Development and Validation of a Brief Version of the European Bullying and Cyberbullying Intervention Project Questionnaires (EBIP-Q and ECIP-Q)
- Ildefonso Álvarez-Marín 1
- Alicia Pérez-Albéniz 2
- Beatriz Lucas-Molina 3
- Vanesa Martínez Valderrey
- Eduardo Fonseca Pedrero
-
1
Universidad Internacional Isabel I de Castilla
info
-
2
Universidad de La Rioja
info
-
3
Universitat de València
info
ISSN: 0214-9915, 1886-144X
Año de publicación: 2022
Volumen: 34
Número: 4
Páginas: 571-581
Tipo: Artículo
Otras publicaciones en: Psicothema
Resumen
La prevención del acoso y ciberacoso escolar requiere disponer de instrumentos de medida breves y con adecuadas propiedades psicométricas. El objetivo del presente trabajo ha sido desarrollar una versión reducida conjunta de los instrumentos European Bullying Intervention Project Questionnaire (EBIP-Q) y European Cyberbullying Intervention Project Questionnaire (ECIP-Q) para su uso en el cribado de conductas relacionadas con el acoso escolar. Método: la muestra la integran 1,777 estudiantes, de entre 14 y 18 años (M = 15.71 años; DT = 1.26), de los que el 54.1% son mujeres. Resultados: la versión reducida presenta un comportamiento psicométrico adecuado. Los coeficientes de fiabilidad estimados oscilan entre ω = .72 y ω =.82. Los análisis factoriales indican que tanto el acoso como el ciberacoso escolar se articulan en torno a dos factores: victimización y agresión. Las correlaciones entre las puntuaciones de la versiones original y reducida fueron adecuadas. El acoso y ciberacoso escolar se asoció con diferentes indicadores de ajuste socioemocional. Conclusiones: el Cuestionario Proyecto Europeo de Intervención contra el Acoso y el Ciberacoso - Breve (EBCIP-QB) parece ser un instrumento breve, sencillo y con adecuadas propiedades psicométricas para la evaluación de las conductas de acoso y ciberacoso escolar en adolescentes españoles.
Referencias bibliográficas
- Andrade, E., Arce, C., De Francisco, C., Torrado, J., & Garrido, J. (2013). Versión breve en español del cuestionario POMS para deportistas adultos y población general [Abbreviated version in spanish of the poms questionnaire for adult athletes and general population]. Revista de Psicología del Deporte, 22(1), 95–102. https://www.redalyc.org/pdf/2351/235127552013.pdf
- Baier, D., Hong, J. S., Kliem, S., & Bergmann, M. C. (2019). Consequences of Bullying on Adolescents’ Mental Health in Germany: Comparing Faceto-Face Bullying and Cyberbullying. Journal of Child and Family Studies, 28(9), 2347–2357. https://doi.org/10.1007/s10826-018-1181-6
- Beltrán-Catalán, M., Zych, I., Ortega-Ruiz, R., & Llorent, V. J. (2018). Victimisation through bullying and cyberbullying: Emotional intelligence, severity of victimisation and technology use in different types of victims. Psicothema, 30(2), 183–188. https://doi.org/10.7334/psicothema2017.313
- Benítez-Sillero, J. de D., Armada Crespo, J. M., Ruiz Córdoba, E., & Raya-González, J. (2021). Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents. International Journal of Environmental Research and Public Health, 18(4), 2038. https://doi.org/10.3390/ijerph18042038
- Berne, S., Frisén, A., & Oskarsson, J. (2020). High school students’ suggestions for supporting younger pupils counteract cyberbullying. Scandinavian Journal of Psychology, 61(1), 47–53. https://doi.org/10.1111/sjop.12538
- Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis, C., & Thompson, J. (2012). European Bullying Intervention Project Questionnaire (EBIPQ). [Unpublished manuscript]. University of Bologna.
