Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente

Autores:: Fernández Delgado, Claudia
Chamizo Nieto, María Teresa
Rey Peña, Lourdes

Tipo de recurso:: Article of journal

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.es-ES.fl_str_mv	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
title	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
spellingShingle	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente Cyberbullying Teachers Emotional intelligence Intervention Ciberacoso, docentes Inteligencia emocional Intervención
title_short	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
title_full	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
title_fullStr	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
title_full_unstemmed	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
title_sort	Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente
dc.creator.fl_str_mv	Fernández Delgado, Claudia Chamizo Nieto, María Teresa Rey Peña, Lourdes
dc.contributor.author.spa.fl_str_mv	Fernández Delgado, Claudia Chamizo Nieto, María Teresa Rey Peña, Lourdes
dc.subject.none.fl_str_mv	Cyberbullying Teachers Emotional intelligence Intervention Ciberacoso, docentes Inteligencia emocional Intervención
topic	Cyberbullying Teachers Emotional intelligence Intervention Ciberacoso, docentes Inteligencia emocional Intervención
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-01-15 00:00:00
dc.date.available.none.fl_str_mv	2025-01-15 00:00:00
dc.date.issued.none.fl_str_mv	2025-01-15
dc.type.spa.fl_str_mv	Artículo de revista
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dc.type.local.eng.fl_str_mv	Journal article
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dc.type.content.spa.fl_str_mv	Text
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dc.identifier.issn.none.fl_str_mv	2027-8306
dc.identifier.doi.none.fl_str_mv	10.19053/uptc.20278306.v15.n1.2025.18821
dc.identifier.eissn.none.fl_str_mv	2389-9417
dc.identifier.url.none.fl_str_mv	https://doi.org/10.19053/uptc.20278306.v15.n1.2025.18821
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url	https://doi.org/10.19053/uptc.20278306.v15.n1.2025.18821
dc.language.iso.spa.fl_str_mv	spa
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dc.relation.references.spa.fl_str_mv	Abacioglu, C. S., Volman, M., & Fischer, A. H. (2021). Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes. Current Psychology, 40 (12), 5934-5946. https://doi.org/10.1007/s12144-021-02096-6 Alipan, A., Skues, J. L., Theiler, S., & Wise, L. (2020). Defining cyberbullying: A multifaceted definition based on the perspectives of emerging adults. International Journal of Bullying Prevention, 2, 79-92. https://doi.org/10.1007/s42380-019-00018-6 Alonso, C., & Romero, E. (2020). Estudio longitudinal de predictores y consecuencias del ciberacoso en adolescentes españoles. Behavioral Psychology/Psicología Conductual, 28 (1), 73-93. Artola-Bonanno, A., Briesch, A. M., Lifter, K., & Kemerer, P. (2024). Measuring teacher-student relationships in adolescence: A systematic, cross-cultural review. International Journal of School & Educational Psychology, 12 (2), 96-108. https://doi.org/10.1080/21683603.2024.2328834 Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students' need satisfaction during adolescence. Journal of Applied Developmental Psychology, 58, 57-65. https://doi.org/10.1016/j.appdev.2018.08.004 Barlett, C., & Coyne, S. M. (2014). A meta‐analysis of sex differences in cyber‐bullying behavior: The moderating role of age. Aggressive Behavior, 40 (5), 474- 488. https://doi.org/10.1002/ab.21555 Buelga, S., Cava, M.