Un Enfoque de la Teoría Social Cognitiva para Espectadores Virtuales: Lo Bueno, lo Malo y lo Indiferente
DOI:
https://doi.org/10.18675/1981-8106.v35.n.70.s19000Palabras clave:
Ciberacoso. Desconexión moral. Autoeficacia.Resumen
El ciberacoso se ha convertido en un tema central de investigación reciente, ya que el riesgo de experimentar ciberacoso ha aumentado exponencialmente en la última década. Esto se debe al mayor uso de Internet por parte de la comunidad en general y, especialmente, por los adolescentes en plataformas de redes sociales, donde ocurre la mayoría de los casos de ciberacoso. Para combatir el problema del acoso entre adolescentes, se han desarrollado muchas intervenciones escolares. Aunque estos programas han logrado un grado moderado de éxito, el ciberacoso persiste. La mayoría de los programas contra el acoso escolar se han centrado en el acosador y la víctima. Sin embargo, ha habido un llamado creciente a aumentar la efectividad de estos programas aprovechando la asistencia de los muchos estudiantes que son testigos del ciberacoso. La mayoría de los adolescentes que presencian el ciberacoso no hacen nada y permanecen pasivos. Cuando intervienen, suelen tener éxito en reducir el acoso al responder de manera constructiva. Este artículo tiene como objetivo explicar un modelo de la teoría social cognitiva sobre los espectadores virtuales, que puede usarse como base para desarrollar un programa de intervención para aumentar las respuestas constructivas de los espectadores. La teoría social cognitiva de Bandura proporciona un marco integral para comprender la complejidad de las dinámicas de acoso en el ciberespacio. La teoría considera el contexto social en el que ocurre el ciberacoso y los principales procesos sociocognitivos de autorregulación (desconexión moral, autoeficacia, expectativas sociales) involucrados en la comprensión de las acciones de los espectadores virtuales.
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