000128209 001__ 128209
000128209 005__ 20240122154817.0
000128209 0247_ $$2doi$$a10.1111/fare.12968
000128209 0248_ $$2sideral$$a135424
000128209 037__ $$aART-2023-135424
000128209 041__ $$aeng
000128209 100__ $$0(orcid)0000-0003-0937-4861$$aElboj-Saso, Carmen$$uUniversidad de Zaragoza
000128209 245__ $$a“Listen to me!” The role of family supervision and parental phubbing in youth cyberbullying
000128209 260__ $$c2023
000128209 5060_ $$aAccess copy available to the general public$$fUnrestricted
000128209 5203_ $$aBackground
To mitigate or prevent the effects of cyberbullying, adolescents are primarily influenced by how they have been educated and supervised at home in the use of technology.
Objective
Our main objective was to examine the association of parental phubbing and family supervision of Internet and social networks use with cyberbullying victimization and aggression.
Method
A survey was conducted to examine these factors in a sample of 1,554 students aged 10 to 18 years in the Aragon region of Spain.
Results
Family supervision is a protective factor against becoming an aggressor or a victim of cyberbullying. Aggressor and victim roles correlate with higher levels of parental phubbing. Multigroup analysis applying structural equation modeling by age and gender revealed certain differences. Gender differences were found with parental phubbing associated with boys' likelihood of being aggressors. Although family supervision protected both boys and girls, there was a stronger association for girls' parents. Fewer differences were observed for age group.
Conclusion
This study found strong relation between cyberbullying, family supervision, and parental phubbing. Our findings also suggest that cyberbullying prevention strategies need to differ depending on whether they are applied to girls or boys.
Implications
The importance of model behavior for minors to follow in their optimal use of information and communication technologies and family supervision of smartphone use should be placed at the center of cyberbullying prevention strategies.
000128209 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000128209 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000128209 700__ $$0(orcid)0000-0003-4530-9645$$aIñiguez-Berrozpe, Tatiana$$uUniversidad de Zaragoza
000128209 700__ $$aCebollero-Salinas, Ana
000128209 700__ $$0(orcid)0000-0001-6708-4956$$aBautista Alcaine, Pablo$$uUniversidad de Zaragoza
000128209 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000128209 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000128209 773__ $$g(2023), 1-20$$pFam. relat.$$tFAMILY RELATIONS$$x0197-6664
000128209 8564_ $$s1241851$$uhttps://zaguan.unizar.es/record/128209/files/texto_completo.pdf$$yVersión publicada
000128209 8564_ $$s1741554$$uhttps://zaguan.unizar.es/record/128209/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000128209 909CO $$ooai:zaguan.unizar.es:128209$$particulos$$pdriver
000128209 951__ $$a2024-01-22-15:43:57
000128209 980__ $$aARTICLE