1996)22:2<99::AID-AB3>3.0.CO;2-PSánchez, J. & Román, F. (2004) Amígdala, corteza prefrontal y especialización hemisférica en la experiencia y expresión emocional. Anales de la psicología. 20(2), 223-240. https://www.um.es/analesps/v20/v20_2/05-20_2.pdfSangalang, C., Tran, A., Ayers, S., & Marsiglia, F. (2016). Bullying among urban Mexicanheritage youth: Exploring risk for substance use by status as a bully, victim, and bullyvictim. Children and Youth Services Review, 61, 216-221. https://doi.org/10.1016/j.childyouth.2015.12.019Santoyo, D., & Frías, S. M. (2014). Acoso escolar en México: Actores involucrados y sus características. Revista latinoamericana de Estudios Educativos, 4, 13-41.Sarner, M. (2020). Maintaining Mental Health in the time of Coronavirus. New Scientist, 246 (3279), 40-46. https://doi.org/10.1016/S0262-4079(20)30819-8Silva, C. (2005). Regulación emocional y psicopatología: el modelo de vulnerabilidad/resiliencia. Revista chilena de neuro-psiquiatría, 43(3), 201-209. http://dx.doi.org/10.4067/S0717-92272005000300004Silva, J. (2005). Regulación emocional y psicopatología: el modelo de la vulnerabilidad/ resiliencia. Revista Chilena de Neuro Psiquiatría, 43(3), 201-209. http://dx.doi.org/10.4067/S0717-92272005000300004Sistema nacional de convivencia escolar: Una guía para actualizar el manual de convivencia. (Ley 1620 de 2013). Bogotá: MAgisterio Editorial.Slonje, R., Smith, P., & Frisén, A. (2013). The nature of cybebullying, and strategies for prevention. Computers in Human Behavior, 29(1), 26-32. http://dx.doi.org/10.1016/j.chb.2012.05.024Stives, K., May, D., Pilkinton, M., Bethel, C., & Eakin, D. (2019). Strategies to combat bullying: Parental responses to bullies,bystanders, and victims. Youth & Society, 51(3), 358–376. https://doi.org/10.1177%2F0044118X18756491Schneider, S., O’Donnell, L., Stueve, A., & Coulter, R. (2012). Cyberbullying, School Bullying, and Psychological Distress: A Regional Census of High School Students. American Journal of Public Health, 102 (1), 171-177.Tang, J., Yu, Y., Wilcox, H., Kang, C., Wang, K., Wang, C., . . . Chen, R. (2020). lobal risks of suicidal behaviours and being bullied and their association in adolescents: School-based health survey in 83 countries. EClinicalMedicine, 1-11. https://doi.org/10.1016/j.eclinm.2019.100253Teismann, T., Brailovskaia, J., & Margraf, J. (2019). Positive mental health, positive affect and suicide ideation. International journal of clinical and health psychology, 19(2), 165-169. https://doi.org/10.1016/j.ijchp.2019.02.003Topper, L., Castellanos, N., Mackie, C., & Conrod, P. (2011). Adolescent bullying victimisation and alcohol-related problem behavior mediated by coping drinking motives over a 12 month period. Addictive Behaviors, 36(1-2), 6-13. https://doi.org/10.1016/j.addbeh.2010.08.016Tokunaga, R. S. (2010). Following you home from school:uu A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277-287.Tsaousis, I. (2016). The relationship of self-esteem to bullying perpetration and peer victimization among schoolchildren and adolescents: A meta-analytic review. Aggression and Violent Behavior, 31, 186-199. https://doi.org/10.1016/j.avb.2016.09.005UNESCO. (2019). Behind the numbers: ending school violence and bullying. https://unesdoc.unesco.org/ark:/48223/pf0000366483Vargas, D., & Paternina, Y. (2017). Relación entre habilidades sociales y acoso escolar. Cultura educación y sociedad, 8(2), 61-78.Vargas, R., & Muñoz, A. (2013). La regulación emocional: precisiones y avances conceptuales desde la perspectiva conductual. Psicologia USP, 24(2), 225-240. https://doi.org/10.1590/S0103-65642013000200003Veiga, A., Costa, P., Freire, I., Caetano, A., Martins, M., & Vieira, C. (2017). Adolescent cybervictimization – Who they turn to and their perceived school climate. Journal of Adolescence, 58, 12-23. https://doi.org/10.1016/j.adolescence.2017.04.009Walters, G., & Espelage, D. (2018). From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization–bullying perpetration association. Journal of School Psychology, 73-83. https://doi.org/10.1016/j.jsp.2017.12.003Walrave, M., & Heirman, W. (2011). Disclosing or protecting? Teenagers’ online selfdisclosure. In Computers, privacy and data protection: An element of choice (pp. 285- 307). