Variables that discriminate the victims and non-victims of cyberbullying in adolescents
DOI:
https://doi.org/10.33010/ie_rie_rediech.v10i19.652Keywords:
cyber-victimization, adolescence, self-concept, family, school climateAbstract
The objective of this study is to examine the familial, school, social and individual variables in cyber-victimization during adolescence. The sample was 1,681 Mexican teenagers, from the municipality of Puerto Vallarta (N = 14,759) with a confidence interval of + -2.5%, a confidence level of 95% and a population variance of .50, of which 46% are men and 54% women, from 12 to 17 years old (M = 13.65, SD = 1.14), from 15 educational including all levels. Statistical processing was performed through cluster, discriminant and regression analysis. The results show that the variables that discriminate the most against the group of severe cyber-victimization are offensive and avoidant communication by the mother, offensive communication by the father and a positive attitude towards the transgression of social norms; while the adolescents of the non-cyber-victimization group distinguished themselves by having a positive emotional, academic, family and social self-concept, open parental communication, family functionality, school affiliation and involvement, teacher support and positive attitude towards The institutional authority. Individual, family, social and school variables predict cyber-victimization.
References
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Buelga, S., Cava, M.J. y Musitu, G. (2012). Validación de la escala de victimización entre adolescentes a través del teléfono móvil y de internet. Pan American Journal of Public Health, 32(1), 36-42.
Buelga, S., Iranzo, B., Cava, M.J. y Torralba, E. (2015). Psychological profile of adolescent cyberbullying aggressors / Perfil psicosocial de adolescentes agresores de cyberbullying. Revista de Psicología Social, 30(2), 382-406.
Buelga, S., Ortega, J. y Torralba, E. (2014). Cyberbullying influence on academic self-esteem and perception of school climate among secondary students’ school. En Veiga, F.H. (ed.), Students’ engagement in school: International perspectives of psychology and education (pp. 333-347). Lisboa, Portugal: Universidad de Lisboa.
Calvo, S. (2015). Identidades digitales, selfies y espresiones afectivas: propuestas metodológicas basada en la etnografía virtual. Opción, 31(3), 273-294.
Campbell, M. (2005). Cyberbullying: An old problem in a new guise? Australian. Journal of Guidance and Counselling, 15(1), 68-76.
Cava, M.J., Estévez, E., Buelga, S. y Musitu, G. (2013). Propiedades psicométricas de la escala de actitudes hacia la autoridad institucional en adolescentes (AAI-A). Anales de Psicología, 29(2), 540-548.
Clark, A., Clemes, H. y Bean, R. (2000). Cómo desarrollar la autoestima en adolescentes. Madrid, España: Debate.
Consejo Nacional de Población. (2017). Programa Nacional de Convivencia Escolar. México: Conapo.
Cook, T., Murphy, R. y Hunt, D. (2000). Comer’s school development program in Chicago: A theory-based evaluation. American Educational Research Journal, 37(2), 535-597.
Cunningham, E. (2002). Developing a measurement model for coping research in early adolescence. Educational and Psychological Measurement, 62(1), 147-163.
Didden, R., Scholte, R., Korzilius, H., de Moor, J., Vermeulen, A., O’reilly, M., Lang, R. y Lancioni, G. (2009). Cyberbullying among students with intellectual and developmental disability in special education settings. Dev Neurorehabil, 12(3), 146-51.
Estévez, E., Murgui, S., Moreno, D. y Musitu, G. (2007). Estilos de comunicación familiar, actitud hacia la autoridad institucional y conducta violenta del adolescente en la escuela. Psicothema, 19(1), 108-113. Recuperado de http://www.psicothema.com/pdf/3335.pdf
Fernández-Ballesteros, R. y Sierra, B. (1989). Escalas de clima social FES, WES, CIES y CES. Madrid, España: TEA.
Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión internacional. Journal of Psychology and Psychological Therapy, 11(2), 233-254.
Garaigordobil, M. (2015). Ciberbullying en adolescentes y jóvenes del País Vasco: cambios con la edad. Anales de Psicología, 31(3), 1069-1076.