-J., Moreno Ruiz, D., & Ortega-Barón, J. (2022). Cyberbullying y conducta suicida en alumnado adolescente: Una revisión sistemática. Revista de Educación, 397, 43–67. https://doi.org/10.4438/1988-592X-RE-2022-397-539 Calmaestra, J., Rodriguez-Hidalgo, A. J., Mero-Delgado, O., & Solera, E. (2020). Cyberbullying in adolescents from Ecuador and Spain: Prevalence and differences in gender, school year and ethnic-cultural background. Sustainability, 12 (11), 4597. https://doi.org/10.3390/su12114597 Casal-Otero, L., Fernández-de-la-Iglesia, J. del C., Cebreiro, B., & Fernández-Morante, C. (2022). Competencias para afrontar el ciberacoso en los centros de Educación Secundaria: una aproximación a las necesidades de directores/as y docentes. Edutec. Revista Electrónica de Tecnología Educativa, 80, 1-13. https://doi.org/10.21556/edutec.2022.80.2475 Casas, J. A., Ortega-Ruiz, R., & Monks, C. P. (2020). Cyberbullying: A changing phenomenon. En N. Van Zalk & C. P. Monks (Eds.), Online peer engagement in adolescence, 71–84. Routledge. https://doi.org/10.4324/9780429468360-5 Cipriano, C., Barnes, T. N., Kolev, L., Rivers, S., & Brackett, M. (2019). Validating the emotion-focused interactions scale for teacher–student interactions. Learning Environments Research, 22 (1), 1-12. https://doi.org/10.1007/s10984-018-9264-2 De Kimpe, L., Walrave, M., Ponnet, K., & Van Ouytsel, J. (2019). Internet safety. The International Encyclopedia of Media Literacy, 1-11. https://doi.org/10.1002/9781118978238.ieml0093 Dean, R., & Gibbs, S. (2023). Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships. Educational Psychology in Practice, 39 (3), 273-293. https://doi.org/10.1080/02667363.2023.2196713 DeSmet, A., Aelterman, N., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). Secondary school educators’ perceptions and practices in handling cyberbullying among adolescents: A cluster analysis. Computers And Education/Computers & Education, 88, 192-201. https://doi.org/10.1016/j.compedu.2015.05.006 Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019a). La importancia de la inteligencia emocional del profesorado en la misión educativa: impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento. Voces de la Educación, 74-97. Extremera, N., Rey, L., & Sánchez-Álvarez, N. (2019b). Validation of the Spanish version of the Wong Law emotional intelligence scale (WLEIS-S). Psicothema, 31 (1), 94-100. https://doi.org/10.7334/psicothema2018.147 García-Martínez, S., & García-Zabaleta, E. (2024). El acoso escolar en España: revisión y análisis de los protocolos de actuación por comunidades autónomas. Contextos Educativos. Revista de Educación, 33, 193-217. http://doi.org/10.18172/con.5765 Giumetti, G. W., & Kowalski, R. M. (2022). Cyberbullying via social media and well-being. Current Opinion In Psychology, 45, 101314. https://doi.org/10.1016/j.copsyc.2022.101314 González-Calatayud, V., Prendes-Espinosa, M., & López-Pina, J. A. (2016). La percepción sobre el ciberacoso del profesorado de secundaria de la Región de Murcia. Innoeduca, 2 (2), 84-89. https://doi.org/10.20548/innoeduca.2016.v2i2.1974 Halladay, J., Bennett, K., Weist, M., Boyle, M., Manion, I., Campo, M., & Georgiades, K. (2020). Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada. Journal of School Psychology, 81, 1-10. https://doi.org/10.1016/j.jsp.2020.05.003 Hayes, A. F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis. A Regression-Based Approach (2ª ed.). Guilford Press. Iram, N. (2022). Effect of Teachers' Emotional Intelligence on School Climate at Secondary School Level. Bulletin of Education and Research, 44 (3), 18-36. Jia, J., Li, D., Li, X., Zhou, Y., Wang, Y., Sun, W., & Zhao, L. (2018). Peer victimization and adolescent Internet addiction: The mediating role of psychological security and the moderating role of teacher-student relationships. Computers in Human Behavior, 85, 116-124. https://doi.org/10.1016/j.chb.2018.03.042 Kim, M., Ellithorpe, M. E., & Burt, S. A. (2023). Anonymity and its role in digital aggression: A systematic review. Aggression And Violent Behavior, 72, 101856. https://doi.org/10.1016/j.avb.2023.101856 Llorent, V. J., & Núñez-Flores, M. (2024). Social and Emotional Competencies of Teachers to Prevent and