Victimization and Perpetration of Bullying/Cyberbullying: Connections with Emotional and Behavioral Problems and Childhood Stress

• Maite Garaigordobil ^[1] ; Juan M. Machimbarrena ^[1]
  1. [1] Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Universidad del País Vasco/Euskal Herriko Unibertsitatea

     Leioa, España

     
• Localización: Psychosocial Intervention, ISSN 1132-0559, Vol. 28, Nº. 2, 2019, págs. 67-73
• Idioma: inglés
• DOI: 10.5093/pi2019a3
• Títulos paralelos:
  • La victimización y perpetración de acoso/ciberacoso escolar: su relación con los problemas emocionales y de comportamiento y con el estrés infantil
• Enlaces
  • Texto completo  1    2 (pdf) 
• Dialnet Métricas: 15 Citas
• Resumen
  • español

    El estudio tuvo como objetivo analizar la relación entre victimización y perpetración de acoso escolar presencial y ciberacoso con el estrés infantil autopercibido y con los problemas emocionales y de conducta (PEC) evaluados por los padres.

    Participaron 1,993 estudiantes, de 9 a 13 años, del País Vasco (España) (49,8% mujeres). Los resultados de los análisis de varianza (MANOVA-ANOVA) y correlacionales mostraron que: (1) los estudiantes que tenían mayores puntuaciones en victimización y perpetración de acoso/ciberacoso escolares tenían significativamente alto nivel de estrés y muchos PEC; (2) los participantes que tenían puntuaciones superiores en victimización/cibervictimización y perpetración de acoso escolar obtuvieron mayores puntuaciones en todas las dimensiones del estrés, mientras que aquellos que tenían altas puntuaciones en ciberagresión únicamente mostraban mayor estrés escolar; (3) los participantes que tuvieron mayor puntuación en victimización/cibervictimización mostraban PEC internalizantes y externalizantes y aquellos con mayor puntuación en agresión/ciberagresion tenían menos problemas internalizantes; (4) los niños que obtuvieron mayores puntuaciones en victimización y perpetración de acoso/ciberacoso escolares habían acudido significativamente más al psicólogo en el último año que aquellos que tuvieron menores puntuaciones en los indicadores de acoso/ciberacoso escolares. El debate destaca la importancia de prevenir/tratar el acoso para disminuir los problemas psicopatológicos.

  • English

    The purpose of the study was to analyze the connections between victimization and perpetration of face-to-face bullying and cyberbullying with self-perceived childhood stress and diverse emotional and behavioral problems (EBPs) evaluated by parents. Participants were 1,993 students, aged 9-13 years, from the Basque Country (Spain) (49.8% females). The results of the analyses of variance (MANOVA-ANOVA) and correlational analyses showed that: (1) students who had higher scores in victimization and perpetration of bullying/cyberbullying had significantly high levels of stress and many EBPs; (2) participants who had higher scores in victimization/cybervictimization and perpetration of bullying obtained higher scores in all the dimensions of stress, while those who had higher scores in cyberaggression only showed higher school stress; (3) students who had higher scores in victimization/cybervictimization manifested internalizing and externalizing EBPs, whereas those who had higher scores in perpetration of bullying/cyberbullying had fewer internalizing problems; and (4) children who obtained higher scores in victimization and perpetration of bullying/cyberbullying had received psychological counseling significantly more frequently in the past year than those who had lower scores in indicators of bullying/cyberbullying. The importance of preventing/intervening in bullying situations to reduce psychopathological problems is emphasized in the discussion.

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