Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying
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Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying Elizabeth Cañas1 · Estefanía Estévez1 · M. Carmen Martínez‑Monteagudo2 · Beatriz Delgado2 Received: 19 December 2019 / Accepted: 14 May 2020 © Springer Nature B.V. 2020
Abstract Given the rise in cyberbullying among secondary education students and the importance of certain psychological adjustment variables for the comprehension of this type of violent behavior, both in bullies and in victims, the purpose of the present study was to analyse the emotional adjustment of those involved in cyber- and traditional bullying. The adjustment variables studied were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 17 years, four groups were established to compare victims and cybervictims (uninvolved students, traditional victims, cybervictims, and traditional–cybervictims). The analysis of variance showed that students who performed the same role (bully or victim) in both contexts (at school and online). In particular, those who suffered traditional or cyberbullying or both conjointly presented lower scores in physical and social self-concept, life satisfaction, emotional clarity, and emotion regulation, as well as higher scores in perceived stress, loneliness, depression, and social anxiety. In bullies—traditional, cyberbullying or both simultaneously—higher scores were observed in perceived stress, loneliness, depressive symptomatology, fear of negative assessment, avoidance, and general social anxiety, and lower scores in the dimensions of academic and family self-concept, life satisfaction, emotional clarity, and emotion regulation. In general, the findings indicate that students who were involved in bullying situations, both victims and bullies, presented more damaged emotional profiles than those who are uninvolved, especially students who performed the same role (bully or victim) in both contexts (at school and online). Keywords Cyberbullying · Traditional bullying · Adolescence · Victim · Bully · Emotional adjustment
* Elizabeth Cañas [email protected] Extended author information available on the last page of the article
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1 Introduction School violence is a social problem that affects a growing number of children and adolescents at the international level (Blaya et al. 2006; Castillo and Pacheco 2008; Stavrinides et al. 2010), with significantly negative—sometimes devastating— consequences for the physical and psychological health of the people involved (Estévez et al. 2016). Bullying in the educational context refers to recurrent acts of non-accidental aggression exerted towards a peer with whom there is an imbalance of power (Marsh et al. 2011). The perpetrator acts with the desire and intention to dominate and to exert control over the other person (Benítez and Justicia 2006), creating a dynamic of violence from
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