Reduce Cyberbullying. En Cyber and Face-to-Face Aggression and Bullying among Children and Adolescents, 88-101. Routledge. Lonergan, A., Moriarty, A., McNicholas, F., & Byrne, T. (2023). Cyberbullying and internet safety: a survey of child and adolescent mental health practitioners. Irish Journal of Psychological Medicine, 40, (1), 43-50. https://doi.org/10.1017/ipm.2021.63 Luik, P., & Naruskov, K. (2018). Student’s Perceptions of Cyberbullying in the Context of Cyberbullying Criteria and Types: The Role of Age. En Communications in Computer and Information Science, 870, 24-36. Springer, Cham. https://doi.org/10.1007/978-3-319-95522-3_3 Madrid-López, E. J., Valdés-Cuervo, Á. A., Urías-Murrieta, M., Torres-Acuña, G. M., & Parra-Pérez, L. G. (2020). Factores asociados al ciberacoso en adolescentes. Una perspectiva ecológico-social. Perfiles Educativos, 42 (167), 68-83. https://doi.org/10.22201/iisue.24486167e.2019.167.59128 Molina-Isaza, L., & Nova-Herrera, A. J. (2022). La inteligencia emocional, una oportunidad para la gestión de la convivencia escolar. Praxis, 18 (1), 15-32. https://doi.org/10.21676/23897856.3878 Nagar, P. M., & Talwar, V. (2023). The role of teacher support in increasing youths’ intentions to disclose cyberbullying experiences to teachers. Computers & Education, 207, 104922. https://doi.org/10.1016/j.compedu.2023.104922 Ng, E. D., Chua, J. Y. X., & Shorey, S. (2022). The effectiveness of educational interventions on traditional bullying and cyberbullying among adolescents: A systematic review and meta-analysis. Trauma, Violence & Abuse, 23 (1), 132-151. https://doi.org/10.1177/1524838020933867 Paniagua, C., García-Moya, I., Sánchez-Queija, I., & Moreno, C. (2022). Bullying, cyberbullying, and adoption: What is the role of student–teacher connectedness? School Psychology, 37 (5), 367-377. https://doi.org/10.1037/spq0000508 Pereira, N. S., Ferreira, P. C., Simão, A. M. V., Cardoso, A. S., Barros, A., Pinto, A. M., Ferreira, A. I., Primor, A. C., & Carvalhal, S. (2022). “It is typical of teenagers”: when teachers morally disengage from cyberbullying. The Spanish Journal of Psychology, 25, e30. https://doi.org/10.1017/sjp.2022.27 Pichel, R., Foody, M., O’Higgins Norman, J., Feijóo, S., Varela, J., & Rial, A. (2021). Bullying, cyberbullying and the overlap: What does age have to do with it? Sustainability, 13 (15), 8527. https://doi.org/10.3390/su13158527 Polanin, J. R., Espelage, D. L., Grotpeter, J. K., Ingram, K. M., Michaelson, L., Spinney, E., Valido, A., Sheikh, A. E., Torgal, C., & Robinson, L. E. (2021). A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization. Prevention Science, 23 (3), 439-454. https://doi.org/10.1007/s11121-021-01259-y Sánchez-Gómez, M., Bresó-Esteve, E., & Adelantado-Renau, M. (2022). Inteligencia emocional en entornos educativos: evidencias científicas. Publicacions de la Universitat Jaume I. https://doi.org/10.6035/psique.26 Sanjuán, C. (2019). Violencia viral: análisis de la violencia contra la infancia y la adolescencia en el entorno digital. Save the Children España. https://www.savethechildren.es/publicaciones/informe-violencia-viral-y-online-contra-la-infancia-y-la-adolescencia Santre, S. (2023). Cyberbullying in adolescents: A literature review. International Journal of Adolescent Medicine and Health, 35 (1), 1-7. https://doi.org/10.1515/ijamh-2021-0133 Skordoulis, M., Liagkis, M. K., Sidiropoulos, G., & Drosos, D. (2020). Emotional Intelligence and Workplace Conflict Resolution: The Case of Secondary Education Teachers in Greece. International Journal of Research in Education and Science, 6 (4), 521-533. https://doi.org/10.46328/ijres.v6i4.1224 Valente, S., & Lourenço, A. A. (2020). La inteligencia emocional marca la diferencia: el impacto de las habilidades de inteligencia emocional del profesorado en las estrategias de manejo de conflictos en el aula. Know And Share Psychology, 1 (4), 123-134. https://doi.org/10.25115/kasp.v1i4.4249 