Cyber-rumor and internalizing symptoms in adolescence: mediating effect of resilience
Article Sidebar
Main Article Content
Abstract
Digital media have acquired a key role in the social dynamics among adolescents, increasing the prevalence of risk behaviors such as cyberbullying. Although its study has increased in recent decades, there are still few studies focused on the effects of a specific type of cybervictimization, such as cyber-rumor. The aims of this study were first to examine whether victims of cyber-rumor have higher levels of internalizing symptoms and second to explore whether resilience mediates this association, controlling for the sex effect. A total of 558 students (54.3% girls) aged between 13 and 17 years old (M = 14.65; SD = 1.19) participated in the study. Data processing followed a mediation model through PROCESS. The results evidenced that both girls and cyber-rumor victims presented higher levels of depression, anxiety and stress. The mediation models showed that resilience only mediated the effect that being victim of cyber-rumor had on levels of depression and anxiety, but not on stress levels. Sex was not found to moderate such effects. In conclusion, these results underscore the importance of attending to cyberaggression phenomena given their effects on social and emotional well-being identified in this study. This suggests the need to design prevention programs that include among their strategies the promotion of skills for coping with cyber-rumor.
Downloads
Article Details
The journal retains the economic copyright of contributions that are accepted for publication. This means that it acquires the exclusive use of the document to be edited, disseminated, preserved, etc. in any support and for the time stipulated by the local legislation that regulates the performance of the publication.
Psychology, Society & Education is published under CC BY-NC-SA 4.0
References
Allen, K.-A., y Kern, M. L. (2017). The need to belong. En K.A. Allen y M. L. Kern (Eds.), School Belonging in Adolescents (pp. 5-12). Springer. https://doi.org/10.1007/978-981-10-5996-4_2
Anderson, E. R., y Hope, D. A. (2008). A review of the tripartite model for understanding the link between anxiety and depression in youth. Clinical Psychology Review, 28(2), 275-287. https://doi.org/10.1016/j.cpr.2007.05.004
Antony, M. M., Bieling, P. J., Cox, B. J., Enns, M. W., y Swinson, R. P. (1998). Psychometric properties of the 42-item and 21-item versions of the Depression Anxiety Stress Scales in clinical groups and a community sample. Psychological Assessment, 10(2), 176-181. https://doi.org/10.1037/1040-3590.10.2.176
Areepattamannil, S., y Khine, M. S. (2017). Early adolescents’ use of information and communication technologies (ICTs) for social communication in 20 countries: Examining the roles of ICT-related behavioral and motivational characteristics. Computers in Human Behavior, 73, 263-272. https://doi.org/10.1016/j.chb.2017.03.058
Babvey, P., Capela, F., Cappa, C., Lipizzi, C., Petrowski, N., y Ramirez-Marquez, J. (2021). Using social media data for assessing children’s exposure to violence during the COVID-19 pandemic. Child Abuse & Neglect, 116, 104747. https://doi.org/10.1016/j.chiabu.2020.104747
Camacho, A., Ortega-Ruiz, R., y Romera, E. M. (2021). Longitudinal associations between cybervictimization, anger rumination, and cyberaggression. Aggressive Behavior, 47(3), 332-342. https://doi.org/10.1002/ab.21958
Campbell-Sills, L., y Stein, M. B. (2007). Psychometric analysis and refinement of the connor–davidson resilience scale (CD-RISC): Validation of a 10-item measure of resilience. Journal of Traumatic Stress, 20(6), 1019-1028. https://doi.org/10.1002/jts.20271
Chernick, M. R. (2007). Bootstrap Methods: A Guide for Practitioners and Researchers (2a ed.). John Wiley & Sons. https://doi.org/10.1002/9780470192573
Clark, L. A., y Watson, D. (1991). Tripartite model of anxiety and depression: Psychometric evidence and taxonomic implications. Journal of Abnormal Psychology, 100, 316-336. https://doi.org/10.1037//0021-843x.100.3.316
Del Rey, R., Mora, J., Casas, J. A., Ortega-Ruiz, R., y Elipe, P. (2018). Programa Asegúrate: Efectos en ciberagresión y sus factores de riesgo. Comunicar, 26, 39-48. https://doi.org/10.3916/C56-2018-04
DiFonzo, N., y Bordia, P. (2007). Rumor psychology: Social and organizational approaches. American Psychological Association. https://doi.org/10.1037/11503-000
Falla, D., Ortega-Ruiz, R., y Romera, E. M. (2021). Mechanisms of moral disengagement in the transition from cybergossip to cyberaggression: A longitudinal study. International Journal of Environmental Research and Public Health, 18(3), 1000.
