The aim of this work is to examine the pentafactorial validity of the AF5 Self-Concept Questionnaire in Spanish and Chilean young adults. From the responses of a total of 4,383 young adults aged 17 to 22 years (1,918 Spanish, 44%, and 2,465 Chilean, 56%) it was analyzed the reliability of the instrument, the compared validity of the 5 oblique factor model proposed by the authors versus the unifactorial and the orthogonal alternative models, and was studied the invariance of one Chilean sample. The results of confirmatory factor analyses supported the authors' pentafactorial model. The multi-group factorial invariance showed that Chilean sample of the AF5 does not change neither the Spanish factor weights, nor the variances and covariances of the factors, or the error variances of items. Finally, the internal consistency of the five scales was good in the samples of both countries.El objetivo de este trabajo es examinar la validez pentafactorial del cuestionario de Autoconcepto Forma 5 (AF5) con jóvenes españoles y chilenos. A partir de las respuestas de un total de 4.383 adultos jóvenes de 17 a 22 años (1.918 españoles, 44%, y 2.465 chilenos, 56%) se analiza la fiabilidad del cuestionario, se compara la validez del modelo de cinco factores oblicuos que proponen los autores versus los modelos alternativos unifactorial y ortogonal, y se estudia la invarianza de la estructura factorial entre la muestra española y la chilena. Los resultados de los análisis factoriales confirmatorios ratifican la validez del modelo teórico pentafactorial de los autores. El estudio de la invarianza factorial multigrupo indica que la muestra chilena no varía en los pesos factoriales respecto de la española, ni tampoco las varianzas y covarianzas de los factores o la varianza de error de los ítems. Finalmente, la consistencia interna de las cinco escalas fue aceptable en los dos países.

The problematic use of social networking sites is becoming a major public health concern. Previous research has found that adolescents who engage in a problematic use of social networking sites are likely to show maladjustment problems. However, little is known about its links with peer aggression and victimization. The main goal of this study was to analyze the relationship between problematic use of online social networking sites, peer aggression –overt vs. relational and reactive vs. instrumental–, and peer victimization –overt physical and verbal, and relational–, taking into account gender and age (in early and mid-adolescence). Participants were selected using randomized cluster sampling considering school and class as clusters. A battery of instruments was applied to 1,952 adolescents' secondary students from Spain (Andalusia) (50.4% boys), aged 11 to 16 (M = 14.07, SD = 1.39). Results showed that girls and 14–16 adolescents were more involved in a problematic use of online social networking sites. Furthermore, adolescents with high problematic use of online social networking sites were more involved in overt—reactive and instrumental—and relational—reactive and instrumental—aggressive behaviors, and self-reported higher levels of overt—physical and verbal—and relational victimization. Even though boys indicated higher levels of all types of victimization, girls with high problematic use of online social networking sites scored the highest on relational victimization. Relating to age, early adolescents (aged 11–14) with higher problematic use of online social networking sites reported the highest levels of overt verbal and relational victimization. Overall, results suggested the co-occurrence of problematic use of online social networking sites, peer aggression and victimization. In addition, results showed the influence that gender and age had on peer victimization. This study highlights the continuity between offline and online domains with regard to maladjustment problems in adolescence.

The CYBVIC scale has adequate psychometric properties and can be used as a valid and reliable measure in new research, which could expand knowledge about the growing international problem of cyberbullying among adolescents.

The present study examined the influence of family and classroom environments on the development of particular individual characteristics, including level of empathy, attitude to institutional authority and perceived social reputation, and the role these characteristics may in turn play in school aggression. Participants were 1319 adolescents aged 11–16 (47% male) drawn from state secondary schools in Valencia (Spain). Since previous studies suggest that these variables may contribute differentially to aggressive behaviour depending on adolescent gender, two different mediational structural models were calculated, respectively, for boys and girls. Results obtained confirmed the associations expected among the variables considered in the structural equations tested and pointed out different paths for boys and girls. Overall, our findings suggested that a positive family environment seems to be a stronger protective factor for girls in the development of problems of behaviour at school, whereas for boys this is the case for a positive classroom environment. This model accounted for 40% of the variance in aggression at school for boys and 35% for girls.

Child-to-parent violence (CPV) is defined as any act performed by a child towards his/her parents with the intention of causing physical, psychological, emotional, or financial damage or losing and gaining power and control over them (Cottrell,