Valente, S., Veiga-Branco, A., Rebelo, H., Lourenço, A. A., & Cristóvão, A. M. (2020). The Relationship between Emotional Intelligence Ability and Teacher Efficacy. Universal Journal of Educational Research, 8 (3), 916-923. https://doi.org/10.13189/ujer.2020.080324 Van Gils, F. E., Verschueren, K., Demol, K., Ten Bokkel, I. M., & Colpin, H. (2023). Teachers' bullying‐related cognitions as predictors of their responses to bullying among students. British Journal of Educational Psychology, 93 (2), 513-530. https://doi.org/10.1111/bjep.12574 Vismara, M., Girone, N., Conti, D., Nicolini, G., & Dell’Osso, B. (2022). The current status of Cyberbullying research: A short review of the literature. Current Opinion in Behavioral Sciences, 46, 101152. https://doi.org/10.1016/j.cobeha.2022.101152 Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: a comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909
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spelling	Fernández Delgado, ClaudiaChamizo Nieto, María TeresaRey Peña, Lourdes2025-01-15 00:00:002025-01-15 00:00:002025-01-152027-830610.19053/uptc.20278306.v15.n1.2025.188212389-9417https://doi.org/10.19053/uptc.20278306.v15.n1.2025.18821application/pdftext/xmlspaUniversidad Pedagógica y Tecnológica de ColombiaRevista de Investigación, Desarrollo e Innovación - 2025https://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/18821CyberbullyingTeachersEmotional intelligenceInterventionCiberacoso, docentesInteligencia emocionalIntervenciónInteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docenteArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Abacioglu, C. S., Volman, M., & Fischer, A. H. (2021). Teacher interventions to student misbehaviors: The role of ethnicity, emotional intelligence, and multicultural attitudes. Current Psychology, 40 (12), 5934-5946. https://doi.org/10.1007/s12144-021-02096-6Alipan, A., Skues, J. L., Theiler, S., & Wise, L. (2020). Defining cyberbullying: A multifaceted definition based on the perspectives of emerging adults. International Journal of Bullying Prevention, 2, 79-92. https://doi.org/10.1007/s42380-019-00018-6Alonso, C., & Romero, E. (2020). Estudio longitudinal de predictores y consecuencias del ciberacoso en adolescentes españoles. Behavioral Psychology/Psicología Conductual, 28 (1), 73-93.Artola-Bonanno, A., Briesch, A. M., Lifter, K., & Kemerer, P. (2024). Measuring teacher-student relationships in adolescence: A systematic, cross-cultural review. International Journal of School & Educational Psychology, 12 (2), 96-108. https://doi.org/10.1080/21683603.2024.2328834Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students' need satisfaction during adolescence. Journal of Applied Developmental Psychology, 58, 57-65. https://doi.org/10.1016/j.appdev.2018.08.004Barlett, C., & Coyne, S. M. (2014). A meta‐analysis of sex differences in cyber‐bullying behavior: The moderating role of age. Aggressive Behavior, 40 (5), 474- 488. https://doi.org/10.1002/ab.21555Buelga, S., Cava, M.-J., Moreno Ruiz, D., & Ortega-Barón, J. (2022). Cyberbullying y conducta suicida en alumnado adolescente: Una revisión sistemática. Revista de Educación, 397, 43–67. https://doi.org/10.4438/1988-592X-RE-2022-397-539Calmaestra, J., Rodriguez-Hidalgo, A. J., Mero-Delgado, O., & Solera, E. (2020). Cyberbullying in adolescents from Ecuador and Spain: Prevalence and differences in gender, school year and ethnic-cultural background. Sustainability, 12 (11), 4597. https://doi.org/10.3390/su12114597Casal-Otero, L., Fernández-de-la-Iglesia, J. del C., Cebreiro, B., & Fernández-Morante, C. (2022). Competencias para afrontar el ciberacoso en los centros de Educación Secundaria: una aproximación a las necesidades de directores/as y docentes. Edutec. Revista Electrónica de Tecnología Educativa, 80, 1-13. https://doi.org/10.21556/edutec.2022.80.2475Casas, J. A., Ortega-Ruiz, R., & Monks, C. P. (2020). Cyberbullying: