This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics... more This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Not assuming responsibility, or minimizing it, after committing an offence is one of the four mor... more Not assuming responsibility, or minimizing it, after committing an offence is one of the four moral disengagement strategies linked to the phenomenon of bullying described by the Social Cognitive Theory. However, to date, there has been no research into the role of the agent’s locus in this process and the mediating effect of bullying perpetration in the possible evolutionary sequencing of moral disengagement strategies. This study addresses both of these goals. A total of 1107 schoolchildren (54.7% girls; Mage = 14.49; SD = 0.789) were surveyed in a longitudinal study at three time points spaced six months apart. The results indicated that minimizing responsibility directly predicts both cognitive restructuring and distortion of consequences. They also confirmed that aggressive perpetration in bullying has a mediating effect on all three strategies. Nevertheless, this sequential dynamic does not include dehumanization, which was not directly linked to minimizing responsibility and ...
Bidirectional associations between bullying and cyberbullying have consistently identified during... more Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap at the between-person level. This study examined the bidirectional longitudinal associations between bullying and cyberbullying perpetration and victimization during 18-month period over four time points. A total of 2835 participants, aged 11 to 16 years in time 1 (50% girls; Mage = 13.13, SD = 1.06) were surveyed. Random intercept cross-lagged analyses revealed the stability of bullying perpetration and victimization. Cyberbullying victimization predicted inversely bullying and cyberbullying perpetration. The results indicate spirals of positive long-term associations between bullying (perpetration and victimization) and cyberbullying perpetration but no long-terms spirals of victimization.
International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 2016
Resumen:El bullying ha sido identificado como uno de los principales problemas que afecta a la ca... more Resumen:El bullying ha sido identificado como uno de los principales problemas que afecta a la calidad de las relaciones interpersonales que establecen los escolares. Las aportaciones científicas sobre este fenómeno se centran de forma destacada en el estudio de los factores de riesgo asociados a rasgos de la personalidad y a variables de contexto entre los iguale, principalmente en la etapa de secundaria. Sin embargo, poco se sabe de la influencia explicativa en el bullying de cada uno de estos grandes bloques. El trabajo que aquí se presenta pretende conocer si junto con ciertas variables de personalidad (sexo, edad y autoestima) existen variables del contexto escolar (ajuste normativo, indisciplina y disruptividad, ajuste entre iguales), que puedan estar explicando la implicación en bullying ya sea como agresor, víctima o agresor victimizado. El “Cuestionario para la Investigación de la Violencia Escolar en Andalucía: CIVEA” fue administrado a 1278 escolares españoles (47.7% chic...
La falta de compromiso moral y empatía se ha relacionado con conductas transgresoras que deterior... more La falta de compromiso moral y empatía se ha relacionado con conductas transgresoras que deterioran la convivencia escolar. Pero hay poco trabajo científico y educativo que ponga en evidencia la relación que ambas variables mantienen con las actitudes de los docentes así como de los futuros docentes en el marco de una sociedad que tiende a la diversidad cultural y a la educación inclusiva. El estudio que se presenta analiza dichas actitudes en un total de 710 estudiantes universitarios de los Grados de Educación Infantil y Primaria (82.0% mujeres; M edad = 20.72; DT= 3.93). Se trata de un estudio transversal ex post facto retrospectivo mediante el uso de autoinformes. Los resultados confirmaron una relación significativa e inversa entre las actitudes positivas hacia la diversidad cultural y ciertas expresiones de desconexión moral cívica. También se halló que la empatía cognitiva y afectiva ejercieron un efecto indirecto en esta relación. Se discute la importancia de trabajar la emp...
Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivenc... more Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivencia escolar. Se analizó las dimensiones individuales y contextuales que influyen en las relaciones interpersonales entre adolescentes. Participaron 1084 adolescentes escolarizados (52.8% mujeres) del sur de Colombia, con edades entre 11 y 19 años (M=14.9; SD=1.89). Se analizaron las propiedades psicométricas de las escalas utilizadas. Un modelo de ecuaciones estructurales informó las relaciones e influencias de la empatía, prosocialidad, metas sociales, autoeficacia social y ajuste normativo sobre la calidad de sus relaciones interpersonales (ajuste social). Se encontraron óptimas propiedades psicométricas para las escalas y adecuados ajustes del modelo explicativo-predictivo; éste indicó que la empatía, prosocialidad y autoeficacia social con los compañeros predicen la calidad de las relaciones interpersonales. Resalta la influencia negativa de la autoeficacia social con profesores hacia...