https://doi.org/10.3390/ijerph18031000
Festl, R., Vogelgesang, J., Scharkow, M., y Quandt, T. (2017). Longitudinal patterns of involvement in cyberbullying: Results from a Latent Transition Analysis. Computers in Human Behavior, 66, 7-15. https://doi.org/10.1016/j.chb.2016.09.027
García-Fernández, C. M., Moreno-Moya, M., Ortega-Ruiz, R., y Romera, E. M. (2022). Adolescent involvement in cybergossip: Influence on social adjustment, bullying and cyberbullying. The Spanish Journal of Psychology, 25, e6. https://doi.org/10.1017/SJP.2022.3
Gini, G., Card, N. A., y Pozzoli, T. (2018). A meta-analysis of the differential relations of traditional and cyber-victimization with internalizing problems. Aggressive Behavior, 44(2), 185-198. https://doi.org/10.1002/ab.21742
Hayes, A. F. (2018). Introducción a la mediación, la moderación y el análisis de procesos condicionales: Un enfoque basado en la regresión (2a ed.). Guilford Publications.
Hinduja, S., y Patchin, J. W. (2017). Cultivating youth resilience to prevent bullying and cyberbullying victimization. Child Abuse & Neglect, 73, 51-62. https://doi.org/10.1016/j.chiabu.2017.09.010
Johansson, S., y Englund, G. (2021). Cyberbullying and its relationship with physical, verbal, and relational bullying: A structural equation modelling approach. Educational Psychology, 41(3), 320-337. https://doi.org/10.1080/01443410.2020.1769033
Laurent, J., y Ettelson, R. (2001). An examination of the Tripartite Model of Anxiety and Depression and its application to youth. Clinical Child and Family Psychology Review, 4(3), 209-230. https://doi.org/10.1023/A:1017547014504
López-Pradas, I. C., Romera, E. M., Casas, J. A., y Ortega-Ruiz, R. (2017). Cybergossip and cyberbullying during primary school years. Psicología Educativa, 23(2), 73-80. https://doi.org/10.1016/j.pse.2017.05.007
Lovibond, P. F., y Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343. https://doi.org/10.1016/0005-7967(94)00075-U
Magson, N. R., Freeman, J. Y. A., Rapee, R. M., Richardson, C. E., Oar, E. L., y Fardouly, J. (2021). Risk and protective factors for prospective changes in adolescent mental health during the COVID-19 Pandemic. Journal of Youth and Adolescence, 50(1), 44-57. https://doi.org/10.1007/s10964-020-01332-9
Mora-Merchán, J., Espino, E., y Del Rey, R. (2021). Desarrollo de estrategias de afrontamiento efectivas para reducir el acoso escolar y su impacto en las víctimas estables. Psychology, Society & Education, 13(3), 55-66. https://doi.org/10.25115/psye.v13i3.5586
Notario-Pacheco, B., Solera-Martínez, M., Serrano-Parra, M. D., Bartolomé-Gutiérrez, R., García-Campayo, J., y Martínez-Vizcaíno, V. (2011). Reliability and validity of the Spanish version of the 10-item Connor-Davidson Resilience Scale (10-item CD-RISC) in young adults. Health and Quality of Life Outcomes, 9(63), 1-6.
Ortega, R., Del Rey, R., y Sánchez, V. (2012). Nuevas dimensiones de la convivencia escolar y juvenil. Ciberconducta y relaciones en la red: ciberconvivencia. Ministerio de Educación, Cultura y Deporte. Gobierno de España. Observatorio Estatal de la Convivencia Escolar. https://doi.org/10.13140/2.1.3141.1520
Panchal, U., Salazar de Pablo, G., Franco, M., Moreno, C., Parellada, M., Arango, C., y Fusar-Poli, P. (2021). The impact of COVID-19 lockdown on child and adolescent mental health: Systematic review. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-021-01856-w
Raskauskas, J., y Huynh, A. (2015). The process of coping with cyberbullying: A systematic review. Aggression and Violent Behavior, 23, 118-125. https://doi.org/10.1016/j.avb.2015.05.019
Romera, E. M., Camacho, A., Ortega-Ruiz, R., y Falla, D. (2021). Cybergossip, cyberaggression, problematic Internet use and family communication. Comunicar, 29(67), 61-71. https://doi.org/10.3916/C67-2021-05
Romera, E. M., Herrera-López, M., Casas, J. A., Ortega Ruiz, R., y Del Rey, R. (2018). How much do adolescents cybergossip? Scale development and validation in Spain and Colombia. Frontiers in Psychology, 9, 126. https://doi.org/10.3389/fpsyg.2018.00126
Rosnow, R. L. (2001). Rumor and gossip in interpersonal interaction and beyond: A social exchange perspective. En R. M. Kowalski (Ed.), Behaving dably aversive behaviors in interpersonal relationships (pp. 203-232). American Psychological Association.
