How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families

Abstract

This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students’ family members; 20% were school teachers. We collected data through an ad hoc questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying.

El objetivo de este trabajo es conocer en qué difieren los distintos grupos que conforman la comunidad educativa (alumnado, profesorado y familias) respecto a diversas características que envuelven al fenómeno ciberacoso. Para ello, se realiza este estudio de diseño selectivo transversal correlacional que pretende analizar las relaciones y diferencias entre las variables: definición de ciberacoso, tipología, roles implicados, posibles causas y estrategias de afrontamiento en los distintos grupos. Se contó con un total de 116 participantes, de los cuales un 51% era alumnado de 6º de primaria, un 29% familiares del alumnado y un 20% docentes de un centro educativo. Los datos fueron recogidos través de un mismo cuestionario ad hoc previamente validado por un conjunto de jueces expertos. Tras el análisis de los datos, los resultados muestran la existencia de diferencias significativas en la manera de percibir las tipologías, la importancia de los roles y las estrategias de afrontamiento del ciberacoso.