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Papers by Gisela Margarita Torres Acuña
Perfiles Educativos, 2019
El ciberacoso es un problema complejo que afecta el desarrollo psicosocial de los adolescentes. E... more El ciberacoso es un problema complejo que afecta el desarrollo psicosocial de los adolescentes. El presente estudio se propuso analizar las diferencias en variables personales, familiares, escolares y comunitarias de estudiantes con y sin conductas de ciberacoso. Se seleccionaron aleatoriamente 1,488 estudiantes de educación media superior de Sonora, 669 (45 por ciento) del sexo masculino (M edad=15.88, DE=2.20 años) y 819 (55 por ciento) del femenino (M edad=15.78, DE=2.22 años). Los resultados del modelo de regresión logística mostraron que la empatía, el apoyo parental, el apoyo docente y los activos de la comunidad disminuyen la probabilidad de ciberacoso, mientras que la violencia familiar y el acoso tradicional favorecen la ciberagresión. Esta información sugiere que la prevención del ciberacoso en la adolescencia debe incluir intervenciones enfocadas en promover el desarrollo socio-emocional y en fortalecer el apoyo social (parental, docente y comunitario) disponible para los...
International Journal of Environmental Research and Public Health, 2021
Collective efficacy is a promising theoretical construct that has been used to explain bullying r... more Collective efficacy is a promising theoretical construct that has been used to explain bullying rates in school. The development of school collective efficacy scales has increased in bullying research in recent years; however, gaps remain in measuring collective efficacy to handle bullying. This research assessed the psychometric properties of a new scale to evaluate collective efficacy against bullying. This first-order one-dimensional scale is called the teachers’ perceptions of collective efficacy to handle bullying (TCEB) scale. A sample of 804 Mexican primary teachers completed questionnaires. The sample was randomly split into two subsamples for calibration (n = 402) and cross-validation analysis (n = 402). The factor structure was supported by confirmatory factorial analysis. Measurement equivalence was confirmed by gender. The latent means differences showed no statistically significant differences by teachers’ gender. The TCEB correlation with school environment factors (e....
Journal of Education and Human Development, 2014
The aim of the study was to determine the effects of family dynamics and the practices of teacher... more The aim of the study was to determine the effects of family dynamics and the practices of teachers, in relation to the frequency with which the mothers reported to participate in activities related to the education of the children. For this purpose, an evaluation was carried out in four public primary schools of a municipality in the Northwest of Mexico, serving a population of low level economic income. As part of the study, 170 mothers were selected by means of a nonprobabilistic sampling. By using simple linear regression it was found that family dynamics, and the practices of teachers to involve the parents in education, explain a significant part (R 2 = .67) of mothers reporting participation in the education of the children. It was concluded that both variables exert a positive influence in the involvement of mothers in education.
Computers in Human Behavior, 2021
Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victi... more Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victims of cyberbullying. While the defender bystander's role seems promising in lessening the incidence of cyberbullying, it remains crucial to distinguish between aggressive and constructive defending interventions since an aggressive intervention can spur on cyberbullying rather than prevent it. Despite its relevance, few studies have explored the factors surrounding bystanders' incidences taking aggressive defending interventions to stop cyberbullying. The present study examines the unique and interactive relationships between guilt, sympathy, and aggressive defending intervention in cyberbullying to reduce this gap. It also analyzes how self-regulation mediates the influence of moral emotions in this intervention. To do so, 1674 high school students were tested, 49.7% male (Mage = 15.99, SD = 1.03 years old) and 50.3% females (Mage = 16.02, SD = 1.04 years old). Results showed that guilt and sympathy have a unique and interactive direct negative relationship with self-regulation and bystanders taking aggressive defending interventions. Moreover, self-regulation partially mediates the negative unique and interactive relationship between guilt and sympathy with aggressive defending intervention. These findings emphasize the importance of considering the interaction between moral emotions and cognitive agentic processes when examining bystanders making defending responses in cyberbullying.
