Jacobo Cano-Escoriaza
Biographic Data
| ID | 4254095 |
|---|---|
| NAME | Jacobo Cano-Escoriaza |
| GIVEN NAMES | Jacobo |
| FAMILY NAME | Cano-Escoriaza |
| SIGNATURE | CANO-ESCORIAZA J |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0001-8422-9213 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Intrinsic and extrinsic motivation in pre-service secondary education teachers in Spain
This paper analyses the initial motivations for studying the Master’s Degree in Secondary School Teaching in Spain. Participants were 441 university students who filled out a work-related values and motives questionnaire. Cluster analysis revealed four motivational profiles. Three of them display adequate intrinsic motivation, although there are marked differences among them. However, the fourth profile was associated with a low degree of vocatio…
Will we be capable? Creating and validating the Avacie scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying
Future teachers need to be competent in supporting students and families to detect and cope with cyberbullying. The objectives of this study are to create and validate the AVACIE scale to evaluate future teachers’ self-competence. 332 university students from the Primary Education Teacher Training Degree were recruited. The AVACIE scale consists of four factors and a total of 14 items measured on a 10-point Likert scale. Internal consistency was …
Training pre-service teachers to deal with cyberbullying
Collective intelligence is a theoretical construct that focuses on results stemming from a workgroup dealing with complex tasks. Our goal was to determine whether a group of pre-service teachers presented with a case of adolescent cyberbullying could improve their capacity for action. The experiment was carried out with 221 pre-service teachers at the University of Zaragoza, Spain, and using Collective Learning. The cyberbullying case we presente…
Cybergossip in adolescence
Cybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that …
Modelo estructural de concurrencia entre 'bullying' y 'cyberbullying' víctimas, agresores y espectadores
Este estudio analiza las percepciones de n. = 4.273 estudiantes de secundaria de Aragón (España) sobre el bullying relacional y el cyberbullying desde diferentes perspectivas: víctimas, agresores y espectadores, para explorar la posible concurrencia entre ambos tipos de violencia escolar. Se analizó un modelo estructural entre ambos tipos de violencia, obteniendo un ajuste óptimo. Este modelo desarrollado entre el bullying relacional y el cyberbu…
Cybergossip and Problematic Internet Use in cyberaggression and cybervictimisation among adolescents
Research on cyberbullying has focused on personal and contextual factors. However, little is known about its relationship with habitual behaviours associated with easy access to the Internet, such as cybergossip and problematic Internet use, as well as the role that gender and age play in relation with these variables. Knowledge about these subjects could contribute to the elaboration of new preventive and educational approaches. This study there…
Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education
Increased Internet use has introduced several behavior patterns into the daily routines of adolescents, such as phubbing, cybergossip, and media multitasking during homework. These habits can potentialize risks, particularly in post-pandemic situations. Socio-emotional competencies can act as protective factors against cybernetic risks; however, they have not yet been studied in relation with habitual digital behavior. To fill that gap, this stud…
Improving adolescent moral reasoning versus cyberbullying
Collective Intelligence (CI) is identified as the group capacity to come up with responses to complex tasks that are not accomplished or are of worse quality if performed cooperatively or individually. Based on this premise, we considered knowing if adolescents’ moral reasoning would increase when a big group faces a topical moral dilemma: a sexting-centered cyberbullying case. To do so, the CI platform Thinkhub was used with an online group of 7…
Netiquette, implication of online emotional content and empathy in adolescents according to gender
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 ado…
Positive relationships for the prevention of bullying and cyberbullying
Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 stu- dents in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school med…
Modelo estructural de concurrencia entre 'bullying' y 'cyberbullying' víctimas, agresores y espectadores
Este estudio analiza las percepciones de n. = 4.273 estudiantes de secundaria de Aragón (España) sobre el bullying relacional y el cyberbullying desde diferentes perspectivas: víctimas, agresores y espectadores, para explorar la posible concurrencia entre ambos tipos de violencia escolar. Se analizó un modelo estructural entre ambos tipos de violencia, obteniendo un ajuste óptimo. Este modelo desarrollado entre el bullying relacional y el cyberbu…
