Cyberbullyingdiferencias en función del sexo y curso académico

  1. Clemente Soriano, Alberto Javier 1
  2. Carrascosa, Laura 2
  3. Ortega-Barón, Jessica 3
  4. Iranzo, Begoña 1
  1. 1 Universidad Internacional de Valencia (VIU)
  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

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Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2019

Issue Title: Psicología de la Educación y Saberes Originarios

Volume: 3

Issue: 1

Pages: 585-594

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V3.1642 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Sustainable development goals

Abstract

Cyberbullying is a serious and transcultural problem. The studies regarding the difference in terms of gender and age of victims and aggressors are inconsistent. In this context, the aims of this study were to analyze if there are differences in cyber-victimization and cyber-aggression according to sex (boys and girls), and the academic year (1st, 2nd, 3rd, and 4th of ESO). The sample was composed by 660 adolescents aged International Journal  between 12 and 18 from four high schools. The results show that there are no significant differences between boys and girls in cybervictimization and cyber-aggression. Regarding the academic year, there are no differences depending on the grade in cybervictimization. However, in cyber-aggression, students in 3rd and 4th grade have significantly higher scores compared to students in the 1st grade. These results demonstrate the importance of preventing cyberbullying behavior in adolescents. These results and their implications for future research are discussed.

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