El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes... more El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participación en el acoso cibernético como no implicados, espectadores, víctimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% niñas), con edades comprendidas entre los 10-14 años, en Andalucía (M = 11.11; DT = 0.75) participaron en el estudio. Los análisis estadísticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernético, específicamente, se observó el género, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultad...
The present study aims to examine the issue of peer aggression and victimisation in early childho... more The present study aims to examine the issue of peer aggression and victimisation in early childhood, with a focus on the associated social behaviour strategies (aggressiveness, prosociality, dominance and social insecurity). A sample of 227 children (58.1% girls, n = 132) between the ages of 4 and 7 years (M = 5.61; SD = 1. 03) participated in the study. Teacher reports and peer nominations of physical and verbal aggression and victimisation were analysed. Results showed an association between aggressiveness and insecurity and being nominated as a physical and verbal aggressor by peers. Being nominated as a physical victim was associated with aggressiveness and dominance; and for verbal victim with aggressiveness and prosociality. Differences were found between boys and girls in verbal aggression and victimisation. The current study contributes to a better understanding of the emergence of peer aggression and victimisation in relation to social processes in early childhood and has i...
Los dispositivos digitales han adquirido un papel fundamental en las dinámicas sociales entre los... more Los dispositivos digitales han adquirido un papel fundamental en las dinámicas sociales entre los adolescentes, aumentando la prevalencia de conductas de riesgo como el ciberacoso. Aunque su estudio ha aumentado en las últimas décadas, aún son escasos los trabajos centrados en conocer los efectos de formas de cibervictimización sutiles, como el ciber-rumor. Los objetivos del estudio fueron, primero, examinar si las víctimas de ciber-rumor presentan mayores niveles de síntomas internalizantes, y segundo, explorar si la resiliencia actúa como mediadora de dicha asociación, controlando el efecto del sexo. Un total de 558 escolares (54.3% chicas) con edades entre 13 y 17 años (M = 14.65 años; DT = 1.19) participaron en el estudio. El tratamiento de datos siguió un modelo de mediación a través de PROCESS. Los resultados evidenciaron que las víctimas de ciber-rumor presentaron niveles más altos de depresión, ansiedad y estrés que los adolescentes que indicaron no haber sido víctimas de ci...
Gossip is a type of social behavior present in all types of social networks, and cybergossip is a... more 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 trai...
Objective: Moral disengagement is one of the most explored cognitive strategies for understanding... more Objective: Moral disengagement is one of the most explored cognitive strategies for understanding why adolescents engage in aggressive behavior. Moral disengagement research has been lacking in Latin American countries, as there is limited research on cultural differences between adolescents. The moral disengagement scale (MDS) is the most commonly measure used but previous studies applied different factorial structures. This study aimed to compare the three commonly used the factorial structure of MDS-24 in a confirmatory factorial analysis (CFA) and its association with bullying. Using a cross-sectional design, the study also explored the cross-cultural measurement invariance (MI) in MDS-24 and the differences between Spanish and Colombian adolescents. Method: Data were collected from Spanish (n = 1,396; Mage = 13.6; 49% girls) and Colombian adolescents (n = 1,298; Mage = 14.12; 49% girls). Results: The CFA showed that the eight-factor structure had the best model fit. The eight moral disengagement mechanisms were positively associated with both bullying perpetration and victimization. Furthermore, moral disengagement mechanisms evidenced their predictive utility for Spanish and Colombian adolescents’ involvement in bullying perpetration, once the effects of gender, age, and bullying victimization were controlled for. After confirming cross-cultural MI, Colombian adolescents generally reported higher levels of moral disengagement mechanisms than their Spanish peers. Conclusions: The findings contribute to the development of a measure of a cognitive risk strategy for bullying behavior. It also provides a valuable exploration of the MDS among Spanish-speaking adolescents and contributes to the scarcely explored field of cross-cultural differences in justification of transgressive behavior. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Objective: Individual risks factors of peer victimization have been widely identified in children... more Objective: Individual risks factors of peer victimization have been widely identified in children and adolescents. However, little is known about how the classroom context may increase or decrease the frequency of victimization. The present short-term prospective longitudinal study used a a person-by-environment approach to examine whether peer perception and social anxiety, along with class social adjustment levels as a moderator, affect the likelihood of peer victimization over time. Method: These effects were modelled using a representative sample of 2,512 Andalusian (Southern Spain) (52% girls) aged 10 to 16 years old (M = 12.81; SD = 1.69 at Wave 1). Classroom social adjustment was assessed by within-classroom standard deviation in social adjustment. Results: Multilevel modeling indicated a negative relationship between peer perception at W1 and peer victimization at W2, as well as a positive association with social anxiety at W1, after controlling for gender, age and victimization at W1. The direct association between peer perception and peer victimization was intensified by class social adjustment. Conclusions: The results provide a more nuanced understanding of the influence of cognitive, emotional, and social variables when trying to address vulnerability to victimization.
