Clima universitário e cyberbullying: um estudo com estudantes do Brasil e Portugal
DOI:
https://doi.org/10.26843/v10.n2.2017.106.p181%20-%20196Palavras-chave:
Clima universitário. Cyberbullying, Estudantes universitários, Brasil e PortugalResumo
Resumo
O presente estudo objetivou perceber se existiam diferenças entre os estudantes do Brasil e Portugal no que diz respeito à percepção do clima universitário e aos tipos de envolvimentos em situações de cyberbullying. Além disso, buscamos perceber de que forma as variáveis do clima universitário poderiam se correlacionar com os tipos de envolvimento em situações de cyberbullying em cada um dos contextos. 979 estudantes universitários brasileiros (60.5%) e portugueses (39.5%) participaram deste estudo através de resposta da Escala do Clima Institucional e Psicossocial Universitário e do Questionário do Cyberbullying para o Ensino Superior. Pudemos perceber diferenças significativas na percepção das variáveis do clima universitário, bem como nos tipos de envolvimento. Adicionalmente, verificamos correlações negativas e significativas entre as variáveis do clima universitário e os diferentes tipos de envolvimento. Os resultados são discutidos alertando as instituições universitárias sobre a importância da promoção do clima universitário positivo.
Palavras-chave: Clima universitário
Downloads
Referências
ALMEIDA, L. S., LOBO, F., & ZAMITH, J. Contexto académico no Ensino Superior: construção e validação de uma ? Escala de Clima Académico? ?. In: Actas do X Congresso Galego-Português de Psicopedagogia, Braga, p. 5058-5068, 2009.
ANCIS, J. R.; SEDLACEK, W. E.; MOHR, J. J. Student perceptions of campus cultural climate by race. Journal of Counseling & Development, v. 78, n. 2, p. 180-185, 2000.
ARICAK, O. T. Psychiatric symptomatology as a predictor of cyberbullying among university students. Eurasian Journal of Educational Research, v. 34, n. 1, p. 167-184, 2009.
BAEK, J.; BULLOCK, L. M. Cyberbullying: a cross-cultural perspective. Emotional and behavioural difficulties, v. 19, n. 2, p. 226-238, 2014.
BAHIA, S.; FREIRE, I.; AMARAL, A.; ESTRELA, M. T. The emotional dimension of teaching in a group of Portuguese teachers. Teachers and Teaching, v.19, n.3, p.275-292, 2013.
BAYAR, Y.; U? ANOK, Z. School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status. Educational Sciences: Theory and Practice, v. 12, n. 4, p. 2352-2358, 2012.
BELSEY, B. Cyberbullying: An emerging threat to the ? Always On? ? generation, 2005. Retirado de: http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_Bill_Belsey.pdf
BERKENBROCK-ROSITO, M. M.; JOS? , A. P. M. A estética do espaço escolar: narrativas discentes. Curitiba: CRV Editora, 2015.
BRACK, K.; CALTABIANO, N. Cyberbullying and self-esteem in Australian adults. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, v. 8, n. 2, p. 1 -10, 2014.
BRONSTEIN, P.; FARNSWORTH, L. Gender differences in faculty experiences of interpersonal climate and processes for advancement. Research in Higher Education, v. 39, n. 5, p. 557-585, 1998.
BYRD, D. R.; MCKINNEY, K. J. Individual, interpersonal, and institutional level factors associated with the mental health of college students. Journal of American College Health, v. 60, n. 3, p. 185-193, 2012.
CAETANO, A. P.; FREIRE, I.; VEIGA SIM? O, A. M.; MARTINS, M. J. D.; PESSOA, M. T. Emoções no cyberbullying: um estudo com adolescentes portugueses. Revista Educação e Pesquisa, v. 42, n. 1, p. 199-212, 2016.
