Ciberacoso y funciones ejecutivas en niños y adolescentes: una revisión sistemática

• Marta Real Fernández ^[1] ; Ignasi Navarro Soria ^[1] ; Joshua Collado-Valero ^[2] ; Rocío Lavigne-Cervan ^[2] ; Beatriz Delgado Domenech ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
  2. [2] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 397 (Julio-Septiembre), 2022 (Ejemplar dedicado a: Acoso escolar y riesgos de Internet : diagnóstico, prevención e intervención), págs. 69-96
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2022-397-540
• Títulos paralelos:
  • Cyberbullying and executive functions in children and adolescents: a systematic review
• Enlaces
  • Texto completo
• Resumen
  • español

    El ciberacoso, entendido como conducta de acoso a través de las tecnologías, se ha convertido en uno de los problemas psicosociales más frecuentes durante la infancia y la adolescencia. Los mecanismos cerebrales implicados en la aparición de conductas agresivas demuestran la existencia de una relación entre el acoso y el Funcionamiento Ejecutivo. El objetivo de esta investigación fue realizar una revisión sistemática de los estudios publicados que relacionan el ciberacoso y las Funciones Ejecutivas (FE) en niños y adolescentes. Se realizó una revisión sistemática siguiendo la guía de revisión Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). La búsqueda de información se efectuó en la base de datos de Web of Science (WOS), Scopus, y Psycinfo. La selección de trabajos se compuso de 32 artículos que cumplieron los criterios de inclusión. Los estudios analizados indican que existe una moderada relación entre un perfil específico de FE y el encontrarse involucrado en una situación de ciberacoso. Los resultados revelan que una menor capacidad de inhibición, autocontrol y resolución de problemas puede llevar a los menores a participar como cibervíctimas, ciberagresores o ciberagresores-victimizados. Los hallazgos se discuten considerando la importancia del funcionamiento ejecutivo en la prevención e intervención del ciberacoso.

  • English

    Cyberbullying, understood as bullying behavior through technologies, has become one of the most frequent psychosocial problems during childhood and adolescence. The brain mechanisms involved in the appearance of aggressive behaviors demonstrate the existence of a relationship between bullying and Executive Functioning. The aim of this research was to perform a systematic review of published studies relating cyberbullying and Executive Functioning (EF) in children and adolescents. A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) review guide. The information search was carried out in the Web of Science (WOS), Scopus, and Psycinfo databases. The selection of papers consisted of 32 articles that met the inclusion criteria. The studies analyzed indicate that there is a moderate relationship between a specific EF profile and being involved in a cyberbullying situation. The results reveal that a lower capacity for inhibition, self-control and problem-solving may lead minors to participate as cybervictims, cyberaggressors or cyberaggressors-victimized. The findings are discussed considering the importance of executive functioning in cyberbullying prevention and intervention.

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