Despite previous research on adolescence points to an association between social competence and w... more Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been suggested. However, they mainly use a cross-sectional design, do not focus on psychological well-being, and do not use integrative and multidimensional constructs. From a eudaimonic approach to well-being and situation-specific to social competence, this study aimed to: (1) explore the factorial structure of the dimensions assessed; (2) analyse the longitudinal relationship between psychological well being and social competence during adolescence; and (3) examine psychological well-being and social competence levels and their stability over time. The sample consisted of 662 adolescents aged between 14 and 16 years old (Time 1 Mage = 14.63; SD = 0.64; 51% girls). Structural equation analysis confirmed the existence of second-order factors, showing evid...
This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics... more This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Not assuming responsibility, or minimizing it, after committing an offence is one of the four mor... more Not assuming responsibility, or minimizing it, after committing an offence is one of the four moral disengagement strategies linked to the phenomenon of bullying described by the Social Cognitive Theory. However, to date, there has been no research into the role of the agent’s locus in this process and the mediating effect of bullying perpetration in the possible evolutionary sequencing of moral disengagement strategies. This study addresses both of these goals. A total of 1107 schoolchildren (54.7% girls; Mage = 14.49; SD = 0.789) were surveyed in a longitudinal study at three time points spaced six months apart. The results indicated that minimizing responsibility directly predicts both cognitive restructuring and distortion of consequences. They also confirmed that aggressive perpetration in bullying has a mediating effect on all three strategies. Nevertheless, this sequential dynamic does not include dehumanization, which was not directly linked to minimizing responsibility and ...
Bidirectional associations between bullying and cyberbullying have consistently identified during... more Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap at the between-person level. This study examined the bidirectional longitudinal associations between bullying and cyberbullying perpetration and victimization during 18-month period over four time points. A total of 2835 participants, aged 11 to 16 years in time 1 (50% girls; Mage = 13.13, SD = 1.06) were surveyed. Random intercept cross-lagged analyses revealed the stability of bullying perpetration and victimization. Cyberbullying victimization predicted inversely bullying and cyberbullying perpetration. The results indicate spirals of positive long-term associations between bullying (perpetration and victimization) and cyberbullying perpetration but no long-terms spirals of victimization.
International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 2016
Resumen:El bullying ha sido identificado como uno de los principales problemas que afecta a la ca... more Resumen:El bullying ha sido identificado como uno de los principales problemas que afecta a la calidad de las relaciones interpersonales que establecen los escolares. Las aportaciones científicas sobre este fenómeno se centran de forma destacada en el estudio de los factores de riesgo asociados a rasgos de la personalidad y a variables de contexto entre los iguale, principalmente en la etapa de secundaria. Sin embargo, poco se sabe de la influencia explicativa en el bullying de cada uno de estos grandes bloques. El trabajo que aquí se presenta pretende conocer si junto con ciertas variables de personalidad (sexo, edad y autoestima) existen variables del contexto escolar (ajuste normativo, indisciplina y disruptividad, ajuste entre iguales), que puedan estar explicando la implicación en bullying ya sea como agresor, víctima o agresor victimizado. El “Cuestionario para la Investigación de la Violencia Escolar en Andalucía: CIVEA” fue administrado a 1278 escolares españoles (47.7% chic...
