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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Smartphones, Emotions and Bullying Among Adolescents: A PRISMA Systematic Review
Carolina Bello-Correas1, Teresa Alzás2, Laura Alonso-Díaz3
1International Doctoral School, University of Extremadura, 10071 Cáceres, Spain.
Abstract:
This systematic review, following PRISMA 2020 guidelines, analyzes scientific literature on bullying and cyberbullying among adolescents (aged 12-16) in educational settings, focusing on ICT, smartphone hyperconnectivity, and emotional education. An exhaustive search across Web of Science, Scopus, PubMed, Dialnet, CSIC, SciELO, and Google Scholar identified 34 empirical studies. A narrative synthesis was performed due to methodological heterogeneity. The synthesized evidence suggests that cyberbullying frequently acts as a persistent extension of school violence, where continuous digital exposure makes it difficult for victims to emotionally disconnect. Empirical data indicate a concerning correlation between prolonged bullying and psychosocial distress, including self-harming behaviors and suicidal ideation. Furthermore, results highlight systemic gaps: heightened vulnerability is reported among girls and LGBTQ+ students, alongside disparities between public and state-subsidized schools regarding institutional involvement and emotional support resources. Educational implications suggest reactive protocols are insufficient. Evidence supports that systematic emotional education, enhancing socio-emotional skills like impulse control, empathy, self-esteem and emotional regulation, acts as a key protective factor. Consequently, fostering "digital emotional intelligence" emerges as a promising preventive educational strategy to protect adolescents' well-being in hyperconnected environments.
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