Stability of cyberbullying victimization among adolescents: Prevalence and association with bully–victim status and psychosocial adjustment

Gámez-Guadix, Manuel; Gini, Gianluca; Calvete, Esther

doi:10.1016/j.chb.2015.07.007

Cited by 56 publications

(53 citation statements)

References 37 publications

(61 reference statements)

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“…Five studies have been conducted in Andalusia (Del Elipe, Ortega, Hunter, & Del Rey, 2012;García-Fernández et al, 2015;Ortega, Calmaestra et al, 2008;Ortega, Elipe, Mora-Merchán et al, 2009), two in Asturias (Álvarez- García, Núñez, Álvarez-Pérez et al, 2011;Álvarez-García, Núñez et al, 2015), three in the Basque Country Gámez-Guadix, Gini, & Calvete, 2015;, three in Castilla La Mancha (Navarro, Ruiz-Oliva, Larrañaga, & Yubero, 2015;Navarro, Serna, Martínez, & Ruiz-Oliva, 2013;Navarro, Yubero, Larrañaga, & Martínez, 2012), two in Extremadura (Cuadrado-Gordillo & Fernández-Antelo, 2014; León del Barco et al, 2012), one in Murcia (Giménez-Gualdo et al, 2015), four in the Valencian Community Buelga, Iranzo et al, 2015;Buelga & Pons, 2012) and one was conducted in the whole country (García-Moya, Suominen, & Moreno, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…The total number of schools that participated in the studies was 249 (M = 12.45, SD = 5.97), ranging from 3 (Del Rey et al, 2015) to 24 (Elipe et al, 2012). Adolescents were the most studied age group with 16 studies conducted in Compulsory Secondary Education (Álvarez-García, Núñez, Álvarez-Pérez et al, 2011; Álvarez- Buelga, Iranzo et al, 2015;Buelga & Pons, 2012;Calvete et al, 2010;Cuadrado-Gordillo & Fernández-Antelo, 2014;Del Rey et al, 2015;Elipe et al, 2012;Gámez-Guadix et al, 2015;Giménez-Gualdo et al, 2015;León del Barco et al, 2012;Ortega, Calmaestra et al, 2008;Ortega, Elipe, Mora-Merchán et al, 2009), of which three (Elipe et al, 2012;Giménez-Gualdo et al, 2015) included also upper secondary schools (Bachillerato). Primary schools were aimed in 4 studies (García-Fernández et al, 2015;Navarro et al, 2013;Navarro et al, 2015) and one was conducted online with adolescents without specifying the school level (García-Moya et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…In 10 studies (Álvarez- García, Núñez, Álvarez-Pérez et al, 2011;Álvarez-García, Núñez et al, 2015;Buelga, Iranzo et al, 2015;Buelga & Pons, 2012;Elipe et al, 2012;García-Fernández et al, 2015;León del Barco et al, 2012;Navarro et al, 2015), participants were randomly selected within the autonomous community (regions), among which, in 7 studies, the selection was stratified Buelga, Iranzo et al, 2015;Buelga & Pons, 2012;Elipe et al, 2012;García-Fernández et al, 2015;León del Barco et al, 2012). In 7 studies, participants were randomly selected within one province 1 (Calvete et al, 2010;Cuadrado-Gordillo & Fernández-Antelo, 2014;Gámez-Guadix et al, 2015;Giménez-Gualdo et al, 2015;Navarro et al, 2013;Ortega, Elipe, Mora-Merchán et al, 2009), among which, in 2 studies, the selection was stratified (Calvete et al, 2010;Cuadrado-Gordillo & Fernández-Antelo, 2014). Convenience sampling within one province (Del Rey et al, 2015;Ortega, Calmaestra et al, 2008) and one autonomous community were also used and there was one study that used stratified random selection in the whole country (García-Moya et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

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Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies

Zych

Ruíz

Marín-López

2016

Psicología Educativa

136

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Research on cyberbullying started at the beginning of the 21 st century and the number of studies on the topic is increasing very rapidly. Nevertheless, the criteria used to define the phenomenon and evaluation strategies are still under debate. Therefore, it is still difficult to compare the findings among the studies or to describe their prevalence in different geographic areas or time points. Thus, the current systematic review has been conducted with the objective of describing the studies on the phenomenon in Spain taking into account its different definitions and evaluation strategies in relation to its prevalence. After conducting systematic searches and applying the inclusion criteria, 29 articles reporting the results of 21 different studies were included. It was found that the number of studies on the topic in Spain is growing and that most of the definitions include the criteria of repetition, intention, and power imbalance. It was also found that timeframes and cutoff points varied greatly among the studies. All the studies used selfreports with one-item or multi-item instruments. The prevalence also varied depending on the evaluation strategies and when assessed with multi-item instruments it was about twice as high as when assessed with one-item instruments. It is suggested that specific instruments should be chosen depending on the research questions posed in each investigation and that it could be useful to unify the criteria for further advancement of the field.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies

Zych

Ruíz

Marín-López

2016

Psicología Educativa

136

View full text Add to dashboard Cite

show abstract

“…In previous attempts to distinguish different groups of adolescents based on their involvement in cyberbullying, the relation between online victimization and perpetration has been examined (Festl, Vogelgesang, Scharkow, & Quandt, 2017;Schultze-Krumbholz et al, 2015), as well as the stability of cyberbullying victimization over time (Gámez-Guadix, Gini, & Calvete, 2015), and the relation between online and offline bullying behavior (Pabian & Vandebosch, 2016;Wang, Iannotti, & Luk, 2012;Wang, Iannotti, Luk, & Nansel, 2010). In previous attempts to distinguish different groups of adolescents based on their involvement in cyberbullying, the relation between online victimization and perpetration has been examined (Festl, Vogelgesang, Scharkow, & Quandt, 2017;Schultze-Krumbholz et al, 2015), as well as the stability of cyberbullying victimization over time (Gámez-Guadix, Gini, & Calvete, 2015), and the relation between online and offline bullying behavior (Pabian & Vandebosch, 2016;Wang, Iannotti, & Luk, 2012;Wang, Iannotti, Luk, & Nansel, 2010).…”

Section: Cyberbullying Victimization: Differences In Experiencementioning

confidence: 99%

“…To analyze whether subgroups of individuals can be distinguished based on similar patterns of cyberbullying experiences, personcentered approaches such as latent-class analysis can be used. In previous attempts to distinguish different groups of adolescents based on their involvement in cyberbullying, the relation between online victimization and perpetration has been examined (Festl, Vogelgesang, Scharkow, & Quandt, 2017;Schultze-Krumbholz et al, 2015), as well as the stability of cyberbullying victimization over time (Gámez-Guadix, Gini, & Calvete, 2015), and the relation between online and offline bullying behavior (Pabian & Vandebosch, 2016;Wang, Iannotti, & Luk, 2012;Wang, Iannotti, Luk, & Nansel, 2010). However, subgroups based (solely) on cyberbullying victimization experiences have not been examined yet.…”

Section: Cyberbullying Victimization: Differences In Experiencementioning

confidence: 99%

Patterns of cybervictimization and emotion regulation in adolescents and adults

Vranješ

Erreygers

Vandebosch

et al. 2018

Aggressive Behavior

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Research on cyberbullying has boomed in the past two decades. Findings from studies among adolescents suggest that they can be classified into distinct groups based on their cyberbullying experience, and that cyberbullying seems to be related to poor emotion regulation. So far, only a few studies have examined cyberbullying among adult workers and it is unclear whether cyberbullying develops similarly in that population. Therefore, in this study cyberbullying victimization was assessed in adolescents and adult workers simultaneously to address three aims: (1) to explore which groups can be distinguished based on their cyberbullying experience; (2) to analyze the associations of group membership with the way people regulate their emotions; and (3) to examine whether the results are comparable in adolescents and adults. Latent class analysis was used to analyze data from 1,426 employees and 1,715 adolescents in the first year of secondary education (12-13 years old). In each population, three profiles differing in their patterns of cybervictimization were identified: no cybervictimization (80%), work-related cybervictimization (18%), and pervasive cybervictimization (3%) for adults, and no cybervictimization (68%), similar-to-offline cybervictimization (27%), and pervasive cybervictimization (4%) for adolescents. Furthermore, these profiles differed in their use of emotion regulation strategies, with pervasive cyber-victims suppressing their emotions significantly more than other groups. Future research is needed to clarify the role of emotion regulation in cyberbullying as an antecedent or consequence of victimization.

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Assessing image‐based sexual abuse: Measurement, prevalence, and temporal stability of sextortion and nonconsensual sexting (“revenge porn”) among adolescents

Gámez-Guadix

Mateos‐Pérez

Wachs

et al. 2022

Journal of Adolescence

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Introduction The aim of this study is to develop a new measure of victimization and perpetration of two frequent forms of image‐based sexual abuse, namely sextortion (i.e., the threat of distributing sexual images to pressure the victim into doing something) and nonconsensual sexting (i.e., distributing sexual images of someone without the consent of the victim). Additional aims were to analyze the prevalence of these forms of victimization and perpetration and to examine their temporal stability over a 1‐year period. Methods The sample was made up of 1820 Spanish adolescents (mean age = 13.38, SD = 1.42; 929 girls, 878 boys, 3 nonbinary, and 10 did not indicate gender) who completed self‐report instruments on image‐based sexual abuse and related variables (e.g., cyberbullying victimization). Results Confirmatory factor analysis supported a structure composed of the four hypothesized factors: sextortion victimization and perpetration, and nonconsensual sexting victimization and perpetration. Higher sexting, cyberbullying victimization, and symptoms of depression and anxiety had stronger associations with image‐based sexual victimization than with perpetration, which showed evidence of concurrent validity. Prevalence was 2.6% and 0.7% for sextortion victimization and perpetration, respectively, and 3.4% and 4.9% for nonconsensual sexting victimization and perpetration, respectively. Temporal stability over 1 year was .26 for sextortion victimization, .19 for nonconsensual sexting victimization, .33 for nonconsensual sexting perpetration (all ps < .001), and nonsignificant for sextortion perpetration. The stability of nonconsensual sexting victimization was significantly higher for girls compared to boys, whereas nonconsensual sexting perpetration was more stable over 1 year for boys. Conclusions Future studies must advance the analysis of the predictors and consequences of image‐based sexual abuse among adolescents to better prevent this problem. Prevalence of sextortion and nonconsensual sexting is not negligible, and these problems should be particularly addressed in prevention programs.

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Stability of cyberbullying victimization among adolescents: Prevalence and association with bully–victim status and psychosocial adjustment

Cited by 56 publications

References 37 publications

Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies

Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies

Patterns of cybervictimization and emotion regulation in adolescents and adults

Assessing image‐based sexual abuse: Measurement, prevalence, and temporal stability of sextortion and nonconsensual sexting (“revenge porn”) among adolescents

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