La falta de compromiso moral y empatía se ha relacionado con conductas transgresoras que deterior... more La falta de compromiso moral y empatía se ha relacionado con conductas transgresoras que deterioran la convivencia escolar. Pero hay poco trabajo científico y educativo que ponga en evidencia la relación que ambas variables mantienen con las actitudes de los docentes así como de los futuros docentes en el marco de una sociedad que tiende a la diversidad cultural y a la educación inclusiva. El estudio que se presenta analiza dichas actitudes en un total de 710 estudiantes universitarios de los Grados de Educación Infantil y Primaria (82.0% mujeres; M edad = 20.72; DT= 3.93). Se trata de un estudio transversal ex post facto retrospectivo mediante el uso de autoinformes. Los resultados confirmaron una relación significativa e inversa entre las actitudes positivas hacia la diversidad cultural y ciertas expresiones de desconexión moral cívica. También se halló que la empatía cognitiva y afectiva ejercieron un efecto indirecto en esta relación. Se discute la importancia de trabajar la emp...
Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivenc... more Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivencia escolar. Se analizó las dimensiones individuales y contextuales que influyen en las relaciones interpersonales entre adolescentes. Participaron 1084 adolescentes escolarizados (52.8% mujeres) del sur de Colombia, con edades entre 11 y 19 años (M=14.9; SD=1.89). Se analizaron las propiedades psicométricas de las escalas utilizadas. Un modelo de ecuaciones estructurales informó las relaciones e influencias de la empatía, prosocialidad, metas sociales, autoeficacia social y ajuste normativo sobre la calidad de sus relaciones interpersonales (ajuste social). Se encontraron óptimas propiedades psicométricas para las escalas y adecuados ajustes del modelo explicativo-predictivo; éste indicó que la empatía, prosocialidad y autoeficacia social con los compañeros predicen la calidad de las relaciones interpersonales. Resalta la influencia negativa de la autoeficacia social con profesores hacia...
El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes... more El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participación en el acoso cibernético como no implicados, espectadores, víctimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% niñas), con edades comprendidas entre los 10-14 años, en Andalucía (M = 11.11; DT = 0.75) participaron en el estudio. Los análisis estadísticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernético, específicamente, se observó el género, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultad...
The present study aims to examine the issue of peer aggression and victimisation in early childho... more The present study aims to examine the issue of peer aggression and victimisation in early childhood, with a focus on the associated social behaviour strategies (aggressiveness, prosociality, dominance and social insecurity). A sample of 227 children (58.1% girls, n = 132) between the ages of 4 and 7 years (M = 5.61; SD = 1. 03) participated in the study. Teacher reports and peer nominations of physical and verbal aggression and victimisation were analysed. Results showed an association between aggressiveness and insecurity and being nominated as a physical and verbal aggressor by peers. Being nominated as a physical victim was associated with aggressiveness and dominance; and for verbal victim with aggressiveness and prosociality. Differences were found between boys and girls in verbal aggression and victimisation. The current study contributes to a better understanding of the emergence of peer aggression and victimisation in relation to social processes in early childhood and has i...
Los dispositivos digitales han adquirido un papel fundamental en las dinámicas sociales entre los... more Los dispositivos digitales han adquirido un papel fundamental en las dinámicas sociales entre los adolescentes, aumentando la prevalencia de conductas de riesgo como el ciberacoso. Aunque su estudio ha aumentado en las últimas décadas, aún son escasos los trabajos centrados en conocer los efectos de formas de cibervictimización sutiles, como el ciber-rumor. Los objetivos del estudio fueron, primero, examinar si las víctimas de ciber-rumor presentan mayores niveles de síntomas internalizantes, y segundo, explorar si la resiliencia actúa como mediadora de dicha asociación, controlando el efecto del sexo. Un total de 558 escolares (54.3% chicas) con edades entre 13 y 17 años (M = 14.65 años; DT = 1.19) participaron en el estudio. El tratamiento de datos siguió un modelo de mediación a través de PROCESS. Los resultados evidenciaron que las víctimas de ciber-rumor presentaron niveles más altos de depresión, ansiedad y estrés que los adolescentes que indicaron no haber sido víctimas de ci...
Gossip is a type of social behavior present in all types of social networks, and cybergossip is a... more 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 trai...
