Here is the research we’ve found on cyberbullying in Ecuador, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.
Authors: Moya-Solis, A. and Moreta-Herrera, R.
Title: Víctimas de cyberbullying y su influencia en las Dificultades de Regulación Emocional en adolescentes del Ecuador
Journal: Psychology, Society, and Education
Abstract: Cyberbullying is a phenomenon of harassment between peers that causes emotional effects in the victims. Objective: To identify the prevalence of victims of cyberbullying and Emotional Regulation Difficulties, as well as the relationship and predictability in a sample of adolescents from Ecuador. Method: Correlational and explanatory descriptive study. Participants: 904 adolescents (53.5% women and 46.5% men) aged between 15 and 18 years (M = 16.6 years; SD = 1.15), students from nine cities in Ecuador. Results: The prevalence of consolidated victims of cyberbullying is low (3%) and 82% of cases report attacks at least once in their lives, while in Emotional Regulation Difficulties there is a low moderate presence with 9.3% of cases of risk. There is a moderate and positive relationship between Cyberbullying-victimization and Emotional Regulation Difficulties. Cyberbullying-victimization explains 22.8% of the changes in the variance of Emotional Regulation Difficulties through an adequate adjustment model. Conclusions: Cyberbullying victimization is an important predictor in the development of Emotional Regulation Difficulties in adolescents in Ecuador, which allows identifying the effect of bullying on emotions.
Authors: Castellanos, A., Ortega-Ruiperez, B., and Aparisi, D.
Title: Teachers’ Perspectives on Cyberbullying: A Cross-Cultural Study
Journal: International J. Environ. Res. Public Health
Abstract: The aim of this work is to analyze the perceptions of Colombian, Spanish, and Ecuadorian teachers regarding cyberbullying from a cross-cultural perspective. A descriptive and analytical method was used with a quantitative approach and 240 teachers answered an ad hoc questionnaire. Most teachers in the three countries say that they do not know how to deal with this type of bullying and have not received training in this respect, with the percentages in the three countries being very similar. Spanish teachers have the highest percentage of lack of concern about cyberbullying and Colombian teachers are the ones who admit to having had the most cases of cyberbullying. In terms of reaction, the majority acted, but among those who did not, Ecuadorian teachers did not due to lack of knowledge. Forced by the pandemic to teach their classes online, teachers are increasingly concerned about cyberbullying. For the three countries, it is considered necessary to take measures in terms of legislating specific protocols to deal with cyberbullying at school and that the training plans for the degrees that give access to this profession include the competencies that allow teachers to develop appropriate strategies to respond to cyberbullying.
Authors: Daisy Imbaquingo, Erick Herrera, Bryan Aldás, Tatyana K. Saltos, Silvia Arciniega, and Gabriel Llumiquinga
Title: Cyberbullying and its Impact on Children and Adolescents in the City of Ibarra Ecuador
Journal: Advances in Intelligent Systems and Computing
Abstract: Cyberbullying is a phenomenon that occurs worldwide, affects the youngest from a very early age and is increasing. Despite the fact that there is multiple research on the relationship between traditional bullying, psychological damage and the family and school context, there is very little scientific research on the influence of cyberbullying on the social environment of children and adolescents. Through a quantitative methodology, this research carried out in young students from 12 educational institutions in the city of Ibarra, Republic Ecuador, in the period 2019–2020, to determine which gender is the most vulnerable to suffer from cyberbullying, establish a range of ages with which it is possible to analyze in which stage of adolescence this crime occurs more frequently, to know in which educational institutions (prosecutors, private individuals, government agencies) there is a higher rate of presence of cyberbullying, to understand the dependence on the most used social networks of the affected people, on who has the great impact. The misuse of social networks has led to a prolongation of intervention against this type of harassment, and it is of utmost importance to include the family and educational institutions in cyberbullying prevention programas.
Authors: Antonio J. Rodríguez-Hidalgo ,Oswaldo Mero , Eva Solera , Mauricio Herrera-López , Juan Calmaestra
Title: Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying
Journal: Plos One
Abstract: The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N = 24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.
Author(s): Pieschl, S., Kuhlmann, C., & Porsch, T.
Title: Beware of publicity! Perceived distress of negative cyber incidents and implications for defining cyberbullying.
Journal: Journal of School Violence
Abstract: Cyberbullying is usually defined by utilizing offline criteria for bullying (repetition, power imbalance, intent to harm). However, this ignores the potential relevance of cyber-specific factors (publicity, medium, type [i.e., denigration]). We compared six factors, each with multiple attributes, with respect to associated socioemotional distress, measured directly (Study 1: N = 58 Ecuadorian adolescents) and by applying adaptive conjoint analyses (Study 2: N = 131 German adolescents; Study 3: N = 82 German young adults). Results indicated that type, publicity, and repetition were most relevant for distress, and that attributes differed significantly in terms of perceived distress. For example, public incidents were perceived to be more distressing than semipublic or private ones. Furthermore, regarding most factors, previous cyber-perpetrators reported lower levels of distress than cyber-nonperpetrators. Implications for defining cyberbullying are discussed.