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El artículo presenta el análisis psicológico del proceso de socialización cibernética entre los estudiantes modernos. Las principales fuentes de investigación empírica son los resultados de la percepción subjetiva de los estudiantes de los diagnósticos de actividad en el espacio de información y comunicación de Internet y el análisis de datos sobre los síntomas del estrés de la información debido al uso activo de los recursos cibernéticos por parte de los estudiantes. The article presents the psychological analysis of cyber socialization process among modern students. The main sources of empirical research are the results of student subjective perception of activity diagnostics in the information and communication space of Internet and the analysis of data on the symptoms of information stress due to the active use of cyber-resources by students.

Las conductas antisociales de los adolescentes están presentes en todo el mundo y tienen consecuencias perjudiciales para individuos y sociedades. La investigación centrada en las conductas antisociales de los jóvenes ha sido muy fructífera, pero los estudios están generalmente fragmentados y se centran en comportamientos problemáticos específicos, ya sea en la escuela o fuera de la escuela. Aunque la superposición víctima-agresor se ha descrito en muchos estudios, la mayoría se ha centrado en las víctimas o en los agresores. Este estudio longitudinal prospectivo se ha realizado para descubrir patrones de conducta antisocial desde una perspectiva integral, que incluye diferentes comportamientos problemáticos dentro y fuera de la escuela, centrándose tanto en la victimización como en la agresión. Se ha seguido una muestra de 450 estudiantes durante un año escolar y se han realizado análisis de clases latentes y de transiciones latentes, identificando cuatro grupos de estudiantes: bajo antisocial, altamente antisocial y victimizado, alta victimización por bullying y alto en ofensas fuera de la escuela. Los análisis de transición mostraron que el grupo bajo antisocial y el grupo alto en ofensas fuera de la escuela eran relativamente estables en el tiempo. Los estudiantes del grupo alta victimización por bullying hicieron la transición a diferentes grupos y los estudiantes del grupo altamente antisocial y victimizado permanecieron en su grupo o pasaron al grupo alto en ofensas fuera de la escuela. Los resultados indican que no son frecuentes las conductas antisociales aisladas y que los estudiantes que muestran un comportamiento problemático, generalmente, presentan otros comportamientos problemáticos. Los adolescentes que están implicados en conductas antisociales en un momento temporal con frecuencia siguen implicados un año después. Por lo tanto, es posible que el potencial antisocial de algunos adolescentes se exprese en diferentes contextos. El estudio tiene importantes implicaciones para la investigación y la práctica, ya que tienen que adoptar un enfoque más holístico e integral.

The objective of the present study was to analyze the relationships between child-to-parent violence and parental socialization styles with the problematic use of social networking sites, alexithymia and attitude towards institutional authority in adolescents. A sample of 2,399 adolescents (50.2% boys and 49.8% girls) enrolled in schools in Andalusia, aged between 12 and 18 years (M = 14.63, SD = 1.91) participated in the study. A MANOVA 4 × 2 × 2 was carried out. The results showed that high child-to-parent violence was related to high levels of problematic use of social networking sites, alexithymia, and a more positive attitude towards the transgression of social norms. It was also found that adolescents from families with an indulgent style showed the lowest scores in problematic use of social networking sites, alexithymia, and positive attitude towards the transgression of social norms. Additionally, in situations of high child-to-parent violence, girls had higher scores in problematic use of social networking sites and alexithymia than boys. Finally, the results and their practical implications are discussed.

During adolescence, the Internet is mainly used for purposes of socialization. Non-verbal elements limit online communication, thus leading to widespread use of emotional resources. It would be preferable if virtual interaction did not reduce the quality of person-to-person contacts, particularly thanks to the adoption of netiquette (respectful treatment of others online). Phubbing, the tendency to check one’s mobile phone during a face-to-face conversation, has become a widespread practice that causes anxiety and can lead to social exclusion. Educating on this behavior could be related with emotional content and with netiquette. This study’s objectives are to analyze the extent to which the use of netiquette and online emotional content are associated with and can predict phubbing, taking gender differences into account. 935 adolescents (ages 12–17, 55,1% female) from 13 schools in the region of Aragon (Spain) responded to our questionnaire. Results are revealing: the level of online emotional content increases the level of phubbing; online emotional expression is the most influential risk factor in both genders; netiquette protects girls to a greater degree. We discuss the educational challenges posed by guaranteeing the responsible use of social networks.

A total of 3956 children aged 12-13 years who completed the Longitudinal Study of Australian Children (LSAC Wave 5) were studied about their experiences of traditional face-to-face bullying and cyberbullying in the last month. In terms of prevalence, sixty percent of the sample had been involved in traditional bullying as the victim and/or the offender whereas eight percent had been involved in cyberbullying as victim and/or offender. The vast majority (95%) of those involved in cyberbullying were also involved in traditional bullying. Children involved in both traditional bullying and cyberbullying were compared with those involved in only traditional bullying. Boys were more likely to be involved in both types of bullying than girls. Children with friends involved in delinquent activities and who did not have trustworthy and supportive friends were more likely to bully both traditionally and in cyberspace. Computer proficiency and use did not differentiate children who had crossed over from those who had not, although computer use for socialising purposes had some predictive value in identifying those children who crossed over. The study reflects the value of school interventions for children as they approach adolescence, covering both traditional bullying and cyberbullying, and targeting social relationships in order to teach children how to manage them safely and intelligently. [Author abstract]