- Brighi, A., Ortega, R., Scheitauer, H., Smith, P. K., Tsormpatzoudis, C., Barkoukis, V., & Del Rey, R. (2012). European Cyberbullying Intervention Project Questionnaire (ECIPQ). [Unpublished manuscript]. University of Bologna.
- Brunstein Klomek, A., Barzilay, S., Apter, A., Carli, V., Hoven, C. W., Sarchiapone, M., Hadlaczky, G., Balazs, J., Kereszteny, A., Brunner, R., Kaess, M., Bobes, J., Saiz, P. A., Cosman, D., Haring, C., Banzer, R., McMahon, E., Keeley, H., Kahn, J. P., … Wasserman, D. (2019). Bidirectional longitudinal associations between different types of bullying victimization, suicide ideation/attempts, and depression among a large sample of European adolescents. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(2), 209–215. https://doi.org/10.1111/jcpp.12951
- Brunstein Klomek, A., Sourander, A., & Gould, M. (2010). The association of suicide and bullying in childhood to young adulthood: A review of cross-sectional and longitudinal research findings. Canadian Journal of Psychiatry, 55(5), 282–288. https://doi.org/10.1177/070674371005500503
- Buelga, S., Cava, M. J., & Musitu, G. (2010). Cyberbullying: victimización entre adolescentes a través del teléfono móvil y de Internet [Cyberbullying: Adolescent victimization through mobile phone and internet]. Psicothema, 22(4), 784–789. https://www.psicothema.com/pdf/3802.pdf
- Buelga, S., Musitu, G., & Murgui, S. (2009). Relaciones entre la reputación social y la agresión [Relations between social reputation and aggression relationship in adolescence]. International Journal of Clinical and Health Psychology, 9(1), 127–141. https://www.redalyc.org/articulo.oa?id=33712020009
- Calvete, E., Cortazar, N., Fernández-González, L., Echezarraga, A., Beranuy, M., León, A., González-Cabrera, J., & Orue, I. (2021). Effects of a Brief Preventive Intervention in Cyberbullying and Grooming in Adolescents. Psychosocial Intervention, 30(2), 75–84. https://doi.org/10.5093/pi2020a22
- Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors’ profile. Computers in Human Behavior, 26(5), 1128–1135. https://doi.org/10.1016/j.chb.2010.03.017
- Casas, J. A., Del Rey, R., & Ortega-Ruiz, R. (2013). Bullying and cyberbullying: Convergent and divergent predictor variables. Computers in Human Behavior, 29(3), 580–587. https://doi.org/10.1016/j.chb.2012.11.015
- Chen, L., Ho, S. S., & Lwin, M. O. (2017). A meta-analysis of factors predicting cyberbullying perpetration and victimization: From the social cognitive and media effects approach. New Media & Society, 19(8), 1194–1213. https://doi.org/10.1177/1461444816634037
- Cheung, G. W. & Rensvold, R. B. (2009). Structural Equation Modeling: A Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
- Corral-Pernía, J. A., Chacón-Borrego, F., Fernández-Gavira, J., & Del Rey, R. (2018). Bullying and cyberbullying according to moderate vigorous physical activity (MVPA) in Secondary School’s Students. Revista de Psicologia Del Deporte, 27(3), 70–75. https://www.proquest.com/docview/2250587667
- Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., Thompson, F., Barkoukis, V., Tsorbatzoudis, H., Brighi, A., Guarini, A., Pyżalski, J., & Plichta, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141–147. https://doi.org/10.1016/j.chb.2015.03.065
