Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations

Camacho, Antonio; Runions, Kevin C.; Ortega-Ruíz, Rosario; Romera, Eva M.

doi:10.1007/s10964-022-01704-3

Cited by 9 publications

(5 citation statements)

References 52 publications

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“…However, after partialling out stable differences, there was no significant autoregressive path between cyberbullying at different time points. This is consistent with previous research using random intercept cross‐lagged analysis in adolescents (e.g., Camacho et al, 2023; Erreygers et al, 2018). Moreover, the autoregressive coefficients of cyberbullying in the extant traditional cross‐lagged panel analyses are also small or moderate (ranged from 0.15 to 0.36) (e.g., Camacho et al, 2021; Chan et al, 2019; Giumetti et al, 2022; D. Zhang et al, 2020).…”

Section: Discussionsupporting

confidence: 93%

Relational model of relative deprivation, revenge, and cyberbullying: A three‐time longitudinal study

Guo

Xia

2023

Aggressive Behavior

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Cyberbullying is a new form of aggression and can have serious consequences.Although the influencing factors of cyberbullying have been explored in the literature, less is known of the longitudinal effects of relative deprivation on cyberbullying and the mediating mechanisms underlying the effect. In this study, we explored these problems. A total of 1143 undergraduates (62.9% women, mean age = 19.46, standard deviation [SD] = 0.95) participated in three rounds of a longitudinal survey with an interval of 6 months and completed a series of selfreported questionnaires assessing relative deprivation, revenge, and cyberbullying.The results of random intercept cross-lagged panel model showed that at betweenperson level, the random intercepts of relative deprivation, revenge, and cyberbullying were positively associated with each other. At within-person level, relative deprivation and revenge could predict each other over time, and revenge longitudinally predicted cyberbullying. Moreover, revenge mediated the longitudinal effect of relative deprivation on cyberbullying. The results support and develop the view of the general aggression model and deepen our understanding of the development mechanism of cyberbullying.

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Section: Discussionsupporting

confidence: 93%

Relational model of relative deprivation, revenge, and cyberbullying: A three‐time longitudinal study

Guo

Xia

2023

Aggressive Behavior

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“…En el caso de Huang et al (2023), la investigación cuantitativa y descriptiva con 300 adolescentes chinos, trajo como resultado que el examen de la disonancia ética de los estudiantes contribuye a la comprensión de la conciencia moral y la prevalencia del ciberacoso; al tiempo que, ofrece una orientación adecuada frente a situaciones futuras de bullying. En el ámbito español, Camacho et al (2023) realizaron un estudio correlacional y transversal con 2.835 adolescentes; el cual evidenció que las estrategias de afrontamiento centradas en el problema permiten hacer frente a la situación y a los problemas emocionales concomitantes (como son la ansiedad y la depresión). En el caso de Ünal-Aydın et al (2023), su estudio de corte correlacional, transversal, con 121 adolescentes diagnosticados con Trastorno Depresivo Mayor (TDM) y 122 adolescentes diagnosticados con trastornos de ansiedad (TA), permitió observar que considerar las metacogniciones disfuncionales por parte del terapeuta, reduce el impacto del ciberacoso en adolescentes con TA.…”

Section: Resultsunclassified

Abordaje psicoterapéutico frente a situaciones de bullying y cyberbullying entre adolescentes

García Álvarez,

Luzuriaga Mera,

Álvarez Saquinaula

2023

LATAM

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El bullying o acoso escolar es una forma de hostigamiento constante, en el cual existe la intencionalidad de causar daño a otra persona y que evidencia un desbalance de poder entre víctima y victimario; en tanto que, el cyberbullying o ciberacoso es muy similar, aunque con la particularidad de que incluye la utilización de nuevas tecnologías y redes sociales para descalificar, humillar y acosar a otros estudiantes. El presente artículo tiene como objetivos: describir las consecuencias que se derivan del bullying y cyberbullying entre adolescentes y examinar las propuestas de intervención psicoterapéutica más referidas frente a tales formas de acoso. Se realizó una revisión sistemática de la bibliografía de los últimos 5 años (2018-2023), empleando las bases de datos: Scopus, Web of Science, Pubmed y Lilac y Google Scholar; en la selección de la información se empleó el método PRISMA obteniéndose 32 artículos con los que se desarrolló esa investigación. Se obtuvo como resultado que las consecuencias del bullying y cyberbullying son: depresión, trastorno de estrés postraumático, ideación y riesgo suicida, baja autoestima, conductas autolesivas, consumo o dependencia de alcohol y estupefacientes, quejas somáticas y bajo rendimiento académico. A su vez, se constató que son 2 los modelos psicoterapéuticos mayormente referidos: la Terapia Cognitiva Conductual y la Terapia Racional Emotiva Conductual. Ambas ayudan significativamente en la reducción de la victimización física y verbal, depresión, ansiedad, ideación suicida y conductas autolesivas de los adolescentes acosados.

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“…The impact of cyberbullying on the mental health and well-being of high school students cannot be overstated [ 53 , 54 , 55 , 56 , 57 ]. Adolescence is a critical developmental period marked by increased vulnerability to social and emotional stressors [ 58 , 59 ].…”

Section: Introductionmentioning

confidence: 99%

Digital Dilemma of Cyberbullying Victimization among High School Students: Prevalence, Risk Factors, and Associations with Stress and Mental Well-Being

Ramadan,

Alruwaili,

Alruwaili

et al. 2024

Children

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Cyberbullying has emerged as a pervasive problem among high school students, with potentially severe consequences for their mental well-being. This study aimed to investigate the prevalence, risk factors, and associations of cyberbullying with stress and mental well-being among high school students in Zagazig, Egypt. A cross-sectional study was conducted among 562 high school students using a random sampling technique. The data were collected using a self-administered questionnaire that included the Cyberbullying Scale, Perceived Stress Scale (PSS-10), and General Health Questionnaire (GHQ-12). Descriptive statistics, independent samples t-tests, multiple regression, mediation, and logistic regression analyses were employed for data analysis. The prevalence of cyberbullying victimization was 38.3%, with 20.6% exposed to two or three cyberbullying behaviors and 4.1% exposed to four or more. Female students, those under 18 years old, those with lower educational achievement, and those with higher daily internet use were more likely to experience cyberbullying. Cyberbullied students reported significantly higher levels of perceived stress and poorer mental well-being compared to non-cyberbullied students. Perceived stress likely mediated the relationship between cyberbullying victimization and general psychological health. Cyberbullying is a significant problem among high school students in Zagazig, Egypt, with detrimental effects on their stress levels and mental well-being. Targeted interventions and prevention strategies are needed to address cyberbullying and promote the well-being of adolescents in the digital age.

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Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations

Cited by 9 publications

References 52 publications

Relational model of relative deprivation, revenge, and cyberbullying: A three‐time longitudinal study

Relational model of relative deprivation, revenge, and cyberbullying: A three‐time longitudinal study

Abordaje psicoterapéutico frente a situaciones de bullying y cyberbullying entre adolescentes

Digital Dilemma of Cyberbullying Victimization among High School Students: Prevalence, Risk Factors, and Associations with Stress and Mental Well-Being

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