Efficacy of the Prev@cib 2.0 program in cyberbullying, helping behaviors and perception of help from the teacher

Introduction. The increase and concern that cyberbullying raises within the educational community show the need for evidence-based programs that allow preventing and intervening in this type of violence. The objective of this study was to analyze the efficacy of the Prev@cib 2.0 program in reducing cyberbullying and promoting helping behaviors and per-ception of help from the teacher. Method. A repeated measures pre-post-test design was used with a control group and an in-tervention group (in the latter, the Prev@cib program was implemented for 4 months). 580 adolescents between 12 and 17 years old (M =13.52, SD =1.27) participated in the study. Results. The results showed a significant decrease in cybervictimization and cyberaggression, and an increase in helping behaviors and perception of help from the teacher after the program in the intervention group, compared to the control group. Discussion or Conclusion. These results confirm the efficacy of the Prev@cib 2.0 program to prevent cyberbullying in adolescence. Furthermore, the importance of the involvement of the entire educational community to prevent this problem is showed.Introducción. El incremento y preocupación que suscita el cyberbullying en la comunidad educativa evidencia la necesidad de programas basados en evidencia que permitan prevenir e intervenir este tipo de violencia. El objetivo de este estudio fue analizar la eficacia del programa Prev@cib 2.0 en la reducción del cyberbullying, y el fomento de las conductas de ayuda y la percepción de ayuda por parte del profesor. Método. Se utilizó un diseño pre-post-test de medidas repetidas con grupo control y grupo de intervención, al que se le administró el programa Prev@cib durante 4 meses. Participaron en el estudio 580 adolescentes de entre 12 y 17 años (M =13.52, DT =1.27). Resultados. Los resultados mostraron una disminución significativa en cibervictimización y ciberagresión, y un aumento en las conductas de ayuda y percepción de ayuda del profesor después del programa en el grupo de intervención, en comparación con el grupo de control. Discusión y conclusiones. Estos resultados demuestran la eficacia del programa Prev@cib 2.0 para prevenir el acoso cibernético en la adolescencia. Además, se evidencia la importancia de la implicación de toda la comunidad educativa para prevenir esta problemática

Psychometric properties of the CYBVICS cyber-victimization scale and its relationship with psychosocial variables.

The main goal of the present study was to analyze the psychometric properties of the revised version of the Adolescent Cyber-Victimization Scale (CYBVICS). This scale is composed of 18 items that assess direct and indirect cyber-victimization. Two subsamples participated in the present study. Sample 1 included 1318 adolescents (47.4% boys) from 12 to 16 years old (M = 13.89, SD = 1.32). Sample 2 was composed of 1188 adolescents (51.5% girls) from 12 to 16 years old (M = 14.19, SD = 1.80). First, an exploratory factor analysis was conducted on sample 1. Results yielded a bifactor structure: direct cyber-victimization and indirect cyber-victimization. To confirm the structure of the CYBVICS, we selected sample 2 to perform confirmatory factor analysis and test its convergent validity with theoretically related measures. The results supported the reliability and validity of the two-factor model. In addition, measurement invariance was established. Related to convergent validity, positive correlations between cyber-victimization and peer victimization, depressive symptoms, and offensive communication with the mother and the father were found. Moreover, negative correlations were found between cyber-victimization and open communication with the mother and the father and family self-esteem. View Full-Tex

Cyberbullying, psychosocial adjustment and suicide ideation in adolescence

El ciberbullying suscita una creciente preocupación social en la comunidad científica y en la sociedad en general. Las consecuencias del ciberbullying en la víctima son muy serias; numerosos indicadores de desajuste social han sido encontrados, entre los cuales, destaca la ideación suicida. Desde esta perspectiva, el objetivo principal de este trabajo ha sido analizar las relaciones entre la cibervictimización y la ideación suicida en adolescentes víctimas de ciberbullying través de las variables de desajuste psicosocial de soledad, sintomatología depresiva, estrés percibido y malestar psicológico. En esta investigación participaron 1062 adolescentes (547 chicos; 515 chicas), con un rango de edad oscilante entre los 12 y 18 años (M = 14.51; DT = 1.62). El modelo de ecuaciones estructurales mostró que la cibervictimización se relaciona directa e indirectamente con la ideación suicida. Las relaciones indirectas mostraron tener un efecto más elevado sobre la ideación suicida que los efectos directos con la cibervictimización. Se discute la relevancia de estos resultados para la investigación científica, así como sus implicaciones para futuros trabajos científicos

