000118846 001__ 118846
000118846 005__ 20240319081012.0
000118846 0247_ $$2doi$$a10.14349/rlp.2022.v54.12
000118846 0248_ $$2sideral$$a130256
000118846 037__ $$aART-2022-130256
000118846 041__ $$aeng
000118846 100__ $$0(orcid)0000-0003-2515-9029$$aCebollero-Salinas, Ana$$uUniversidad de Zaragoza
000118846 245__ $$aNetiquette, implication of online emotional content and empathy in adolescents according to gender
000118846 260__ $$c2022
000118846 5060_ $$aAccess copy available to the general public$$fUnrestricted
000118846 5203_ $$aIntroduction: Education in netiquette (social norms that promote cyber coexistence) has become an alternative proposal for helping prevent online expressions of discrimination and violence. Specifically, empathy and online emotional content are key in antisocial behaviours. Method: Our objective is thus to differentially analyse the relationships between netiquette, online emotional content, and empathy in adolescents according to gender. 774 adolescents (55.4% girls) enrolled in 13 Spanish educational centres participated (M = 13.82 and SD = 1345). Results: Results show that girls achieve higher scores in netiquette, online emotional content, and empathy. E-emotional expression in girls and the facilitating use of e-emotions in boys are exclusionary factors of netiquette; however, the understanding and management of e-emotions for both genders, as well as cognitive empathy in boys, are promoter factors. Conclusions: It would be advisable to educate young people in netiquette, where the moderate use of emotional expression online can be an effective strategy to promote it.
000118846 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-20R
000118846 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000118846 590__ $$a1.0$$b2022
000118846 592__ $$a0.358$$b2022
000118846 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b125 / 147 = 0.85$$c2022$$dQ4$$eT3
000118846 593__ $$aSocial Sciences (miscellaneous)$$c2022$$dQ2
000118846 593__ $$aPsychology (miscellaneous)$$c2022$$dQ3
000118846 594__ $$a1.9$$b2022
000118846 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000118846 700__ $$0(orcid)0000-0001-8422-9213$$aCano-Escoriaza, Jacobo$$uUniversidad de Zaragoza
000118846 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, Santos$$uUniversidad de Zaragoza
000118846 700__ $$0(orcid)0000-0003-4530-9645$$aÍñiguez-Berrozpe, Tatiana$$uUniversidad de Zaragoza
000118846 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000118846 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000118846 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000118846 773__ $$g54 (2022), 104-111$$pRev. Latinoam. Psicol.$$tREVISTA LATINOAMERICANA DE PSICOLOGIA$$x0120-0534
000118846 8564_ $$s455413$$uhttps://zaguan.unizar.es/record/118846/files/texto_completo.pdf$$yVersión publicada
000118846 8564_ $$s2367408$$uhttps://zaguan.unizar.es/record/118846/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000118846 909CO $$ooai:zaguan.unizar.es:118846$$particulos$$pdriver
000118846 951__ $$a2024-03-18-15:15:01
000118846 980__ $$aARTICLE