Objective: Moral disengagement is one of the most explored cognitive strategies for understanding... more Objective: Moral disengagement is one of the most explored cognitive strategies for understanding why adolescents engage in aggressive behavior. Moral disengagement research has been lacking in Latin American countries, as there is limited research on cultural differences between adolescents. The moral disengagement scale (MDS) is the most commonly measure used but previous studies applied different factorial structures. This study aimed to compare the three commonly used the factorial structure of MDS-24 in a confirmatory factorial analysis (CFA) and its association with bullying. Using a cross-sectional design, the study also explored the cross-cultural measurement invariance (MI) in MDS-24 and the differences between Spanish and Colombian adolescents. Method: Data were collected from Spanish (n = 1,396; Mage = 13.6; 49% girls) and Colombian adolescents (n = 1,298; Mage = 14.12; 49% girls). Results: The CFA showed that the eight-factor structure had the best model fit. The eight moral disengagement mechanisms were positively associated with both bullying perpetration and victimization. Furthermore, moral disengagement mechanisms evidenced their predictive utility for Spanish and Colombian adolescents’ involvement in bullying perpetration, once the effects of gender, age, and bullying victimization were controlled for. After confirming cross-cultural MI, Colombian adolescents generally reported higher levels of moral disengagement mechanisms than their Spanish peers. Conclusions: The findings contribute to the development of a measure of a cognitive risk strategy for bullying behavior. It also provides a valuable exploration of the MDS among Spanish-speaking adolescents and contributes to the scarcely explored field of cross-cultural differences in justification of transgressive behavior. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Objective: Individual risks factors of peer victimization have been widely identified in children... more Objective: Individual risks factors of peer victimization have been widely identified in children and adolescents. However, little is known about how the classroom context may increase or decrease the frequency of victimization. The present short-term prospective longitudinal study used a a person-by-environment approach to examine whether peer perception and social anxiety, along with class social adjustment levels as a moderator, affect the likelihood of peer victimization over time. Method: These effects were modelled using a representative sample of 2,512 Andalusian (Southern Spain) (52% girls) aged 10 to 16 years old (M = 12.81; SD = 1.69 at Wave 1). Classroom social adjustment was assessed by within-classroom standard deviation in social adjustment. Results: Multilevel modeling indicated a negative relationship between peer perception at W1 and peer victimization at W2, as well as a positive association with social anxiety at W1, after controlling for gender, age and victimization at W1. The direct association between peer perception and peer victimization was intensified by class social adjustment. Conclusions: The results provide a more nuanced understanding of the influence of cognitive, emotional, and social variables when trying to address vulnerability to victimization.
Despite previous research on adolescence points to an association between social competence and w... more Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been suggested. However, they mainly use a cross-sectional design, do not focus on psychological well-being, and do not use integrative and multidimensional constructs. From a eudaimonic approach to well-being and situation-specific to social competence, this study aimed to: (1) explore the factorial structure of the dimensions assessed; (2) analyse the longitudinal relationship between psychological well being and social competence during adolescence; and (3) examine psychological well-being and social competence levels and their stability over time. The sample consisted of 662 adolescents aged between 14 and 16 years old (Time 1 Mage = 14.63; SD = 0.64; 51% girls). Structural equation analysis confirmed the existence of second-order factors, showing evid...
El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (c... more El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (cyberbullying) puede indicar que variables de cognición social, cuya influencia ha sido reconocida en el bullying, también estén presentes en el acoso cibernético. El objetivo de la investigación fue estudiar el ajuste social de los implicados en cyberbullying y analizar las diferencias en la percepción de la competencia social, la motivación y el apoyo de los iguales, entre víctimas, agresores y agresores victimizados del cyberbullying. Un total de 505 adolescentes (47,3% chicas) con edades comprendidas entre los 12 y 16 años (M=13.95; DT=1.42) participaron en el estudio. Se utilizaron instrumentos para adolescentes validados en español y se analizaron las propiedades psicométricas para la adaptación de la escala de competencia social. Análisis factoriales exploratorios y confirmatorios mostraron índices óptimos de fiabilidad y validez. Se observó una mayor implicación de los ciberagresores victimizados. Las comparaciones entre roles a través de pruebas no paramétricas mostraron en los ciberagresores un mayor apoyo social que el resto de perfiles y altos niveles en metas de popularidad. Las cibervíctimas destacaron por su alta percepción de competencia social. Los ciberagresores victimizados mostraron altos niveles de metas de popularidad y baja aceptación social. Los resultados obtenidos permiten concluir que la forma en que el grupo de iguales gestiona su vida emocional y social puede estar explicando la situación de cyberbullying entre los adolescentes.
The recognition of some overlap between face to face harassment (bullying) and via digital harass... more The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of cyberbullying among teenagers.
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Papers by Eva M Romera
that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim
of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the
perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A
number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated
instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence
were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying
victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies
had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of
social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support
the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of
cyberbullying among teenagers.