Relations among Romantic Myths, Offline Dating Violence Victimization and Cyber Dating Violence Victimization in Adolescents

Cyber dating violence is an increasing problem with serious negative consequences for adolescents. Further knowledge about related variables is necessary to develop preventive strategies. The aim of this study was to analyze the correlations among cyber dating violence victimization (cyber-control and cyber-aggression), offline dating violence victimization (physical, verbal-emotional, and relational) and adolescents' beliefs in myths of romantic love; and to examine possible differences in cyber-control victimization, cyber-aggression victimization and offline dating violence victimization (relational, physical and verbal-emotional) according to adolescents' levels of belief (low vs. high) in myths of romantic love. The role of offline dating violence victimization (physical, verbal-emotional and relational) and romantic myths as predictor variables of cyber-control and cyber-aggression victimization was also explored. All these analyses were carried out separately with boys and girls. Of an initial sample of 919 adolescents, those who have had a dating relationship in the past year (492 adolescents, M = 15.10, SD = 1.59) were included. The regression analyses revealed that offline dating violence victimization and romantic myths were significant predictors of cyber-control and cyber-aggression victimization for both boys and girls, but explained variance was higher for girls. Verbal-emotional offline dating violence victimization was the main predictor of cyber-control victimization, and physical and relational offline dating violence victimizations were the main predictors of cyber-aggression victimization. These results can be useful for developing more effective offline and cyber dating violence prevention programs

Cyberbullying among Adolescents: Psychometric properties of the CYB-AGS cyber-aggressor Scale

The present study aims to analyze the psychometric properties of the revised version of the Adolescent Cyber-Aggressor scale (CYB-AGS). This scale is composed of 18 items that measure direct and indirect cyberbullying. A cross-sectional study was conducted using two independent samples of adolescents. The first sample included 1318 adolescents (52.6% girls) from 12 to 16 years old (M = 13.89, SD = 1.32). The second sample included 1188 adolescents (48.5% boys) from 12 to 16 years old (M = 14.19, SD = 1.80). First, to study the psychometric properties of the CYB-AGS, exploratory factor analysis was performed on Sample 1. Results indicated a two-factor structure: direct cyber-aggression and indirect cyber-aggression. Second, to verify the structure of the CYB-AGS, we selected Sample 2 to conduct confirmatory factor analysis and test the scale's convergent validity with theoretically-related measures. Results confirmed the reliability and validity of the two-dimensional model. Moreover, measurement invariance was established. Finally, regarding convergent validity, positive correlations were obtained between cyberbullying and aggressive behaviors in school, anger expression, negative attitudes towards school, and transgression of norms. Furthermore, negative correlations were found between cyberbullying and attitudes towards institutional authori

Effects of intervention program Prev@cib on traditional bullying and cyberbullying

Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the Prev@cib bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The Prev@cib program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the Prev@cib program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program's effectiveness

The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying = Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso

Cyberbullying is a phenomenon of growing social concern that affects an increasing number of children and adolescents from all the developed countries. Although there is a large body of literature on the relationships between school bullying and the family and school contexts, few studies have examined the influence of these social environments on the problem of cyberbullying. Using a quantitative methodology, the main objective of this study was to analyse the influence of the school and family contexts on victims of cyberbullying. The sample consisted of 1,062 Spanish adolescents (51.5% boys and 48.5% girls) from 11 to 18 years old (M=14.5; SD=1.62). Three comparison groups were formed: severe cyberbullying victims, moderate cyberbullying victims, and non-victims of cyberbullying. The results of the analysis of variance indicated that severe cyberbullying victims, compared to non-victims, scored significantly higher on family conflict and obtained lower scores on the remaining family (family self-concept, cohesion and expressive¬ness) and school (involvement, affiliation, and teacher support) variables considered in the study. Regression analyses revealed that academic and family self-concept and some dimensions of family and school climate predict cyber-victimization in adolescence. These new results point to the importance of including the family and the school in cyberbullying prevention programs

Effects of Physical Self-Concept, Emotional Isolation, and Family Functioning on Attitudes towards Physical Education in Adolescents: Structural Equation Analysis