CAMPBELL, M. A.; SLEE, P. T.; SPEARS, B.; BUTLER, D.; KIFT, S. Do cyberbullies suffer too? Cyberbullies? perceptions of the harm they cause to others and to their own mental health. School Psychology International, v. 34, n. 6, p. 613-629, 2013.
CAPPADOCIA, M. C.; CRAIG, W. M.; PEPLER, D. (2013). Cyberbullying prevalence, stability, and risk factors during adolescence. Canadian Journal of School Psychology, v. 28, n. 2, p. 171-192, 2013.
CASTILLO, L. G.; CONOLEY, C. W.; CHOI-PEARSON, C.; ARCHULETA, D. J., PHOUMMARATH, M. J.; VAN LANDINGHAM, A. University environment as a mediator of Latino ethnic identity and persistence attitudes. Journal of Counseling Psychology, v. 53, n. 2, p. 267-271, 2006.
CHANG, M. J.; ASTIN, A. W.; KIM, D. Cross-racial interaction among undergraduates: Some consequences, causes, and patterns. Research in Higher Education, v. 45, p. 529-553, 2004.
CHI, S. C. S.; HUANG, C. Y.; CHANG, A. Safety climate and relational conflict in the eyes of team members: Examining the role of need for closure. Social Behavior and Personality: an international journal, v. 38, n. 1, p. 103-114, 2010.
CORNEJO, R.; REDONDO, J. M. (2001). El clima escolar percibido por los alumnos de enseñanza media: Una investigación en algunos liceos de la Región Metropolitana. ? ltima década, v. 9, n. 15, p. 11-52, 2001.
CRYSTAL, D. S. Concepts of deviance in children and adolescents: The case of Japan. Deviant Behavior, v. 15, n. 3, p. 241-266, 1994.
DOANE, A. N.; PEARSON, M. R.; KELLEY, M. L. Predictors of cyberbullying perpetration among college students: An application of the Theory of Reasoned Action. Computers in Human Behavior, v. 36, p. 154? 162, 2014.
ECKER, J.; RAE, J.; BASSI, A. (2015). Showing your pride: a national survey of queer student centres in Canadian colleges and universities. Higher Education, v. 70, n. 5, p. 881-898, 2015.
Edman, J. L.; Brazil, B. Perceptions of campus climate, academic efficacy and academic success among community college students: An ethnic comparison. Social Psychology of Education, v. 12, n. 3, p. 371-383, 2009.
FAUCHER, C.; JACKSON, M.; CASSIDY, W. Cyberbullying among university students: Gendered experiences, impacts, and perspectives. Education Research International, v. 2014, p. 1-10, 2014.
FERREIRA, A. S.; VEIGA SIM? O, A. M.; FERREIRA, A. I.; SOUZA, S. B.; FRANCISCO, S. M. Student bystander behavior and cultural issues in cyberbullying: When actions speak louder than words. Computers in Human Behavior, v. 60, p. 301-311, 2016.
FORBES, G.; ZHANG, X.; DOROSZEWICZ, K.; HAAS, K. Relationships between individualism? collectivism, gender, and direct or indirect aggression: A study in China, Poland, and the US. Aggressive Behavior, v. 35, n. 1, p. 24-30, 2009.
FRANCISCO, S. M.; VEIGA SIM? O, A. M. V.; FERREIRA, P. C.; MARTINS, M. J. D. Cyberbullying: The hidden side of college students. Computers in Human Behavior, v. 43, p. 167-182, 2015.
FREIRE, I.; ALVES, M. M.; BREIA, A. P.; CONCEI? ? O, D.; FRAGOSO, L. Cyberbullying e ambiente escolar: um estudo exploratório e colaborativo entre a escola e a universidade. Revista Portuguesa de Pedagogia, v. 47, n. 1, p. 43-64, 2014.
GARAIGORDOBIL, M. Prevalencia y consecuencias del cyberbullying: una revisión. International Journal of Psychology and Psychological Therapy, v. 11, n. 2, p. 233-254, 2011.
