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El bullying es un fenómeno de agresión injustificada que actualmente sucede en dos formatos: cara a cara y como una conducta que se realiza a través de dispositivos digitales (cyberbullying). Ampliamente estudiado tanto el primero como el segundo, hay sin embargo escaso conocimiento sobre la homogeneidad de ambos problemas y no disponemos de instrumentos de medida que permitan valorar las dos dimensiones del fenómeno: la agresión y la ciberagresión, la victimización y la cibervictimización. Este trabajo presenta la validación del European Bullying Intervention Project Questionnaire y del European Cyberbullying Intervention Project Questionnaire, que evalúan la implicación en bullying y en cyberbullying, respectivamente. Ambos se han administrado a 792 estudiantes de secundaria y se han obtenido unos buenos resultados de ajuste y propiedades psicométricas. La realización de un modelo de ecuaciones estructurales ha evaluado la concurrencia y relaciones entre ambos fenómenos, encontrando la influencia del bullying sobre el cyberbullying, pero no al contrario. Estos resultados muestran la idoneidad de ambos instrumentos para evaluar de forma conjunta bullying y cyberbullying, dada su importante relación y similitud, lo que los convierten en buenas herramientas para la intervención psicoeducativa destinada a prevenir y reducir ambos fenómenos.

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The negative effects of traditional bullying and, recently, cyberbullying on victims are well-documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence (PEI) and the emotional impact of cybervictimization. We hypothesize that EI, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying. The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the “European Cyberbullying Intervention Project Questionnaire,” the “Cyberbullying Emotional Impact Scale”; and “Trait Meta-Mood Scale-24.” Structural Equation Models were used to test the relationships between the analyzed variables. The results support the idea that PEI, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and PEI explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber-)bully, and (cyber-)victim clusters based on theoretical assumptions and arbitrary cutoff scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber-and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber-and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.

The present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor.

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