Search

In the literature there are more and more works dealing with cyberbullying and adolescents' perception of this phenomenon. In particular, we are interested in cyberbullying and the effects of cyberbullying on adolescent life. What is more, in 2020 the impact of COVID-19 has increased the digital presence of cyberbullying behaviours. This phenomenon is extremely complex, since it is multicomponential and multifactorial, and many components act on it. Starting with an analysis of the literature, this work offers preliminary data towards the validation of a self-reporting questionnaire; it was administered to 650 adolescents, to evaluate their perceptions of the victims of cyberbullying. The questionnaire consisted of 33 items; Principal Component Analysis was applied, which identified the dimensions resuming the items' variability. The findings confirmed the multidimensional nature of the issue covered by the questionnaire and highlighted three psychological dimensions: Internalisation, Counterbalance and Marginalisation. The results support the structure of the questionnaire, useful to quickly collect information about adolescents' perception of cybervictimisation. The assessment of this information might help teachers, educators, and tutors to formulate targeted interventions to combat the spread of cyberbullying aimed for example at improving emotional intelligence, starting from the construction of emotional contagion.

The rapid integration of digital technologies in response to the COVID-19 pandemic has transformed various aspects of professional life. In particular, the literature found teachers to be among the professional categories most affected by technostress. Because assessing technostress is still a priority for scholars and mental health professionals, this study aimed to adapt the technostrain subscale of the Cuestionario de Tecnoestrés [Technostress Questionnaire] (extracted from the RED/TIC questionnaire) among Italian teachers. Confirmatory factor analysis confirmed the 4-factor structure observed in the original version. Results revealed that high levels of technostrain are associated with increased burnout and negative emotions. On the other hand, positive emotions were negatively correlated with technostrain and burnout, indicating their potential protective role against the latter. These findings suggest that human resource management providing technological support may serve as crucial protective factors against burnout, emphasizing the need for sustained efforts in promoting teacher well-being. [ABSTRACT FROM AUTHOR]

Increasing teacher verbal approval has been shown to produce both increased pupil "on-task" behaviour and academic achievement. The present study aimed to address gaps in current knowledge about the effect of different kinds of teacher approval, other than verbal approval, on students' performance. An exploratory study, followed by an experimental study, was conducted with Italian undergraduate psychology students in order to investigate the effect of written approval on their academic performance. The results indicate that, whilst there is some suggestion that students appreciated receiving increased written approval comments on their work, the receipt of such comments was accompanied by poorer academic performance than that of a control group. Possible explanations are presented.

In the literature there are more and more works dealing with cyberbullying and adolescents' perception of this phenomenon. In particular, we are interested in cyberbullying and the effects of cyberbullying on adolescent life. What is more, in 2020 the impact of COVID-19 has increased the digital presence of cyberbullying behaviours. This phenomenon is extremely complex, since it is multicomponential and multifactorial, and many components act on it. Starting with an analysis of the literature, this work offers preliminary data towards the validation of a self-reporting questionnaire; it was administered to 650 adolescents, to evaluate their perceptions of the victims of cyberbullying. The questionnaire consisted of 33 items; Principal Component Analysis was applied, which identified the dimensions resuming the items' variability. The findings confirmed the multidimensional nature of the issue covered by the questionnaire and highlighted three psychological dimensions: Internalisation, Counterbalance and Marginalisation. The results support the structure of the questionnaire, useful to quickly collect information about adolescents' perception of cybervictimisation. The assessment of this information might help teachers, educators, and tutors to formulate targeted interventions to combat the spread of cyberbullying aimed for example at improving emotional intelligence, starting from the construction of emotional contagion. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Psicologia is the property of FrancoAngeli srl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)