A changing phenomenon. En N. Van Zalk & C. P. Monks (Eds.), Online peer engagement in adolescence, 71–84. Routledge. https://doi.org/10.4324/9780429468360-5Cipriano, C., Barnes, T. N., Kolev, L., Rivers, S., & Brackett, M. (2019). Validating the emotion-focused interactions scale for teacher–student interactions. Learning Environments Research, 22 (1), 1-12. https://doi.org/10.1007/s10984-018-9264-2De Kimpe, L., Walrave, M., Ponnet, K., & Van Ouytsel, J. (2019). Internet safety. The International Encyclopedia of Media Literacy, 1-11. https://doi.org/10.1002/9781118978238.ieml0093Dean, R., & Gibbs, S. (2023). Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships. Educational Psychology in Practice, 39 (3), 273-293. https://doi.org/10.1080/02667363.2023.2196713DeSmet, A., Aelterman, N., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2015). Secondary school educators’ perceptions and practices in handling cyberbullying among adolescents: A cluster analysis. Computers And Education/Computers & Education, 88, 192-201. https://doi.org/10.1016/j.compedu.2015.05.006Extremera, N., Mérida-López, S., & Sánchez-Gómez, M. (2019a). La importancia de la inteligencia emocional del profesorado en la misión educativa: impacto en el aula y recomendaciones de buenas prácticas para su entrenamiento. Voces de la Educación, 74-97.Extremera, N., Rey, L., & Sánchez-Álvarez, N. (2019b). Validation of the Spanish version of the Wong Law emotional intelligence scale (WLEIS-S). Psicothema, 31 (1), 94-100. https://doi.org/10.7334/psicothema2018.147García-Martínez, S., & García-Zabaleta, E. (2024). El acoso escolar en España: revisión y análisis de los protocolos de actuación por comunidades autónomas. Contextos Educativos. Revista de Educación, 33, 193-217. http://doi.org/10.18172/con.5765Giumetti, G. W., & Kowalski, R. M. (2022). Cyberbullying via social media and well-being. Current Opinion In Psychology, 45, 101314. https://doi.org/10.1016/j.copsyc.2022.101314González-Calatayud, V., Prendes-Espinosa, M., & López-Pina, J. A. (2016). La percepción sobre el ciberacoso del profesorado de secundaria de la Región de Murcia. Innoeduca, 2 (2), 84-89. https://doi.org/10.20548/innoeduca.2016.v2i2.1974Halladay, J., Bennett, K., Weist, M., Boyle, M., Manion, I., Campo, M., & Georgiades, K. (2020). Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada. Journal of School Psychology, 81, 1-10. https://doi.org/10.1016/j.jsp.2020.05.003Hayes, A. F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis. A Regression-Based Approach (2ª ed.). Guilford Press.Iram, N. (2022). Effect of Teachers' Emotional Intelligence on School Climate at Secondary School Level. Bulletin of Education and Research, 44 (3), 18-36.Jia, J., Li, D., Li, X., Zhou, Y., Wang, Y., Sun, W., & Zhao, L. (2018). Peer victimization and adolescent Internet addiction: The mediating role of psychological security and the moderating role of teacher-student relationships. Computers in Human Behavior, 85, 116-124. https://doi.org/10.1016/j.chb.2018.03.042Kim, M., Ellithorpe, M. E., & Burt, S. A. (2023). Anonymity and its role in digital aggression: A systematic review. 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Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.6349096614915Revista de Investigación, Desarrollo e Innovaciónhttps://revistas.uptc.edu.co/index.php/investigacion_duitama/article/download/18821/15223https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/download/18821/16476Núm. 1 , Año 2025 : Enero-JunioPublicationOREORE.xmltext/xml2812https://repositorio.uptc.edu.co/bitstreams/66c76465-da6f-43a3-ab09-15dfe26fe3be/downloadfb835680b6e7a18ac55119b63a0a13a3MD51falseAnonymousREAD001/21526oai:repositorio.uptc.edu.co:001/215262026-10-29 18:06:36.879https://creativecommons.org/licenses/by-nc-sa/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

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