1 / 24

Συνάντηση στη Θεσσαλονίκη Meeting Thessaloniki June 2011

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

fleta
Download Presentation

Συνάντηση στη Θεσσαλονίκη Meeting Thessaloniki June 2011

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

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

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

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

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

  6. 2. INSTRUMENTS VALIDATION

  7. 2. INSTRUMENTS VALIDATION

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

  9. 4. Instruments validation • Bullying

  10. 4. Instruments validation • Cyberllying

  11. RESULTS: SchoolClimate 0-4

  12. RESULTS: Empathy 0-4

  13. RESULTS: Internet use

  14. RESULTS: Bullyingvictimization

  15. RESULTS: Bullyingaggression

  16. RESULTS: Bullying roles criteria

  17. RESULTS: Bullying roles

  18. RESULTS: Cyberbullying victimization

  19. RESULTS: Cyberbullying aggression

  20. RESULTS: Cyberbullying roles

  21. RESULTS: Bullying & Cyberbullying roles

  22. RESULTS: Bullying & Cyberbullying roles 0-4

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

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

More Related