(1) Background: The present research seeks to define and contrast an explanatory model of physical self-concept, emotional isolation, attitude towards physical education, and family functioning, and analyse the existing associations between these variables. (2) Methods: The sample was made up of 2388 adolescents (43.39% male and 56.61% female), with ages of 11–17 years (M = 13.85; SD = 1.26) from Spain. Self-concept (AF-5), Isolation (UCLA), Attitude towards Physical Education (CAEF), and Family Functioning (APGAR) were analyzed. (3) Results: Good fit was obtained for all evaluation indices included in the structural equation model, which was significantly adjusted (X2 = 233,023; DF = 14; p < 0.001; comparative fit index (CFI) = 0.913; normalized fit index (NFI) = 0.917; incremental fit index (IFI) = 0.906; root mean square error of approximation (RMSEA) = 0.072). (4) Conclusions: Attitudes towards physical activity were found to be positive when isolation levels were low and where adequate self-concept existed, specifically in students reporting high family functioning

Cyberbullying and suicidal behavior in adolescent students: A systematic review

The main purpose of this research has been to carry out a systematic review of the most current scientific literature on suicidal behavior in victims of cyberbullying. Five databases, Web of Science, Scopus, Psycinfo, Psycarticles and PubMed, have been consulted in order to examine the research published between 2018 and 2020 (both inclusive). After eliminating duplicate papers and applying the inclusion and exclusion criteria, the final study consists of 21 articles. The results of these studies on the prevalence of cyberbullying and suicidal behavior (including ideation, planning and/or attempt) in adolescent students have been analysed, the data on the chain of suicidal behavior in victims of cyberbullying, as well as the psychosocial risk factors associated with cyberbullying and suicidal behavior also has been analysed. Variations were found among studies in the prevalence of cyberbullying and suicidal behavior. In all studies, relationships between cybervictimization and suicidal behavior were observed. Suicidal ideations and attempts were significantly more prevalent in cyberbullying victims, this being a risk factor for suicidal behavior in adolescent students. These findings confirm the need to implement effective programs for the prevention of cyberbullying and suicidal behavior in adolescence in the school context worldwide.El propósito principal de este trabajo ha sido realizar una revisión sistemática de la literatura científica más actual sobre la conducta suicida en víctimas de cyberbullying. Se han consultado cinco bases de datos, Web of Science, Scopus, PsycInfo, PsycArticles y PubMed con el fin de examinar los trabajos publicados entre 2018 y 2020 (ambos inclusive). Después de eliminar los trabajos duplicados y de aplicar los criterios de inclusión y exclusión, el estudio final consta de 21 artículos. Se han analizado los resultados de estos trabajos sobre la prevalencia del cyberbullying y de la conducta suicida (incluyendo ideación, planificación y/o tentativa) en el alumnado adolescente, se han examinado los datos sobre la cadena de la conducta suicida en las víctimas de cyberbullying, así como los factores psicosociales de riesgo asociados al cyberbullying y a la conducta suicida. Se encontraron variaciones entre los estudios en cuanto a la prevalencia del cyberbullying y de la conducta suicida. En todos los trabajos se observaron relaciones entre la cibervictimización y la conducta suicida. Las ideaciones y tentativas suicidas fueron significativamente más prevalentes en las víctimas de cyberbullying, siendo éste un factor de riesgo de la conducta suicida en los adolescentes. Estos hallazgos confirman la necesidad de implementar en el contexto escolar en todos los países del mundo programas eficaces para la prevención del cyberbullying y de la conducta suicida en la adolescencia

Violencia escolar y actitud hacia la autoridad en estudiantes agresores de cyberbullying

El objetivo principal del estudio es analizar las diferencias entre estudiantes involucrados en situaciones de cyberbullying (no implicados, ocasionales y severos) en su actitud hacia la autoridad institucional y conducta violenta escolar directa y relacional, teniendo en cuenta la interacción con el sexo. La muestra está formada por 1062 estudiantes de educación secundaria entre 12 y 18 años de ambos sexos. Los resultados del análisis multivariado no muestran interacciones, pero sí efectos principales de las variables grupo y sexo. Los ciberagresores severos presentan más rechazo hacia la autoridad institucional, transgresión de normas y mayores conductas violentas directas y relacionales entre iguales. Los chicos tienen actitudes más favorables hacia la transgresión de normas y participan más que las chicas en conductas violentas escolares directas. Los análisis de regresión revelan que las variables de estudio predicen el cyberbullying. Se discuten estos resultados y sus implicaciones