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0641-5_14Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. The Lancet, 395(10228), 945- 947. https://doi.org/10.1016/S0140-6736(20)30547-XWatts, L. K., Wagner, J., Velasquez, B., & Behrens, P. (2017). Cyberbullying in higher education: A literature review. Computers in Human Behavio, 69, 268-274.Weems, C., & Pina, A. (2010). The assessment of emotion regulation: Improving construct validity in research on psychopathology in youth-An introduction to the special section. Journal of Psychopathology and Behavioral Assessment, 32, 1-7. https://doi.org/10.1007/s10862-010-9178-5Williford, A., & Zinn, A. (2018). Classroom-level differences in child-level bullying experiences: implications for prevention and intervention in school Settings. Journal of the Society for Social Work and Research, 9(1), 23-48. https://www.journals.uchicago.edu/doi/full/10.1086/696210Wolfsdorf, B., Hayes, A., Carver, C., Bird, S., & Perlman, C. (2006). Identification and evaluation of cognitive affect-regulation strategies: Development of a self report measure. Journal Cognitive Therapy and, 30, 227-262. https://doi.org/10.1007/s10608- 006-9013-1Wong, R., Cheung, C., & Xiao, B. (2018). Does gender matter in cyberbullying perpetration? An empirical investigation. Computers in Human Behavior, 79, 247-257. https://doi.org/10.1016/j.chb.2017.10.022White, F., Hayes, B., & Livesey, D. (2005). Developmental Psychology : From Infancy to adulthood. Pearson Education.You, S., & Lim, S. (2016). Longitudinal predictors of cyberbullying perpetration: Evidence from Korean middle school students. Personality and Individual Differences, 172-176. https://doi.org/10.1016/j.paid.2015.10.019Zeman, J., & Garber, J. (1996). Display rules for anger, sadness, and pain: It depends on who is watching. Child Development, 67(3), 957-973. https://doi.org/10.2307/1131873Zhang, A., De Luca, S., Oh, S., Liu, C., & Song, X. (2019). The moderating effect of gender on the relationship between bullying victimization and adolescents' self-rated health: An exploratory study using the Fragile Families and Wellbeing Study. Children and Youth Services Review, 96, 155-162. https://doi.org/10.1016/j.childyouth.2018.11.046Zhang, A., Liu, C., Bornheimer, L., Solomon, P., Wang, K., & Morrow, S. (2019). The indirect effect of bullying on adolescent self-rated health through mental health: A gender specific pattern. Children and Youth Services Review, 1-9. https://doi.org/10.1016/j.childyouth.2019.104385Zych, I., Beltrán, M., Ortega, R., & Llorent, V. (2018). Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles. Revista de Psicodidáctica, 23(2), 86-93. https://doi.org/10.1016/j.psicoe.2017.12.001.Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4-19.Zych, I., Ortega, R., & Del Rey, R. (2015). Systematic review of theoretical studies on bullying and cyberbullying: Facts, knowledge, prevention, and intervention. Aggression and Violent Behavior, 23, 1-21. https://doi.org/10.1016/j.avb.2015.10.001PublicationCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-81031https://repositorio.cuc.edu.co/bitstreams/59a000ae-4af3-441a-9077-e15ded386ab7/download934f4ca17e109e0a05eaeaba504d7ce4MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83196https://repositorio.cuc.edu.co/bitstreams/fe963dc3-ae4d-485f-9532-7b99cca23f07/downloade30e9215131d99561d40d6b0abbe9badMD53ORIGINALRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdfRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdfapplication/pdf1187769https://repositorio.cuc.edu.co/bitstreams/fdef9607-bcae-403b-8263-330bbb03c361/download6ccb48a41791e802cad32a60a18c4c3cMD51THUMBNAILRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdf.jpgRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdf.jpgimage/jpeg31378https://repositorio.cuc.edu.co/bitstreams/11c29480-b8b9-48fc-8ee5-41d468ab3f24/download7e39ef0424582043c2b6b4aa0fb3ae21MD54THUMBNAILRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdf.jpgRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdf.jpgimage/jpeg31378https://repositorio.cuc.edu.co/bitstreams/fe3e7c97-d81d-4e6a-9253-a941437d1043/download7e39ef0424582043c2b6b4aa0fb3ae21MD54TEXTRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdf.txtRegulación emocional y cyberbullying en adolescentes. Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19.pdf.txttext/plain140723https://repositorio.cuc.edu.co/bitstreams/4c2b9906-c155-4c5b-9d81-ef24b6ba31eb/download1708859d1b24e3a9c18190fa94dd4f3bMD5511323/8588oai:repositorio.cuc.edu.co:11323/85882024-09-17 12:43:58.899http://creativecommons.org/licenses/by-nc-sa/4.0/Attribution-NonCommercial-ShareAlike 4.0 Internationalopen.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa CUCrepdigital@cuc.edu.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

Relación entre regulación emocional y cyberbullying en adolescentes barranquilleros durante confinamiento por Covid-19

Publicaciones similares