- Dimitrov, D. M. (2010). Testing for factorial invariance in the context of construct Validation. Measurement and Evaluation in Counseling and Development, 43(2), 121–149. https://doi.org/10.1177/0748175610373459
- Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412. https://doi.org/10.1111/bjop.12046
- Esteller-Cano, À., Buil-Legaz, L., Pérez-Castelló, J. A., López-Penadés, J., Sánchez-Azanza, V., Sureda-García, I., Valera-Pozo, M., Flexas, A., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). California bullying victimization scale-retrospective (Cbvs-r): Validation of the Spanish adaptation. Psicothema, 33(2), 279–286. https://doi.org/10.7334/psicothema2020.407
- Estévez López, E., Martínez Ferrere, B., & Musitu Ochoa, G. (2006). La autoestima en adolescentes agresores y víctimas en la escuela: La perspectiva multidimensional [Self-esteem in aggressive and victimized adolescents at school: The multidimensional perspective]. Intervención Psicosocial, 15(2). https://doi.org/10.4321/S1132-05592006000200007
- Feijóo, S., Foody, M., O’Higgins Norman, J., Pichel, R., & Rial, A. (2021). Cyberbullies, the cyberbullied, and problematic internet use: Some reasonable similarities. Psicothema, 33(2), 198–205. https://doi.org/10.7334/psicothema2020.209
- Feijóo, S., O’Higgins-Norman, J., Foody, M., Pichel, R., Braña, T., Varela, J., & Rial, A. (2021). Sex Differences in Adolescent Bullying Behaviours. Psychosocial Intervention, 30(2), 95–100. https://doi.org/10.5093/pi2021a1
- Ferrando, P. J., Lorenzo-Seva, U., Hernández-Dorado, A., & Muñiz, J. (2022). Decalogue for the Factor Analysis of Test Items. Psicothema, 34(1), 7–17. https://doi.org/10.7334/psicothema2021.456
- Figueras-Masip, A., Amador-Campos, J. A., & Peró-Cebollero, M. (2008). Características psicométricas de la Reynolds Adolescent Depression Scale en población comunitaria y clínica [Psychometric characteristics of the Reynolds Adolescent Depression Scale in population community and clinical]. International Journal of Clinical and Health Psychology, 8(1), 247–266. https://www.redalyc.org/pdf/337/33780117.pdf
- Fonseca-Pedrero, E., Paíno-Piñeiro, M., Lemos-Giráldez, S., Villazón-García, Ú., & Muñiz, J. (2009). Validation of the Schizotypal Personality Questionnaire—Brief Form in adolescents. Schizophrenia Research, 111(1– 3), 53–60. https://doi.org/10.1016/j.schres.2009.03.006
- Fonseca-Pedrero, E. (coord.) (2021). Manual de Tratamientos Psicológicos. Infancia y adolescencia [Manual of Psychological Treatments. childhood and adolescence]. Pirámide.
- Fonseca-Pedrero, E., Pérez-Álvarez, M., Al-Halabí, S., Inchausti, F., López- Navarro, E. R., Muñiz, J., Lucas-Molina, B., Pérez-Albéniz, A., Baños Rivera, R., Cano-Vindel, A., Gimeno-Peón, A., Prado-Abril, J., González-Menéndez, A., Valero, A. V., Priede, A., González-Blanch, C., Ruiz-Rodríguez, P., Moriana, J. A., Gómez, L. E., Navas, P., … Montoya-Castilla, I. (2021). Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art. Psicothema, 33(3), 386–398. https://doi.org/10.7334/psicothema2021.56
- Fonseca-Pedrero, E., Pérez-Albéniz, A., Díez-Gómez, A., Ortuño-Sierra, J., & Lucas-Molina, B. (2019). Escala Oviedo de Infrecuencia de RespuestaRevisada [Oviedo Response Infrequency Scale-Revised, Unpublished manuscript]. Departament of Educational Sciences. University of La Rioja.