Computers in Human Behavior, 2021
Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victi... more Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victims of cyberbullying. While the defender bystander's role seems promising in lessening the incidence of cyberbullying, it remains crucial to distinguish between aggressive and constructive defending interventions since an aggressive intervention can spur on cyberbullying rather than prevent it. Despite its relevance, few studies have explored the factors surrounding bystanders' incidences taking aggressive defending interventions to stop cyberbullying. The present study examines the unique and interactive relationships between guilt, sympathy, and aggressive defending intervention in cyberbullying to reduce this gap. It also analyzes how self-regulation mediates the influence of moral emotions in this intervention. To do so, 1674 high school students were tested, 49.7% male (Mage = 15.99, SD = 1.03 years old) and 50.3% females (Mage = 16.02, SD = 1.04 years old). Results showed that guilt and sympathy have a unique and interactive direct negative relationship with self-regulation and bystanders taking aggressive defending interventions. Moreover, self-regulation partially mediates the negative unique and interactive relationship between guilt and sympathy with aggressive defending intervention. These findings emphasize the importance of considering the interaction between moral emotions and cognitive agentic processes when examining bystanders making defending responses in cyberbullying.
Revista Electrónica de Investigación Educativa
En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento ... more En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento de estudiantes universitarios a ciberagresiones. Se seleccionó de forma no probabilística a 346 estudiantes de educación superior, 85.8% mujeres (M=20.74, DE=3.33 años) y 14.2% hombres (M=20.84, DE=2.30 años) de una universidad pública del sur de Sonora (México). Se llevó a cabo el análisis factorial exploratorio y confirmatorio, así como de fiabilidad con los coeficientes de Alfa de Cronbach, Omega de McDonald y el análisis de la varianza media extractada. Los resultados arrojaron un modelo de medida sustentable del afrontamiento a la ciberagresión integrado por tres factores: búsqueda de apoyo social, solución técnica evasiva y solución técnica proactiva. Se concluye que la escala cuenta con las propiedades psicométricas necesarias para su empleo en la medición del constructo entre estudiantes universitarios.
Psicologia Desde El Caribe Vol 29 No 3 Sep Dic 2012, Aug 31, 2013
Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes d... more Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes de bullying y sin ellos
Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes d... more Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes de bullying y sin ellos
Journal of Education and Human Development, 2014
Perfiles Educativos, 2019
El ciberacoso es un problema complejo que afecta el desarrollo psicosocial de los adolescentes. E... more El ciberacoso es un problema complejo que afecta el desarrollo psicosocial de los adolescentes. El presente estudio se propuso analizar las diferencias en variables personales, familiares, escolares y comunitarias de estudiantes con y sin conductas de ciberacoso. Se seleccionaron aleatoriamente 1,488 estudiantes de educación media superior de Sonora, 669 (45 por ciento) del sexo masculino (M edad=15.88, DE=2.20 años) y 819 (55 por ciento) del femenino (M edad=15.78, DE=2.22 años). Los resultados del modelo de regresión logística mostraron que la empatía, el apoyo parental, el apoyo docente y los activos de la comunidad disminuyen la probabilidad de ciberacoso, mientras que la violencia familiar y el acoso tradicional favorecen la ciberagresión. Esta información sugiere que la prevención del ciberacoso en la adolescencia debe incluir intervenciones enfocadas en promover el desarrollo socio-emocional y en fortalecer el apoyo social (parental, docente y comunitario) disponible para los...
International Journal of Environmental Research and Public Health, 2021
Collective efficacy is a promising theoretical construct that has been used to explain bullying r... more Collective efficacy is a promising theoretical construct that has been used to explain bullying rates in school. The development of school collective efficacy scales has increased in bullying research in recent years; however, gaps remain in measuring collective efficacy to handle bullying. This research assessed the psychometric properties of a new scale to evaluate collective efficacy against bullying. This first-order one-dimensional scale is called the teachers’ perceptions of collective efficacy to handle bullying (TCEB) scale. A sample of 804 Mexican primary teachers completed questionnaires. The sample was randomly split into two subsamples for calibration (n = 402) and cross-validation analysis (n = 402). The factor structure was supported by confirmatory factorial analysis. Measurement equivalence was confirmed by gender. The latent means differences showed no statistically significant differences by teachers’ gender. The TCEB correlation with school environment factors (e....