Rubin, K. H., Bukowski, W. M., y Bowker, J. C. (2015). Children in peer groups. En R. M. Lerner (Ed.), Handbook of Child Psychology and Developmental Science (7ª ed., 1-48). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy405
Salmivalli, C., Magson, N. R., Kakar, V., y Rapee, R. M. (2021). The bidirectional relationships between peer victimization and internalizing problems in school-aged children: An updated systematic review and meta-analysis. Clinical Psychology Review, 85, 101979. https://doi.org/10.1016/j.cpr.2021.101979
Santos, D., Mateos-Pérez, E., Cantero, M., y Gámez-Guadix, M. (2021). Cyberbullying in adolescents: Resilience as a protective factor of mental health outcomes. Cyberpsychology, Behavior, and Social Networking, 24(6), 414-420. https://doi.org/10.1089/cyber.2020.0337
Sastre, A., Calmaestra, J., Escorial, A., García, P., Del Moral, C., Perazzo, C., y Ubrich, T. (2016). Yo a eso no juego. Bullying y cyberbulllying en la infancia. Save the Children. https://www.savethechildren.es/sites/de%0Afault/files/imce/docs/yo_a_eso_no_juego.pdf
Sheppard, C. S., Giletta, M., y Prinstein, M. J. (2019). Peer victimization trajectories at the adolescent transition: Associations among chronic victimization, peer-reported status, and adjustment. Journal of Clinical Child & Adolescent Psychology, 48(2), 218-227. https://doi.org/10.1080/15374416.2016.1261713
Smith, P. K., López-Castro, L., Robinson, S., y Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys. Aggression and Violent Behavior, 45, 33-40. https://doi.org/10.1016/j.avb.2018.04.006
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., y Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
Sukhawathanakul, P., y Leadbeater, B. (2020). Trajectories of peer victimization in elementary school children: Associations with changes in internalizing, externalizing, social competence, and school climate. Journal of Community Psychology, 48(6), 1751-1769. https://doi.org/10.1002/jcop.22365
Tabachnick, B., y Fidell, L. S. (2007). Using multivariate statistics (5ª ed.). Pearson
Tamarit, A., de la Barrera, U., Mónaco, E., Schoeps, K., y Montoya-Castilla, I. (2020). Psychological impact of COVID-19 pandemic in Spanish adolescents: Risk and protective factors of emotional symptoms. Revista de Psicología Clínica con Niños y Adolescentes, 7(3), 73-80. https://doi.org/10.21134/rpcna.2020.mon.2037
Valkenburg, P. M., Meier, A., y Beyens, I. (2022). Social media use and its impact on adolescent mental health: An umbrella review of the evidence. Current Opinion in Psychology, 44, 58-68. https://doi.org/10.1016/j.copsyc.2021.08.017
Vuorre, M., Orben, A., y Przybylski, A. K. (2021). There is no evidence that associations between adolescents’ digital technology engagement and mental health problems have increased. Clinical Psychological Science, 9(5), 823-835. https://doi.org/10.1177/2167702621994549
Weinstein, E. (2018). The social media see-saw: Positive and negative influences on adolescents’ affective well-being. New Media & Society, 20(10), 3597-3623. https://doi.org/10.1177/1461444818755634
Wen, Z., y Fan, X. (2015). Monotonicity of effect sizes: Questioning kappa-squared as mediation effect size measure. Psychological Methods, 20(2), 193-203. https://doi.org/10.1037/met0000029
Windle, G., Bennett, K. M., y Noyes, J. (2011). A methodological review of resilience measurement scales. Health and Quality of Life Outcomes, 9(1), 8. https://doi.org/10.1186/1477-7525-9-8
Yuchang, J., Junyi, L., Junxiu, A., Jing, W., y Mingcheng, H. (2019). The differential victimization associated with depression and anxiety in cross-cultural perspective: A meta-analysis. Trauma, Violence, & Abuse, 20(4), 560-573. https://doi.org/10.1177/1524838017726426
Zhu, Q., Cheong, Y., Wang, C., y Sun, C. (2021). The roles of resilience, peer relationship, teacher–student relationship on student mental health difficulties during COVID-19. School Psychology, 37(1), 62-74. https://doi.org/10.1037/spq0000492
Zych, I., Farrington, D. P., y Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4-19. https://doi.org/10.1016/j.avb.2018.06.008