Netiquette, implication of online emotional content and empathy in adolescents according to gender

Netiqueta, implicación del contenido emocional en línea y empatía en adolescentes según el género

Ana Cebollero-Salinas , Jacobo Cano-Escoriaza , Santos Orejudo , Tatiana Íñiguez-Berrozpe
Revista Latinoamericana de Psicología, (2022), 54, pp. 104-111.
Received 15 May 2022
Accepted 28 July 2022

https://doi.org/10.14349/rlp.2022.v54.12

Resumen

Introducción: Educar en la netiqueta (normas sociales que promueven la ciberconvivencia) se ha convertido en una propuesta alternativa para ayudar a prevenir las expresiones de discriminación y violencia online. En concreto, la empatía y el contenido emocional online son claves en los comportamientos antisociales. Método: Nuestro objetivo es, por tanto, analizar de forma diferencial las relaciones entre la netiqueta, el contenido emocional online y la empatía en adolescentes según el género. Participaron 774 adolescentes (55,4% chicas) matriculados en 13 centros educativos españoles (M = 13,82 y SD = 1345). Resultados: Los resultados mostraron que las chicas alcanzan mayores puntuaciones en netiqueta, contenido emocional online y empatía. Además, la expresión e-emocional en las chicas y la facilitación del uso de las e-emociones en los chicos son factores amortiguadores de la netiqueta; sin embargo, la compresión y regulación de las e-emociones para ambos géneros, así como la empatía cognitiva en los chicos, son factores promotores. Conclusiones: Sería recomendable educar a los jóvenes en la netiqueta donde el uso moderado de la manifestación emocional en la red puede ser una estrategia eficaz para promoverla.

Palabras clave:
Ciberconvivencia, clima escolar, netiqueta, empatía, emoción, género, adolescencia

Abstract

Introduction: Education in netiquette (social norms that promote cyber coexistence) has become an alternative proposal for helping prevent online expressions of discrimination and violence. Specifically, empathy and online emotional content are key in antisocial behaviours. Method: Our objective is thus to differentially analyse the relationships between netiquette, online emotional content, and empathy in adolescents according to gender. 774 adolescents (55.4% girls) enrolled in 13 Spanish educational centres participated (M = 13.82 and SD = 1345). Results: Results show that girls achieve higher scores in netiquette, online emotional content, and empathy. E-emotional expression in girls and the facilitating use of e-emotions in boys are exclusionary factors of netiquette; however, the understanding and management of e-emotions for both genders, as well as cognitive empathy in boys, are promoter factors. Conclusions: It would be advisable to educate young people in netiquette, where the moderate use of emotional expression online can be an effective strategy to promote it.

Keywords:
Cyber coexistence, school climate, netiquette, empathy, emotion, gender, adolescence

Artículo Completo
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