Editorial: Why People Gossip and What It Brings About: Motives for, and Consequences of, Informal Evaluative Information Exchange

Cyberbullying and Psychopathological Behaviors in Spanish Secondary Education Students

Cyberbullying is considered a serious health problem that mainly affect adolescents, with different characteristics depending on the role in which they are directly involved. The objective of our research was to analyze the sociodemographic characteristics and psychopathological behaviors among the roles of those involved in cyberbullying (victims, aggressors, bystanders and aggressive victims). The study participants were 280 students aged between 12 and 17 years (61.8% female) from the Region of Murcia, Spain. The Cyberbullying Screening of Bullying among Peers, the Clinical Analysis Questionnaire and a sociodemographic survey were used. Hierarchical regression analysis was used. This study showed that the roles of those directly involved in cyberbullying correlate with psychopathological behaviors. It is a priority to promote prevention programs aimed at improving cyberbullying among students.

How ‘who someone is’ and ‘what they did’ influences gossiping about them

To understand, predict, and help correct each other’s actions we need to maintain accurate, up-to-date knowledge of people, and communication is a critical means by which we gather and disseminate this information. Yet the conditions under which we communication social information remain unclear. Testing hypotheses generated from our theoretical framework, we examined when and why social information is disseminated about an absent third party: i.e., gossiped. Gossip scenarios presented to participants (e.g., “Person-X cheated on their exam”) were based on three key factors: (1) target (ingroup, outgroup, or celebrity), (2) valence (positive or negative), and (3) content. We then asked them (a) whether they would spread the information, and (b) to rate it according to subjective valence, ordinariness, interest level, and emotion. For ratings, the scenarios participants chose to gossip were considered to have higher valence (whether positive or negative), to be rarer, more interesting, and more emotionally evocative; thus showing that the paradigm was meaningful to subjects. Indeed, for target, valence, and content, a repeated-measures ANOVA found significant effects for each factor independently, as well as their interactions. The results supported our hypotheses: e.g., for target, more gossiping about celebrities and ingroup members (over strangers); for valence, more about negative events overall, and yet for ingroup members, more positive gossiping; for content, more about moral topics, with yet all domains of social content communicated depending on the situation—context matters, influencing needs. The findings suggest that social knowledge sharing (i.e., gossip) involves sophisticated calculations that require our highest sociocognitive abilities, and provide specific hypotheses for future examination of neural mechanisms.

Adolescent Involvement in Cybergossip: Influence on Social Adjustment, Bullying and Cyberbullying

Gossip is a type of social behavior present in all types of social networks, and cybergossip is an emerging kind of online social behavior which can both promote and hinder relationships between peers. The aim of this study was to explore the relation between involvement in cybergossip and the development of behavior of social adjustment, bullying and cyberbullying (aggression and victimization), based on gender and age. A total of 510 secondary school students (49.4% girls) aged 12 to 17 years old (M = 14.01; SD = 1.38) were surveyed by self-report. Questionnaires validated with adolescents were used to measure bullying, social adjustment and cyberbullying. The results showed that a high prevalence of involvement in cybergossip was associated with bullying and cyberbullying behavior (aggression and victimization), with girls showing the greatest involvement in cybergossip. The discussion of the results focuses on the gender difference, as well as the importance of the need for training in the proper use of digital devices for social education and socialization.