000120158 001__ 120158
000120158 005__ 20230914083517.0
000120158 0247_ $$2doi$$a10.3390/educsci12120876
000120158 0248_ $$2sideral$$a131037
000120158 037__ $$aART-2022-131037
000120158 041__ $$aeng
000120158 100__ $$0(orcid)0000-0002-0100-1449$$aLozano-Blasco, Raquel$$uUniversidad de Zaragoza
000120158 245__ $$aAddiction to New Technologies and Cyberbullying in the Costa Rican Context
000120158 260__ $$c2022
000120158 5060_ $$aAccess copy available to the general public$$fUnrestricted
000120158 5203_ $$aAddiction to new technologies (Internet, smartphone and video games) as well as cyber-aggression presents a growing incidence at a global level. Correlational research is proposed with a sample of n = 127 Costa Rican adolescents, with a mean age of 16.32 years, comprising 67 men and 60 women. The objective was to determine the prevalence of Internet, smartphone and video game addiction and its close relationship with cyberbullying (cyber-victim role, cyberbully role and mixed role) in the Costa Rican context. The results show a high rate of abusive use (connection time) of the Internet and “smartphones”, and the correlation study, multiple regressions, backward elimination method and network analysis show how the behavior of cyberbullies is moderately mediated by “Lack of control of Smartphone” and to a large extent by “Avoidance and social problem video games”, while that of victims is moderately mediated by “Avoidance and social problem video games”, and is slightly mediated for “Lack of control of Smartphone” and for “Lack of control of Internet”. In addition, there is a strong relationship between holding both the role of cyber-victim and cyberbully, developing feelings of revenge and lack of empathy. The practical implications, and the relevance of the socio-demographic and social explanatory variables of both phenomena are discussed. It is concluded that there is evidence of an explanatory and close relationship between the phenomena of cybervictimization, cyber-aggression and addiction to the Internet, smartphone and video games.
000120158 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000120158 592__ $$a0.605$$b2022
000120158 593__ $$aComputer Science (miscellaneous)$$c2022$$dQ2
000120158 593__ $$aComputer Science Applications$$c2022$$dQ2
000120158 593__ $$aPublic Administration$$c2022$$dQ2
000120158 593__ $$aEducation$$c2022$$dQ2
000120158 593__ $$aPhysical Therapy, Sports Therapy and Rehabilitation$$c2022$$dQ2
000120158 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ2
000120158 594__ $$a4.0$$b2022
000120158 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000120158 700__ $$0(orcid)0000-0001-8473-8114$$aQuilez-Robres, Alberto$$uUniversidad de Zaragoza
000120158 700__ $$aRodriguez-Araya, Roxana
000120158 700__ $$0(orcid)0000-0003-4790-531X$$aCasanovas-López, Raquel$$uUniversidad de Zaragoza
000120158 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000120158 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000120158 773__ $$g12, 12 (2022), 876 [16 pp.]$$tEducation Sciences$$x2227-7102
000120158 8564_ $$s4881394$$uhttps://zaguan.unizar.es/record/120158/files/texto_completo.pdf$$yVersión publicada
000120158 8564_ $$s2737405$$uhttps://zaguan.unizar.es/record/120158/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000120158 909CO $$ooai:zaguan.unizar.es:120158$$particulos$$pdriver
000120158 951__ $$a2023-09-13-12:57:31
000120158 980__ $$aARTICLE