Garaigordobil, M. (2016). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolucion de conflictos. Psychosocial Intervention, 26(1), 47-54.
Garaigordobil, M. (2017). Conducta antisocial: conexión con “bullying/cyberbullying” y estrategias de resolución de conflictos. Psychosocial Intervention, 26(1), 47-54.
García, J.F. y Musitu, G. (1999). AF5: autoconcepto forma 5. Madrid, España: TEA.
García, J.F., Musitu, G. y Veiga, F. (2006). Autoconcepto en adultos de España y Portugal. Psicothema, 18(3), 551-556. Recuperado de http://www.psicothema.com/pdf/3252.pdf
Gomes-Franco, F. y Sendín J.C. (2014). Internet as a haven and social shield. Problematic uses of the network by young Spaniards. Comunicar, 43(2), 45-53.
Gradinger, P., Strohmeier, D. y Spiel, C. (2010). Definition and measurement of cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 4(2), 1.
Kowalski, R. y Limber, S. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41(6), S22-S30.
Kowalski, R., Giumetti, G., Schroeder, A. y Lattanner, M. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137.
Larrañaga, E., Yubero, S., Ovejero, A. y Navarro, R. (2016). Loneliness, parent-child communication and cyberbullying victimization among Spanish youths. Computers in Human Behavior, 65, 1-8.
Lereya, S.T., Samara, M. y Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37(12), 1091-1108.
Makri-Botsari, E. y Karagianni, G. (2014). Cyberbullying in Greek adolescents: The role of
parents. Procedia-Social and Behavioral Sciences, (116), 3241-3253.
Marini, Z.A., Dane, A.V., Bosacki, S.L. y YLC-CURA. (2006). Direct and indirect bully-victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior, 32(6), 551-569.
Martínez, B., Moreno, D. y Musitu, G. (2018). Are adolescents engaged in the problematic use of social networking sites more involved in peer aggression and victimization? Frontiers in Psychology, (9).
Martínez, B., Murgui, S., Musitu, G. y Monreal, M. (2009). El rol del apoyo parental, las actitudes hacia la escuela y la autoestima en la violencia escolar en adolescente. International Journal of Clinical and Health Psychology, 8(3), 679-692.
Mason, T. (2005). How to teach children at-risk of educational failure: Coping with poverty, bullying, disease, crime and ethnicity. Nueva York: The Edwin Mellen Press.
Monks, C., Smith, P., Naylor, P., Barter, C., Ireland, J. y Coyne, I. (2009). Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14(2), 1359-1789.
Moos, R., Moos, B. y Trickett, E. (1984). FES, WES y CES escalas de clima social. Madrid, España: TEA Ediciones.
Musitu, G., Estévez, E. y Emler, N. (2007). Adjustment problems in the family and school contexts, attitude towards authority and violent behavior at school in adolescence. Adolescence, 42, 779-794.
Musitu, G., Jiménez, T. y Estévez, E. (2009). Relaciones familiares y ajuste en el adolescente. Madrid, España: Instituto Acción Familiar.
National Institutes of Health. (2010). Depression high among youth victims of school cyberbullying. NIH researchers report. Washington, Estados Unidos: National Institute of Child Health and Human Development.
Navarro, R., Serna, C., Martínez, V. y Ruiz-Oliva, R. (2013). The role of internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools. European Journal of Psychology of Education, 28(3), 725-745.
Odaci, H. y Kalkan, M. (2010). Problematic internet use, loneliness and dating anxiety among young adult university students. Computers & Education, 55(3), 1091-1097.
Olweus, D. (1993). Understanding children’s worlds. Bullying at school: What we know and what we can do. Malden, Oxford, United States: Blackwell Publishing.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2005). Declaración Universal sobre Bioética y Derechos Humanos.
Ortega, J., Buelga, S. y Cava, M.J. (2016). The influence of school climate and family climate among adolescents victims of cyberbullying. Comunicar, 46, 57-65.
Ortega-Barón, J., Buelga, S., Cava, M. y Torralba, E. (2017). Violencia escolar y actitud hacia la autoridad de estudiantes agresores de cyberbullying. Revista de Psicodidáctica, 22(1), 23-28.