GARAIGORDOBIL, M. Cyberbullying in adolescents and youth in the Basque Country: prevalence of cybervictims, cyberaggressors, and cyberobservers. Journal of Youth Studies, v. 18, n. 5, p. 569-582, 2015.
GUALDO, A. M. G.; HUNTER, S. C.; DURKIN, K.; ARNAIZ, P.; MAQUIL? N, J. J. The emotional impact of cyberbullying: Differences in perceptions and experiences as a function of role. Computers & Education, v. 82, p. 228-235, 2015.
HARPER, S. R.; HURTADO, S. Nine themes in campus racial climates and implications for institutional transformation. New Directions for Student Services, v. 120, p. 7-24, 2007.
HART, J.; FELLABAUM, J. Analyzing campus climate studies: Seeking to define and understand. Journal of Diversity in Higher Education, v. 1, n. 4, p. 222-234, 2008.
HAYNES, N. M.; COMER, J. P. The Yale School Development Program: process, outcomes, and policy implications. Urban Education, v. 28, n. 2, p. 166-199, 1993.
HINDUJA, S.; PATCHIN, J. Offline consequences of online victimization: School violence and delinquency. Journal of School Violence, v. 6, n. 3, p. 89-112, 2007.
HINDUJA, S.; PATCHIN, J. Bullying, cyberbullying, and suicide. Archives of Suicide Research, v. 14, n. 3, p. 206-221, 2010.
HOFSTEDE, G. Culture? s consequences: Comparing values, behaviors, institutions, and organizations across nations (2ª ed.). Thousand Oaks, CA: SAGE Publications, 2001.
HOMBRADOS-MENDIETA, I.; CASTRO-TRAV? , M. Apoyo social, clima social y percepción de conflictos en un contexto educativo intercultural. Anales de psicología, v. 29, n. 1, p. 108-122, 2013.
HURTADO, S.; MILEM, J.; CLAYTON-PEDERSON, A.; ALLEN, W. Enacting diverse learning environments: Improving the climate for racial/ethnic diversity in higher education. ASHE-ERIC Higher Education Report, 26. Washington, DC: The George Washington University, 1999.
JOHNSON, S. L.; BURKE, J. G.; GIELEN, A. C. Prioritizing the School Environment in School Violence Prevention Efforts. Journal of school health, v. 81, n. 6, p. 331-340, 2011.
KELCHTERMANS, G. Teachers? emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, v. 21, p. 995-1006, 2005.
KEPENECKI, Y. K.; ? INKIR, ? Bullying among Turkish high school students. Child Abuse & Neglect, v. 30, n. 2, p. 193? 204, 2006.
KULKARNI, S.; HUDSON, T.; RAMAMOORTHY, N.; MARCHEV, A.; GEORGIEVA-KONDAKOVA, P.; GORSKOV, V. Dimensions of individualism-collectivism: A comparative study of five cultures. Versloirteis? saktualijos/Current Issues of Business and Law, v. 5, n. 1, p. 93-109, 2011.
LI, Q. A cross-cultural comparison of adolescents' experience related to cyberbullying. Educational Research, v. 50, n. 3, p. 223-234, 2008.
LI, D.; BAO, Z.; LI, X.; WANG, Y. Perceived School Climate and Chinese Adolescents' Suicidal Ideation and Suicide Attempts: The Mediating Role of Sleep Quality. Journal of School Health, v. 86, n. 2, p. 75-83, 2016.
MARAMBA, D. C. Understanding campus climate through the voices of Filipina/o American college students. College Student Journal, v. 42, n. 4, p. 1045-1060, 2008.
MAR? CO, J. P.; CAMPOS, J. A. D. B.; VINAGRE, M. D. G.; PAIS-RIBEIRO, J. L. Adaptação Transcultural Brasil-Portugal da Escala de Satisfação com o Suporte Social para Estudantes do Ensino Superior. Psicologia: Reflexão e Crítica, v. 27, n. 2, p. 247-256, 2014.