Positive relationships for the prevention of bullying and cyberbullying
Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 stu- dents in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school med…
Cybergossip and Problematic Internet Use in cyberaggression and cybervictimisation among adolescents
Research on cyberbullying has focused on personal and contextual factors. However, little is known about its relationship with habitual behaviours associated with easy access to the Internet, such as cybergossip and problematic Internet use, as well as the role that gender and age play in relation with these variables. Knowledge about these subjects could contribute to the elaboration of new preventive and educational approaches. This study there…
Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education
Increased Internet use has introduced several behavior patterns into the daily routines of adolescents, such as phubbing, cybergossip, and media multitasking during homework. These habits can potentialize risks, particularly in post-pandemic situations. Socio-emotional competencies can act as protective factors against cybernetic risks; however, they have not yet been studied in relation with habitual digital behavior. To fill that gap, this stud…
Improving adolescent moral reasoning versus cyberbullying
Collective Intelligence (CI) is identified as the group capacity to come up with responses to complex tasks that are not accomplished or are of worse quality if performed cooperatively or individually. Based on this premise, we considered knowing if adolescents’ moral reasoning would increase when a big group faces a topical moral dilemma: a sexting-centered cyberbullying case. To do so, the CI platform Thinkhub was used with an online group of 7…
Netiquette, implication of online emotional content and empathy in adolescents according to gender
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 ado…
Training pre-service teachers to deal with cyberbullying
Collective intelligence is a theoretical construct that focuses on results stemming from a workgroup dealing with complex tasks. Our goal was to determine whether a group of pre-service teachers presented with a case of adolescent cyberbullying could improve their capacity for action. The experiment was carried out with 221 pre-service teachers at the University of Zaragoza, Spain, and using Collective Learning. The cyberbullying case we presente…
Cybergossip in adolescence
Cybergossip involves making evaluative comments about third parties through digital devices, a behaviour accentuated by the use of social networks and associated with the intensification of cyberbullying, especially among adolescents. Certain studies suggest that there may be a relationship between cybergossip and socio-emotional variables. However, few studies have analysed this, and even fewer have considered a further series of variables that …
Modelo estructural de concurrencia entre 'bullying' y 'cyberbullying' víctimas, agresores y espectadores
Este estudio analiza las percepciones de n. = 4.273 estudiantes de secundaria de Aragón (España) sobre el bullying relacional y el cyberbullying desde diferentes perspectivas: víctimas, agresores y espectadores, para explorar la posible concurrencia entre ambos tipos de violencia escolar. Se analizó un modelo estructural entre ambos tipos de violencia, obteniendo un ajuste óptimo. Este modelo desarrollado entre el bullying relacional y el cyberbu…
Intrinsic and extrinsic motivation in pre-service secondary education teachers in Spain
This paper analyses the initial motivations for studying the Master’s Degree in Secondary School Teaching in Spain. Participants were 441 university students who filled out a work-related values and motives questionnaire. Cluster analysis revealed four motivational profiles. Three of them display adequate intrinsic motivation, although there are marked differences among them. However, the fourth profile was associated with a low degree of vocatio…
Will we be capable? Creating and validating the Avacie scale to evaluate pre-service teachers’ self-competence in assessing cyberbullying
Future teachers need to be competent in supporting students and families to detect and cope with cyberbullying. The objectives of this study are to create and validate the AVACIE scale to evaluate future teachers’ self-competence. 332 university students from the Primary Education Teacher Training Degree were recruited. The AVACIE scale consists of four factors and a total of 14 items measured on a 10-point Likert scale. Internal consistency was …
Psychology (10 works) · Bullying, Victimization, and Aggression (8 works) · Social Psychology (8 works) · Child Development and Digital Technology (5 works) · Computer Science (5 works) · Developmental psychology (5 works) · Impact of Technology on Adolescents (3 works) · Structural equation modeling (3 works) · Behavioral and Psychological Studies (2 works) · Collective intelligence (2 works)