Rivers I. y Noret N. (2010). Participant roles in bullying behavior and their association with thoughts of ending one’s life. Crisis, 31(3), 143-8.
Secretaría de Gobierno, Secretaría de Educación Pública (Segob, SEP). (2017). Plan de acción para la prevención social de la violencia y el fortalecimiento de la convivencia escolar. Recuperado de https://www.gob.mx/cms/uploads/attachment/file/192963/PLAN_DE_ACCION_SEGOB-SEP_para_firma_VF_1470_.pdf
Smilkstein, G., Ashworth, C. y Montano, D. (1982). Validity and reliability of the Family APGAR as a test of family function. Journal Familiar Practice, 15, 303-311.
Smith, P. (2006). Ciberacoso: naturaleza y extensión de un nuevo tipo de acoso dentro y fuera de la escuela. Ponencia presentada al Congreso Educación en Palma de Mallorca.
Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. y Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385.
Tokunaga, R. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Comput. Hum. Behav., 26(3), 277-87.
Topçu, Ç., Erdur–Baker, Ö. y Çapa-Aydin, Y. (2008). Examination of cyberbullying experiences among Turkish students from different school types. Cyberpsychology Behav., 11(6), 643-648.
Udris, R. (2014). Cyberbullying among high school students in Japan: Development and validation of the online disinhibition scale. Computers in Human Behavior, (41), 253-261.
Ybarra, M., Mitchell, K., Wolak, J. y Finkelhor, D. (2006). Examining characteristics and associated distress related to internet harassment: Findings from the Second Youth Internet Safety Survey. Pediatrics, 118(4), e1169-e1117.
Yubero, S., Larrañaga, E. y Martínez, M.I. (2013). Familia, comunicación y conductas de acoso. En A. Ovejero, P.K. Smith y S. Yubero (coords.), El acoso escolar y su prevención: perspectivas internacionales (pp. 207-223). Madrid, España: Biblioteca Nueva.
Yubero, S., Larrañaga, E. y Navarro, R. (2014). La comunicación familiar en la victimización del bullying y el cyberbullying. International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología), 5(1), 343-350.
Barnes, H. y Olson, D. (1985). Parent-adolescent communication and the circumplex model. Child Dvelopment, 56(2), 438-447.
Bellón, J.A., Delgado A., Luna, J. y Lardelli, P. (1996). Validez y fiabilidad del cuestionario de función familiar Apgar-familiar. Atención Primaria, 18(6), 273-342.
Buelga, S., Cava, M.J. y Musitu, G. (2010). Cyberbullying: victimización entre adolescentes a través del teléfono móvil y de internet. Psicothema, 22(4), 784-789.
Buelga, S., Cava, M.J. y Musitu, G. (2012). Validación de la escala de victimización entre adolescentes a través del teléfono móvil y de internet. Pan American Journal of Public Health, 32(1), 36-42.
Buelga, S., Iranzo, B., Cava, M.J. y Torralba, E. (2015). Psychological profile of adolescent cyberbullying aggressors / Perfil psicosocial de adolescentes agresores de cyberbullying. Revista de Psicología Social, 30(2), 382-406.
Buelga, S., Ortega, J. y Torralba, E. (2014). Cyberbullying influence on academic self-esteem and perception of school climate among secondary students’ school. En Veiga, F.H. (ed.), Students’ engagement in school: International perspectives of psychology and education (pp. 333-347). Lisboa, Portugal: Universidad de Lisboa.
Calvo, S. (2015). Identidades digitales, selfies y espresiones afectivas: propuestas metodológicas basada en la etnografía virtual. Opción, 31(3), 273-294.
Campbell, M. (2005). Cyberbullying: An old problem in a new guise? Australian. Journal of Guidance and Counselling, 15(1), 68-76.
Cava, M.J., Estévez, E., Buelga, S. y Musitu, G. (2013). Propiedades psicométricas de la escala de actitudes hacia la autoridad institucional en adolescentes (AAI-A). Anales de Psicología, 29(2), 540-548.
Clark, A., Clemes, H. y Bean, R. (2000). Cómo desarrollar la autoestima en adolescentes. Madrid, España: Debate.