MARTINS, C. Manual de análise de dados quantitativos com recurso ao IBM SPSS: Saber decidir, fazer, interpretar e redigir. Braga: Psiquilíbrios Edições, 2011.
MARTINS, M. J. D. Condutas agressivas na adolescência: Factores de risco e de protecção. Análise Psicológica, v. 23, n. 2, p. 129-135, 2012.
MASCARENHAS, S. A. N.; MARTINEZ, J. M. A. Ocorrência do bullying/cyberbulling como desrespeito à diversidade e à cidadania no contexto universitário amazônico. Revista EDUCAmazônia, v. 8, n 1, p. 150-161, 2012.
MACDONALD, C. D.; ROBERTS-PITTMAN, B. Cyberbullying among college students: prevalence and demographic differences. Procedia Social and Behavioral Sciences, v. 9, p. 2003-2009, 2010.
NABUZOKA, D. Experiences of bullying-related behaviours by English and Zambian pupils: a comparative study. Educational Research, v. 45, n. 1, p. 95-109, 2003.
NIXON, C. L. Current perspectives: the impact of cyberbullying on adolescent health. Adolescent Health, Medicine and Therapeutics, v. 5, p. 143-158, 2014.
OLWEUS, D. Cyberbullying: An overrated phenomenon?. European Journal of Developmental Psychology, v. 9, n. 5, p. 520-538, 2012.
ORTEGA, R.; ELIPE, P.; MORA-MERCHÁN, J. A.; CALMAESTRA, J.; VEGA, E. (2009). The emotional impact on victims of traditional bullying and cyberbullying: A study of Spanish adolescents. Zeitschrift für Psychologie/Journal of Psychology, v. 217, n. 4, p. 197-204, 2009.
PESTANA, M. H.; GAGEIRO, J. N. Análise de dados para as ciências sociais: a complementaridade do SPSS. Lisboa: Sílabo, 2003.
RANIA, N.; SIRI, A.; BAGNASCO, A.; ALEO, G.; SASSO, L. Academic climate, well-being and academic performance in a university degree course. Journal of Nursing Management, v. 22, n. 6, p. 751-760, 2014.
RANKIN, S.; REASON, R. Transformational Tapestry Model: A comprehensive approach to transforming campus climate. Journal of Diversity in Higher Education, v. 1, n. 4, p. 262-274, 2008.
ROMERA, E. M.; DEL REY, R.; ORTEGA, R. Factores asociados a la implicación en bullying: un estudio en Nicaragua. Psychosocial Intervention, v. 20, n. 2, p. 161-170, 2011.
RUZEK, E. A.; HAFEN, C. A.; ALLEN, J. P.; GREGORY, A.; MIKAMI, A. Y.; PIANTA, R. C. How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, v. 42, p. 95-103, 2016.
RYDER, A. J.; MITCHELL, J. J. Measuring campus climate for personal and social responsibility. New Directions for Higher Education, v. 2013, n. 164, p. 31-48, 2013.
SCHENK, A. M.; FREMOUW, W. J. Prevalence, psychological impact, and coping of cyberbully victims among college students. Journal of School Violence, v. 11, n. 1, p. 21-37, 2012.
SHANG, L.; LI, J.; LI, Y.; WANG, T.; SIEGRIST, J. Stressful psychosocial school environment and suicidal ideation in Chinese adolescents. Social Psychiatry and Psychiatric Epidemiology, v. 49, n. 2, p. 205-210, 2014.
SOUZA, S. B. Cyberbullying: Estudo exploratório sobre as perspectivas acerca do fenómeno e das estratégias de enfrentamento com jovens universitários portugueses. (Tese de mestrado não publicada). Faculdade de Psicologia - Universidade de Lisboa, Lisboa, Portugal, 2011.
