000133440 001__ 133440 000133440 005__ 20240416133904.0 000133440 0247_ $$2doi$$a10.5817/CP2024-2-2 000133440 0248_ $$2sideral$$a138095 000133440 037__ $$aART-2024-138095 000133440 041__ $$aeng 000133440 100__ $$0(orcid)0000-0003-2515-9029$$aCebollero-Salinas, Ana$$uUniversidad de Zaragoza 000133440 245__ $$aCybergossip in adolescence: Its relationship with social competency, empathy, emotions in online communication and socio-emotional e-competencies by gender and age 000133440 260__ $$c2024 000133440 5060_ $$aAccess copy available to the general public$$fUnrestricted 000133440 5203_ $$aCybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that are evaluated in the online environment, taking into account gender and age differences. Thus, the aim of this study is to analyse the predictive capacity of social competency, empathy, emotional online content (e-motions), and socio-emotional e-competencies in relation to cybergossip. In order to achieve this, we conducted a large-scale survey among Spanish adolescents (n = 992) aged 12–16 (54.4% girls, M = 13.80, and SD = 1.27). Results showed that cybergossip increases with age, with a similar frequency in boys and girls. Regression analysis showed that the variables we evaluated in the online environment can improve our knowledge about cybergossip in relation to social competency and empathy. Moreover, e-motions, which tend to come into play in the transmission of online messages, increase the frequency of cybergossip. Socio-emotional e-competencies, however, can reduce its occurrence, thereby helping adolescents adapt to online interaction environments. Certain socio-emotional e-competencies stand out: e-regulation of emotions in girls, e-self-control of impulsivity in boys, and emotional e-independence in both genders and in older adolescents. Finally, we highlight the need for adolescents to develop specific online emotional competencies. 000133440 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57$$9info:eu-repo/grantAgreement/ES/UZ/UZ-SANTANDER/270313 000133440 540__ $$9info:eu-repo/semantics/openAccess$$aby-sa$$uhttp://creativecommons.org/licenses/by-sa/3.0/es/ 000133440 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000133440 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo-Hernández, Santos$$uUniversidad de Zaragoza 000133440 700__ $$0(orcid)0000-0001-8422-9213$$aCano-Escoriaza, Jacobo$$uUniversidad de Zaragoza 000133440 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc. 000133440 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000133440 773__ $$g18, 2 (2024), Article 2 [18 pp.]$$pCyberpsychology$$tCyberpsychology$$x1802-7962 000133440 8564_ $$s2870167$$uhttps://zaguan.unizar.es/record/133440/files/texto_completo.pdf$$yVersión publicada 000133440 8564_ $$s2475910$$uhttps://zaguan.unizar.es/record/133440/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000133440 909CO $$ooai:zaguan.unizar.es:133440$$particulos$$pdriver 000133440 951__ $$a2024-04-16-13:15:30 000133440 980__ $$aARTICLE