Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context.
Desde los primeros estudios realizados por Olweus en los años setenta (Olweus, 1978) el bullying se considera un problema mundial, que afecta a los estudiantes en el contexto escolar. El bullying tradicional se define como una agresión intencional y repetida en el tiempo por uno o más individuos hacia una víctima que no puede defenderse fácilmente por ella misma (Olweus, 1999). El cyberbullying comparte características fundamentales con el bullying tradicional, como es la intencionalidad, la repetición temporal y el desequilibrio de poder entre víctima y agresor (Olweus, 2012;Smith, 2015), pero añade dos variantes específicas: el anonimato y la publicidad que genera su perpetración a través del uso de medios tecnológicos (Smith, 2015). Algunos autores consideran que el cyberbullying es un subtipo o una nueva forma de bullying, que ocurre a través de las tecnologías de la información y la comunicación (TIC) (Beran y Li, 2007;, entendiendo que el bullying puede tomar distintas formas incluyendo física, verbal, relacional o cyber (Smith et al., 2008). El bullying físico incluye golpes, patadas y empujones. La agresión verbal incluye burlas, provocaciones y amenazas. La exclusión se dirige a aislar a la víctima y dañar sus relaciones dentro del grupo de iguales (Smith, 2007).Los resultados de muchos estudios sugieren la coexistencia de ambos fenómenos. Diversos estudios han encontrado correlación entre la violencia tradicional y la violencia a través de las TIC (Herrera-
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