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

  1. Ortega-Barón, Jessica 1
  2. Buelga, Sofía 1
  3. Cava, María Jesús 1
  4. Torralba, Eva 2
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2017

Volume: 22

Issue: 1

Type: Article

DOI: 10.1016/S1136-1034(17)30040-0 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

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Abstract

The main aim of the study is to analyze the differences among students involved in cyberbullying situations (not involved, occasional, severe) in their attitudes toward institutional authority and their participation in direct and indirect violent school behavior, considering the interaction with gender. The sample is composed of 1062 secondary education students of both sexes between 12 and 18 years old. The results of the multivariate analysis show no interactions, but they do show main effects of the group and gender variables. Severe cyberbullies have greater rejection of institutional authority, transgression of norms, and direct and relational violent school behaviors toward peers. Boys have more favorable attitudes toward social norm transgression, and they participate more than girls in direct violent school behaviors involving direct confrontation with the victim. Regression analyses reveal that the study variables predict cyberbullying. These results and their implications are discussed. 

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