Consejo Nacional de Población. (2017). Programa Nacional de Convivencia Escolar. México: Conapo.
Cook, T., Murphy, R. y Hunt, D. (2000). Comer’s school development program in Chicago: A theory-based evaluation. American Educational Research Journal, 37(2), 535-597.
Cunningham, E. (2002). Developing a measurement model for coping research in early adolescence. Educational and Psychological Measurement, 62(1), 147-163.
Didden, R., Scholte, R., Korzilius, H., de Moor, J., Vermeulen, A., O’reilly, M., Lang, R. y Lancioni, G. (2009). Cyberbullying among students with intellectual and developmental disability in special education settings. Dev Neurorehabil, 12(3), 146-51.
Estévez, E., Murgui, S., Moreno, D. y Musitu, G. (2007). Estilos de comunicación familiar, actitud hacia la autoridad institucional y conducta violenta del adolescente en la escuela. Psicothema, 19(1), 108-113. Recuperado de http://www.psicothema.com/pdf/3335.pdf
Fernández-Ballesteros, R. y Sierra, B. (1989). Escalas de clima social FES, WES, CIES y CES. Madrid, España: TEA.
Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: una revisión internacional. Journal of Psychology and Psychological Therapy, 11(2), 233-254.
Garaigordobil, M. (2015). Ciberbullying en adolescentes y jóvenes del País Vasco: cambios con la edad. Anales de Psicología, 31(3), 1069-1076.
Garaigordobil, M. (2016). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolucion de conflictos. Psychosocial Intervention, 26(1), 47-54.
Garaigordobil, M. (2017). Conducta antisocial: conexión con “bullying/cyberbullying” y estrategias de resolución de conflictos. Psychosocial Intervention, 26(1), 47-54.
García, J.F. y Musitu, G. (1999). AF5: autoconcepto forma 5. Madrid, España: TEA.
García, J.F., Musitu, G. y Veiga, F. (2006). Autoconcepto en adultos de España y Portugal. Psicothema, 18(3), 551-556. Recuperado de http://www.psicothema.com/pdf/3252.pdf
Gomes-Franco, F. y Sendín J.C. (2014). Internet as a haven and social shield. Problematic uses of the network by young Spaniards. Comunicar, 43(2), 45-53.
Gradinger, P., Strohmeier, D. y Spiel, C. (2010). Definition and measurement of cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 4(2), 1.
Kowalski, R. y Limber, S. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41(6), S22-S30.
Kowalski, R., Giumetti, G., Schroeder, A. y Lattanner, M. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073-1137.
Larrañaga, E., Yubero, S., Ovejero, A. y Navarro, R. (2016). Loneliness, parent-child communication and cyberbullying victimization among Spanish youths. Computers in Human Behavior, 65, 1-8.
Lereya, S.T., Samara, M. y Wolke, D. (2013). Parenting behavior and the risk of becoming a victim and a bully/victim: A meta-analysis study. Child Abuse & Neglect, 37(12), 1091-1108.
Makri-Botsari, E. y Karagianni, G. (2014). Cyberbullying in Greek adolescents: The role of
parents. Procedia-Social and Behavioral Sciences, (116), 3241-3253.
Marini, Z.A., Dane, A.V., Bosacki, S.L. y YLC-CURA. (2006). Direct and indirect bully-victims: Differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior, 32(6), 551-569.
Martínez, B., Moreno, D. y Musitu, G. (2018). Are adolescents engaged in the problematic use of social networking sites more involved in peer aggression and victimization? Frontiers in Psychology, (9).
Martínez, B., Murgui, S., Musitu, G. y Monreal, M. (2009). El rol del apoyo parental, las actitudes hacia la escuela y la autoestima en la violencia escolar en adolescente. International Journal of Clinical and Health Psychology, 8(3), 679-692.
Mason, T. (2005). How to teach children at-risk of educational failure: Coping with poverty, bullying, disease, crime and ethnicity. Nueva York: The Edwin Mellen Press.
Monks, C., Smith, P., Naylor, P., Barter, C., Ireland, J. y Coyne, I. (2009). Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14(2), 1359-1789.
