Psychological adjustment in cybervictims and cyberbullies in secondary education

Abstract

El auge de las agresiones cibernéticas entre estudiantes de secundaria y la importancia de ciertas variables de ajuste psicosocial para la comprensión de este tipo de conducta violenta, tanto en agresores como en víctimas, plantean como objetivo en el presente trabajo analizar el perfil psicosocial de ambos implicados en situaciones de ciberagresión. Las variables de ajuste analizadas fueron autoconcepto, estrés percibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con la vida e inteligencia emocional. A partir de una muestra de 1318 adolescentes (47% chicos), de entre 11 y 18 años, se establecieron tres grupos de contraste para cibervíctimas (víctimas severas, moderadas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores severos, moderados y no ciberagresores). El análisis de varianza mostró que los implicados presentan perfiles psicosociales diferentes y deteriorados. Las cibervíctimas severas mostraron mayor estrés percibido, soledad, depresión y ansiedad social, y menor autoconcepto, satisfacción con la vida e IE, en comparación con las no cibervíctimas. Los ciberagresores severos mostraron mayor estrés percibido, soledad y depresión, y menor autoconcepto y satisfacción con la vida, comparativamente con los no ciberagresores. Estos resultados permiten profundizar en la comprensión del ciberacoso entre estudiantes y mejorar los programas preventivos y de intervención en escuelas. The rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the comprehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were established for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, loneliness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non-cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preventive and intervention programs in schools.

Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents

“…Nevertheless, it is known that cybervictimisation [ 21 ] and cyberaggression [ 55 ] are related to lower overall academic performance. Furthermore, it has been observed that there is a relationship between academic performance in physical education with factors such as physical self-concept [ 56 ], which is an element related to cyberbullying in both victims and bullies [ 57 ]. This demonstrates that cyberbullying is a powerful component in lowering general self-image and self-confidence, so physical education and physical activity, as they promote the improvement of physical self-concept [ 58 ], could become protective factors against cyberbullying in both victims and aggressors [ 30 ].…”

Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents

“…To do this, we consider it necessary to develop identity in a tight way in the adolescent stage to avoid this occurring at later educational stages, such as at university, and to continue to address problems in interpersonal relationships and abuse of the internet [ 26 ]. Similarly, it is necessary to promote self-esteem [ 23 ], coping strategies [ 52 ], emotional regulation [ 2 , 4 , 6 , 7 , 8 , 9 , 53 ], skills for conflict resolution and stress management, self-control, social and communication skills, and healthy leisure activities [ 16 , 19 , 20 , 54 ]. The family also has a relevant role to play in preventing internet addiction [ 6 , 14 , 18 ].…”

Cyberbullying as a Threat to Young

“…The manifestations of such difficulties may be, for example, abdominal pain, headache, sleep disturbances, experiences feelings of shame, sadness, depression, anxiety or his own failure, but also feelings of constant danger. Cyberbullying may result in his complete psychological collapse and, in the worst cases, suicide (Canas, Esteves, Marzo, & Pqueras, 2019).…”