Multiple Victimization (Bullying and Cyberbullying) in Primary Education in Spain from a Gender Perspective

Abstract

Studies show that face-to-face aggression extends to other types of bullying behaviours through digital technologies. Current research is limited in primary education and contradictory in terms of gender. This study looked at the prevalence of bullying and cyberbullying in Spain at an early age, identifying groups of victims from a gender perspective. It also associated school variables (sense of belonging at school, absenteeism or student confidence in STEM subjects) to the most vulnerable profile. In a second analysis, 4756 Spanish 4th grade Primary Education pupils completed the TIMMS 2015 standardized survey. The results showed four groups of victims, two characterized by multiple victimization (bullying and cyberbullying). There were significant gender differences between the groups. The percentage of girls in the profile of victims of severe harassment was higher. However, overall there was a greater presence of boys across the different groups of victims. The school variables considered were associated differentially according to gender. The student sense of belonging at school was not the same for girls and boys, nor did they have the same attitude towards absenteeism. The results are discussed in relation to other studies together with conclusions regarding the design of educational interventions and future research.

Grassroots community actors leading the way in the prevention of youth violent radicalization

“…The potential reach of these groups has become transnational, thus making it possible to attract and capture individuals located in different national contexts who are experiencing similar troubled situations at both the individual and community level, e.g., from the loss of meaning to community disconnection. Embedded in complex intercultural and unequal societies [62], youth growing up in the 21 st century navigate in an interconnected world, facing risks that half a century ago used to be offline but are now also perpetrated online, e.g., from cyberbullying to grooming [63,64]. Drawing on all this, there is an urgent need not only to better understand the factors pushing many youth towards violent radicalization but also to develop a more consistent body of research to guide how to implement prevention policies and practices on the ground.…”

Determination of Secondary School Students' Levels of Sensitivity towards Cyberbullying and Cyberbullying Behaviour

“…Cyberbullying creates a more dangerous situation than traditional bullying in terms of hiding the identity, communicating with the victim at any time and having the potential to reach many people in a short time. In recent years, especially with the widespread of digital technologies, the traditional form of aggression experienced face to face has been replaced by cyber aggression, in other words, cyberbullying (Jimenez, 2019). Cyberbullying behaviour may be for technical disturbance, which aims to create hardware and software problems on devices, or personal discomfort, which aims to make fun of the individual's physical and emotional appearance.…”

Educación en seguridad digital

“…Las personas que sufren estos actos o víctimas, de manera generalizada cumplen una serie de características. Así, estas personas pueden padecer problemas o dificultades a nivel psicológico o físico, y son propensas a albergar dificultades interpersonales o intrapersonales, o mostrar una percepción general de una inseguridad manifiesta (JIMÉNEZ, 2019;MCLOUGHLIN et al, 2019).…”