Moos, R., Moos, B. y Trickett, E. (1984). FES, WES y CES escalas de clima social. Madrid, España: TEA Ediciones.
Musitu, G., Estévez, E. y Emler, N. (2007). Adjustment problems in the family and school contexts, attitude towards authority and violent behavior at school in adolescence. Adolescence, 42, 779-794.
Musitu, G., Jiménez, T. y Estévez, E. (2009). Relaciones familiares y ajuste en el adolescente. Madrid, España: Instituto Acción Familiar.
National Institutes of Health. (2010). Depression high among youth victims of school cyberbullying. NIH researchers report. Washington, Estados Unidos: National Institute of Child Health and Human Development.
Navarro, R., Serna, C., Martínez, V. y Ruiz-Oliva, R. (2013). The role of internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools. European Journal of Psychology of Education, 28(3), 725-745.
Odaci, H. y Kalkan, M. (2010). Problematic internet use, loneliness and dating anxiety among young adult university students. Computers & Education, 55(3), 1091-1097.
Olweus, D. (1993). Understanding children’s worlds. Bullying at school: What we know and what we can do. Malden, Oxford, United States: Blackwell Publishing.
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2005). Declaración Universal sobre Bioética y Derechos Humanos.
Ortega, J., Buelga, S. y Cava, M.J. (2016). The influence of school climate and family climate among adolescents victims of cyberbullying. Comunicar, 46, 57-65.
Ortega-Barón, J., Buelga, S., Cava, M. y Torralba, E. (2017). Violencia escolar y actitud hacia la autoridad de estudiantes agresores de cyberbullying. Revista de Psicodidáctica, 22(1), 23-28.
Rivers I. y Noret N. (2010). Participant roles in bullying behavior and their association with thoughts of ending one’s life. Crisis, 31(3), 143-8.
Secretaría de Gobierno, Secretaría de Educación Pública (Segob, SEP). (2017). Plan de acción para la prevención social de la violencia y el fortalecimiento de la convivencia escolar. Recuperado de https://www.gob.mx/cms/uploads/attachment/file/192963/PLAN_DE_ACCION_SEGOB-SEP_para_firma_VF_1470_.pdf
Smilkstein, G., Ashworth, C. y Montano, D. (1982). Validity and reliability of the Family APGAR as a test of family function. Journal Familiar Practice, 15, 303-311.
Smith, P. (2006). Ciberacoso: naturaleza y extensión de un nuevo tipo de acoso dentro y fuera de la escuela. Ponencia presentada al Congreso Educación en Palma de Mallorca.
Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. y Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385.
Tokunaga, R. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Comput. Hum. Behav., 26(3), 277-87.
Topçu, Ç., Erdur–Baker, Ö. y Çapa-Aydin, Y. (2008). Examination of cyberbullying experiences among Turkish students from different school types. Cyberpsychology Behav., 11(6), 643-648.
Udris, R. (2014). Cyberbullying among high school students in Japan: Development and validation of the online disinhibition scale. Computers in Human Behavior, (41), 253-261.
Ybarra, M., Mitchell, K., Wolak, J. y Finkelhor, D. (2006). Examining characteristics and associated distress related to internet harassment: Findings from the Second Youth Internet Safety Survey. Pediatrics, 118(4), e1169-e1117.
Yubero, S., Larrañaga, E. y Martínez, M.I. (2013). Familia, comunicación y conductas de acoso. En A. Ovejero, P.K. Smith y S. Yubero (coords.), El acoso escolar y su prevención: perspectivas internacionales (pp. 207-223). Madrid, España: Biblioteca Nueva.
Yubero, S., Larrañaga, E. y Navarro, R. (2014). La comunicación familiar en la victimización del bullying y el cyberbullying. International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología), 5(1), 343-350.
Published
2019-10-21
How to Cite
Castro Castañeda, R., Vargas Jiménez, E., & Huerta Zúñiga, C. G. (2019). Variables that discriminate the victims and non-victims of cyberbullying in adolescents. IE Revista De Investigación Educativa De La REDIECH, 10(19), 173 - 190. https://doi.org/10.33010/ie_rie_rediech.v10i19.652
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