Bibliographic Details
| Title: |
Gender-based violence in virtual environments: a look at adolescent reality. |
| Authors: |
Varela, Milena Villar1 milena.villar@usc.es, Méndez-Lois, María José1, Barreiro Fernández, Felicidad1 |
| Source: |
Electronic Journal of Research in Educational Psychology. 2021, Vol. 19 Issue 55, p509-532. 24p. 1 Diagram, 5 Charts. |
| Subject Terms: |
*Teenagers, Violence against women, Virtual reality, Teenage boys, Teenage girls, Romantic love, Mixed reality, Smart devices |
| Abstract (English): |
Introduction. Smart devices are here to stay, and in adolescence they have become the means of socialization par excellence, the fundamental instrument for communicating and relating to the world. While it is true that these types of devices offer innumerable advantages, improper use involves risks and dangers. One of these dangers is the furtherance of gender inequality, reinforcing existing social and cultural structures and provoking new types of patriarchal violence. The aim of this study was to identify behaviors of gender-based violence practiced by male and female adolescents in virtual environments, and to confirm whether there are significant differences based on the variables of gender or school grade. Method. A cross-sectional, descriptive, ex post facto study was carried out in, involving 615 participating adolescents between the ages of 14 and 18 years. The instrument used in this research was an ad hoc questionnaire developed for this study. Results. The results showed that behaviors of gender-based violence in virtual environments were carried out to a greater extent by the male adolescents, except in the case of behaviors related to myths of romantic love. This type of gender-based violence has been recognized by experts in the field and is carried out mainly by women. It was also observed that genderbased violence was practiced more by the 10th-graders. Discussion and conclusions. The results of this study reveal the need for educational interventions to prevent gender-based violence in virtual environments, as well as measures designed to treat the especially detrimental effects of this type of behavior in adolescence. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Introducción: Los dispositivos inteligentes han llegado para quedarse, convirtiéndose en el medio de socialización por excelencia, en el instrumento fundamental en la adolescencia para comunicarse y relacionarse con el mundo. Si bien es cierto que este tipo de dispositivos ofrecen innumerables ventajas, es necesario ser conscientes de que entrañan riesgos y amenazas si no se emplean de manera adecuada. Uno de estos peligros es la transmisión de la desigualdad de género reforzando las estructuras sociales y culturales vigentes y provocando nuevos tipos de violencia patriarcal. Este estudio pretende conocer las conductas de violencia de género ejercidas por los y las adolescentes en entornos virtuales y comprobar si existen diferencias significativas en función de las variables sexo y curso. Método: Se llevó a cabo un estudio ex post facto descriptivo de corte transversal en el que participaron 615 adolescentes con edades comprendidas entre los 14 y los 18 años. El instrumento utilizado en la investigación fue un cuestionario elaborado ad hoc para el estudio. Resultados: Los resultados muestran que las conductas de violencia de género en entornos virtuales son realizadas en mayor medida por los varones, excepto aquellas conductas relacionadas con los mitos del amor romántico, una de las tipologías de violencia de género reconocida por las personas expertas en el ámbito, que son llevadas a cabo mayoritariamente por mujeres. También se observa que este tipo de conductas son más realizadas por el alumnado de 4° curso de ESO. Discusión o conclusión: Los resultados de este estudio ponen en evidencia la necesidad de llevar a cabo intervenciones educativas que permitan prevenir la violencia de género en entornos virtuales, así como diseñar medidas de tratamiento debido, sobre todo, a los efectos perjudiciales de este tipo de conductas en la adolescencia. [ABSTRACT FROM AUTHOR] |
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Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
