Psychosocial Risk Factors for Involvement in Bullying Behaviors: Empirical Comparison Between Cyberbullying and Social Bullying Victims and Bullies

Navarro, Raúl; Jiménez, Santiago Yubero; Rubio, Elisa Larrañaga

doi:10.1007/s12310-015-9157-9

Cited by 64 publications

(53 citation statements)

References 54 publications

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“…Opposite patterns were found for lower levels of parental mediation of technology use. Such findings are consistent with the literature indicating that parental mediation of technology use reduces adolescents' risk of cyberbullying (Mesch, 2009;Navarro et al, 2015). Furthermore, the results regarding the buffering effect of parental mediation of technology use is also consistent with the literature (Wright, 2015).…”

Section: Discussionsupporting

confidence: 91%

“…Aligned with previous research, cyber victimization was associated positively with depression, anxiety, and loneliness, while it was related negatively to parental mediation of technology use (Campbell et al, 2012;Kowalski & Limber, 2013;Mesch, 2009;Navarro et al, 2015;Wright, 2015). The results of the present study have the potential to contribute to the burgeoning literature focused on how parental mediation of technology use protects against the negative adjustment consequences associated with cyber victimization.…”

Section: Discussionsupporting

confidence: 82%

“…In particular, parents who utilized monitoring software and created technology rules with their children had children who spent less time online and disclosed less personal information online (Navarro, Yubero, & Larranaga, 2015). Spending less time online and disclosing less personal information online reduced adolescents' risk of cyber victimization.…”

Section: Parental Mediation Of Technology Usementioning

confidence: 99%

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Parental mediation, cyber victimization, adjustment difficulties, and adolescents with autism spectrum disorder

Wright¹

2017

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 82%

Section: Parental Mediation Of Technology Usementioning

confidence: 99%

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Parental mediation, cyber victimization, adjustment difficulties, and adolescents with autism spectrum disorder

Wright¹

2017

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“…Indeed, research highlights that both school connectedness and social connectedness is important in terms of positive mental health outcomes and that social connectedness alone is not enough (Bond et al, 2007). This again reiterates the importance of young people "looking out for each other" (Navarro, Yubero, & Larrañaga, 2015), in that being socially connected with friends and peers, but not feeling connected in a school environment may still contribute to poor mental health compared with feeling connected both socially and in a school context.…”

Section: Discussionmentioning

confidence: 98%

Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health

McLoughlin

Spears

Taddeo

et al. 2019

Psychology in the Schools

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It is well documented that cyberbullying can lead to adverse mental health outcomes. Separate research shows that higher levels of social connectedness may result in more positive mental health outcomes, however, the relationship between social connectedness and mental health in the face of cyberbullying is not yet fully understood. An online survey of 229 adolescents (aged 12–17 years) was conducted, and we examined experiences of cyberbullying, levels of social connectedness, depression, anxiety, and stress. Structural equation modeling suggested that social connectedness may act as a protective buffer against the negative mental health outcomes associated with cybervictimization. This paper highlights the fact that social connectedness plays an important role for young people, the more frequently they are victimized. The implications of these findings are far reaching and suggest that understanding the role of social connectedness may be crucial to interventions that seek to mitigate the effects of cyberbullying.

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“…A pesar de ello, los agresores también son reconocidos como hábiles, populares y con cierto éxito social lo que les ayudaría a perpetrar sus actuaciones (Gini, Pozzoli y Hauser, 2011). A las víctimas se les reconoce un escaso apoyo social señalándolas como escolares con pocos amigos (Navarro, Yubero y Larrañaga, 2015), aunque también existen estudios que señalan que no existiría ninguna relación entre el apoyo social y la cibervictimización (Mishna et al, 2016).…”

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Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación

Fernández¹,

Romera²,

Ortega-Ruíz³

2017

PSYE

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RESUMEN:El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participación en el acoso cibernético como no implicados, espectadores, víctimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% niñas), con edades comprendidas entre los 10-14 años, en Andalucía (M = 11.11; DT = 0.75) participaron en el estudio. Los análisis estadísticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernético, específicamente, se observó el género, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultados se discuten en función de las contribuciones científicas que explican la influencia de estos factores en los roles de participación en el acoso cibernético. Palabras clave: cyberbullying; roles de participación; factores personales; factores del contexto escolar Cyberbullying in Primary School: Explicative Factors Related to Roles of InvolvementABSTRACT: Cyberbullying has been identified as one of the most important problems among young people in the last decade. The scientific contributions to this phenomenon focus prominently on the study of factors associated with personality traits, mainly in the secondary stage. The aim of this study is to determine if together with certain personality variables exist school context variables that may explain involvement in cyberbullying as not involved, bystanders, victims, aggressors and aggressors victimized. A number of 1278 schoolchildren (47.7% girls), of primary education aged 10-14 years, in Andalucía (M = 11.11; SD = 0.75) participated in the study. The statistical analysis indicates that both personal and interpersonal variables are influential in cyberbullying, specifically it noted gender, negative self-esteem, social adjustment between peers, and disruption and conflict. The results are discussed on the basis of the scientific contributions that explain the influence of these factors in the roles of involvement in cyberbullying

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Psychosocial Risk Factors for Involvement in Bullying Behaviors: Empirical Comparison Between Cyberbullying and Social Bullying Victims and Bullies

Cited by 64 publications

References 54 publications

Parental mediation, cyber victimization, adjustment difficulties, and adolescents with autism spectrum disorder

Parental mediation, cyber victimization, adjustment difficulties, and adolescents with autism spectrum disorder

Remaining connected in the face of cyberbullying: Why social connectedness is important for mental health

Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación

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