Abstract

The objective of the present work is to analyse the prevalence of cyber-aggression and cyber-victimization among adolescents in Asturias (Spain) and to identify possible gender differences. To this end, 3,175 adolescents aged 12 to 18 years were randomly selected from the student population attending compulsory secondary education in Asturias and assessed. They completed three self-reported tests: an ad hoc questionnaire on sociodemographic data and communication technologies management; the “Cyber-aggression Questionnaire for Adolescents” (CYBA), to assess how frequently adolescents acknowledge having exercised various cyber-aggressive behaviours in the previous three months; and the “Cyber-victimization Questionnaire for Adolescents” (CYVIC), to assess how frequently adolescents acknowledge having been a victim of various types of cyber-aggression in the previous three months. The results obtained show a high variation in prevalence based on the type of cyber-aggression or cyber-victimization analysed. Verbal cyber-aggression and online exclusion are more common than impersonation and visual cyber-aggression. There are generally no statistically significant differences between boys and girls. When differences do appear, boys generally tend to be more aggressive than girls, while girls are more likely to be victims. However, these differences are either small or very small. The implications of these results for future research and educational treatment of the problem are discussed.

Abstract

This paper reports on collaborative research on and with young people. In this study five groups of students in the final year of their Compulsory Secondary Education (CSE) from five different schools developed five ethnographic studies about how they communicate, express themselves and learn inside and outside school, with the support and collaboration of teachers and members of our research group. The paper begins by discussing the dimensions of collaboration in education, taking into account the contribution of collaborative and cooperative learning, and the potential of digital resources, situating earlier influences and characterizing the work realised. Then there is a description of the research carried out on and with the young people we invited to perform as investigators. The results focus on the description and conceptualization of the different types of collaboration that have emerged while carrying out the ethnographic studies in each of the schools using digital technologies. Finally, we discuss the implications and limitations of the work as a contribution to anyone interested in researching on and with young people, collaborating, educating and using digital resources.

Abstract

ICT use during adolescence is now commonplace. Its power of attraction and the vulnerable condition of adolescents are giving rise to growing concern, aggravated by the imminent consequences of such synergy. In order to deepen understanding of this relationship, the following research objectives were formulated: a) Analyze the frequency of ICT use; b) Examine family supervision; c) Identify stress associated with the use of ICTs; d) Establish profiles of ICT use. The sample consisted of 1,101 adolescents of 10 educational centers in Southeastern Spain. A descriptive analysis was performed and contingency tables, Chi Square, Cramer V, hierarchical cluster analysis and one-factor ANOVA were used. The results show that more than 60% of adolescents use ICTs without supervision and that 1 out of 3 feel stressed in the absence of the Internet. In addition, statistically significant relationships were found between the frequency of ICT use and stress, as well as with family supervision. A solution of three groups or profiles of use was obtained. 45% of the subjects display maladaptive use or signs of it. The study concludes by stressing that the relationship between adolescents and ICTs is far from ideal and warns of the urgent need to train adolescents and parents in the responsible use of ICTs.