Journal of Education and Human Development, 2014
The aim of the study was to determine the effects of family dynamics and the practices of teacher... more The aim of the study was to determine the effects of family dynamics and the practices of teachers, in relation to the frequency with which the mothers reported to participate in activities related to the education of the children. For this purpose, an evaluation was carried out in four public primary schools of a municipality in the Northwest of Mexico, serving a population of low level economic income. As part of the study, 170 mothers were selected by means of a nonprobabilistic sampling. By using simple linear regression it was found that family dynamics, and the practices of teachers to involve the parents in education, explain a significant part (R 2 = .67) of mothers reporting participation in the education of the children. It was concluded that both variables exert a positive influence in the involvement of mothers in education.
Computers in Human Behavior, 2021
Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victi... more Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victims of cyberbullying. While the defender bystander's role seems promising in lessening the incidence of cyberbullying, it remains crucial to distinguish between aggressive and constructive defending interventions since an aggressive intervention can spur on cyberbullying rather than prevent it. Despite its relevance, few studies have explored the factors surrounding bystanders' incidences taking aggressive defending interventions to stop cyberbullying. The present study examines the unique and interactive relationships between guilt, sympathy, and aggressive defending intervention in cyberbullying to reduce this gap. It also analyzes how self-regulation mediates the influence of moral emotions in this intervention. To do so, 1674 high school students were tested, 49.7% male (Mage = 15.99, SD = 1.03 years old) and 50.3% females (Mage = 16.02, SD = 1.04 years old). Results showed that guilt and sympathy have a unique and interactive direct negative relationship with self-regulation and bystanders taking aggressive defending interventions. Moreover, self-regulation partially mediates the negative unique and interactive relationship between guilt and sympathy with aggressive defending intervention. These findings emphasize the importance of considering the interaction between moral emotions and cognitive agentic processes when examining bystanders making defending responses in cyberbullying.
Computers in Human Behavior, 2021
Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victi... more Abstract Defending actions by bystanders may decrease the prevalence and adverse effects on victims of cyberbullying. While the defender bystander's role seems promising in lessening the incidence of cyberbullying, it remains crucial to distinguish between aggressive and constructive defending interventions since an aggressive intervention can spur on cyberbullying rather than prevent it. Despite its relevance, few studies have explored the factors surrounding bystanders' incidences taking aggressive defending interventions to stop cyberbullying. The present study examines the unique and interactive relationships between guilt, sympathy, and aggressive defending intervention in cyberbullying to reduce this gap. It also analyzes how self-regulation mediates the influence of moral emotions in this intervention. To do so, 1674 high school students were tested, 49.7% male (Mage = 15.99, SD = 1.03 years old) and 50.3% females (Mage = 16.02, SD = 1.04 years old). Results showed that guilt and sympathy have a unique and interactive direct negative relationship with self-regulation and bystanders taking aggressive defending interventions. Moreover, self-regulation partially mediates the negative unique and interactive relationship between guilt and sympathy with aggressive defending intervention. These findings emphasize the importance of considering the interaction between moral emotions and cognitive agentic processes when examining bystanders making defending responses in cyberbullying.
Revista Electrónica de Investigación Educativa
En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento ... more En el estudio se analizaron las propiedades psicométricas de una escala para medir afrontamiento de estudiantes universitarios a ciberagresiones. Se seleccionó de forma no probabilística a 346 estudiantes de educación superior, 85.8% mujeres (M=20.74, DE=3.33 años) y 14.2% hombres (M=20.84, DE=2.30 años) de una universidad pública del sur de Sonora (México). Se llevó a cabo el análisis factorial exploratorio y confirmatorio, así como de fiabilidad con los coeficientes de Alfa de Cronbach, Omega de McDonald y el análisis de la varianza media extractada. Los resultados arrojaron un modelo de medida sustentable del afrontamiento a la ciberagresión integrado por tres factores: búsqueda de apoyo social, solución técnica evasiva y solución técnica proactiva. Se concluye que la escala cuenta con las propiedades psicométricas necesarias para su empleo en la medición del constructo entre estudiantes universitarios.
Psicologia Desde El Caribe Vol 29 No 3 Sep Dic 2012, Aug 31, 2013
Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes d... more Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes de bullying y sin ellos
Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes d... more Diferencias en la situación socioeconómica, clima y ajuste familiar de estudiantes con reportes de bullying y sin ellos
Journal of Education and Human Development, 2014