SOUZA, S. B. Cyberbullying: a violência virtu@l conectada ao mundo real dos estudantes em contextos universitários do Brasil e Portugal. (Tese de doutoramento não publicada). Faculdade de Psicologia - Universidade de Lisboa, Lisboa, Portugal, 2016.
SOUZA, S. B.; VEIGA SIM? O, A. M.; CAETANO, A. P. Cyberbullying: Percepções acerca do Fenômeno e das Estratégias de Enfrentamento. Psicologia: Reflexão e Crítica, v. 27, n. 3, p. 582-590, 2014a.
SOUZA, S. B.; VEIGA SIM? O, A. M.; FERREIRA, A. I.; FERREIRA, P. C. University students? perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice. Studies in Higher Education. 1-16, 2017.
SOUZA, S. B.; VEIGA SIM? O, A. M.; FERREIRA, P. C.; PAULINO, P.; FRANCISCO, S. M. O cyberbullying em contexto universitário do Brasil e Portugal: vitimização, emoções associadas e estratégias de enfrentamento. Revista Ibero-Americana de Estudos em Educação, v. 11, n. esp. 3, p. 1674-1691, 2016.
SOUZA, S. B.; VEIGA SIM? O, A. M.; FRANCISCO, S. M. Cyberbullying: incidência, consequências e contributos para o diagnóstico no ensino superior. Revista @mbienteeducação, v. 7, n. 1, p. 90-104, 2014b.
STEWART, D. M.; FRITSCH, E. J. School and law enforcement efforts to combat cyberbullying. Preventing School Failure: Alternative Education for Children and Youth, v. 55, n. 2, p. 79-87 2011.
TIAN, L.; ZHAO, J.; HUEBNER, E. S. School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal of Adolescence, v. 45, p. 138-148, 2015.
THOMPSON, D. E.; ORR, B.; THOMPSON, C.; GROVER, K. Examining students? perceptions of their first-semester experience at a major land-grant institution. College Student Journal, v. 41, n. 3, p. 640-648, 2007.
WAISELFISZ, J. J. Mapa da Violência IV: os jovens do Brasil. Brasília: UNESCO, 2008.
WASHINGTON, E. T. An Overview of Cyberbullying in Higher Education. Adult Learning, v. 26, n. 1, p. 21-27, 2015.
WELLS, A. V.; HORN, C. The Asian American College Experience at a Diverse Institution: Campus Climate as a Predictor of Sense of Belonging. Journal of Student Affairs Research and Practice, v. 52, n. 2, p. 149-163, 2015.
WONG-LO, M.; BULLOCK, L. M. Digital metamorphosis: Examination of the bystander culture in cyberbullying. Aggression and violent behavior, v. 19, n. 4, p. 418-422, 2014.
WORTHINGTON, R. L. Measurement and assessment in campus climate research: A scientific imperative. Journal of Diversity in Higher Education, v. 1, n. 4, p. 201-203, 2008.
YBARRA, M. L.; MITCHELL, K. J. Online aggressor/targets, aggressors, and targets: A comparison of associated youth characteristics. Journal of child Psychology and Psychiatry, v. 45, n. 7, p. 1308-1316, 2004.
ZYCH, I.; ORTEGA-RUIZ, R.; DEL REY, R. Scientific research on bullying and cyberbullying: where have we been and where are we going. Aggression and Violent Behavior, v. 24, p. 188-198, 2015.
Downloads
Publicado
Edição
Seção
Licença
Ao submeter uma obra à apreciação e possível publicação na revista @mbienteeducação o(s) autor(es) declaram ceder os direitos autorais da mesma dentro das regras da "atribuição 3.0 Brasil" da CREATIVE COMMOMS QUE PODE SER CONSULTADA NO ENDERE? O http://creativecommons.org/licenses/by/3.0/br/ inclusive o que consta na integra da licença jurídica que também pode ser consultada no endereço: http://creativecommons.org/licenses/by/3.0/br/legalcode