- Fonseca-Pedrero, E., Wells, C., Paino, M., Lemos-Giráldez, S., VillazónGarcía, Ú., Sierra, S., González, M. P. G.-P., Bobes, J., & Muñiz, J. (2010). Measurement invariance of the Reynolds Depression Adolescent Scale across gender and age. International Journal of Testing, 10(2), 133–148. https://doi.org/10.1080/15305050903580822
- Furlong, M. J., Greif, J. L., Bates, M. P., Whipple, A. D., Jimenez, T. C., & Morrison, R. (2005). Development of the California school climate and safety survey-short form. Psychology in the Schools, 42(2), 137–149. https://doi.org/10.1002/pits.20053
- Gaete, J., Valenzuela, D., Godoy, M. I., Rojas-Barahona, C. A., Salmivalli, C., & Araya, R. (2021). Validation of the Revised Olweus Bully/Victim Questionnaire (OBVQ-R) Among Adolescents in Chile. Frontiers in Psychology, 12(4), 1–17. https://doi.org/10.3389/fpsyg.2021.578661
- Garaigordobil, M. (2017). Psychometric Properties of the Cyberbullying Test, a Screening Instrument to Measure Cybervictimization, Cyberaggression, and Cyberobservation. Journal of Interpersonal Violence, 32(23), 3556– 3576. https://doi.org/10.1177/0886260515600165
- Garaigordobil, M. & Martínez-Valderrey, V. (2015). The Effectiveness of Cyberprogram 2.0 on Conflict Resolution Strategies and Self-Esteem. Journal of Adolescent Health, 57(2), 229–234. https://doi.org/10.1016/j.jadohealth.2015.04.007
- Garaigordobil, M. & Martínez-Valderrey, V. (2018). Technological Resources to Prevent Cyberbullying During Adolescence: The Cyberprogram 2.0 Program and the Cooperative Cybereduca 2.0 Videogame. Frontiers in Psychology, 9(5), 1–12. https://doi.org/10.3389/fpsyg.2018.00745
- Garaigordobil, M., Martínez-Valderrey, V., & Machimbarrena, J. (2017). Intervención en el bullying y cyberbullying: Evaluación del caso Martín [Intervention in bullying and cyberbullying: Assessment of Martin’s case]. Revista de Psicología Clínica Con Niños y Adolescentes, 4(1), 25–32.
- García Fernández, C. M., Romera Félix, E. M., & Ortega Ruiz, R. (2015). Explicative factors of face-to-face harassment and cyberbullying in a sample of primary students. Psicothema, 27(4), 347–353. https://doi.org/10.7334/psicothema2015.35
- Gómez-Ortiz, O., Romera-Félix, E.-M., & Ortega-Ruiz, R. (2017). Multidimensionality of Social Competence: Measurement of the Construct and its Relationship With Bullying Roles. Revista de Psicodidáctica (English Ed.), 22(1), 37–44. https://doi.org/10.1387/RevPsicodidact.15702
- González Laguna, M. V. & Arrimada García, M. (2021). A comparative analysis of bullying assessment instruments. Papeles Del Psicólogo Psychologist Papers, 42(2), 1–9. https://www.papelesdelpsicologo.es/English/2965.pdf
- Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note. Journal of Child Psychology and Psychiatry, 38(5), 581–58. https://onlinelibrary.wiley.com/doi/10.1111/cge.12538
- Guerra Bustamante, J., Yuste Tosina, R., Lopez Ramos, V., & Mendo Lázaro, S. (2021). The Modelling Effect of Emotional Competence on Cyberbullying Profiles. Anales de Psicología, 37(2), 202–209. https://doi.org/10.6018/analesps.338071
- Herrera-López, M., Casas, J. A., Romera, E. M., Ortega-Ruiz, R., & Del Rey, R. (2017). Validation of the European Cyberbullying Intervention Project Questionnaire for Colombian Adolescents. Cyberpsychology, Behavior, and Social Networking, 20(2), 117–125. https://doi.org/10.1089/cyber.2016.0414
- Hogye, S. I., Jansen, P. W., Lucassen, N., & Keizer, R. (2022). The relation between harsh parenting and bullying involvement and the moderating role of child inhibitory control: A population-based study. Aggressive Behavior, 48(2), 141–151. https://doi.org/10.1002/ab.22014
- Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
- Kowalski, R. M. & Limber, S. P. (2013). Psychological, Physical, and Academic Correlates of Cyberbullying and Traditional Bullying. Journal of Adolescent Health, 53(1), S13–S20. https://doi.org/10.1016/j.jadohealth.2012.09.018
- Kowalski, R. M., Limber, S. P., & McCord, A. (2019). A developmental approach to cyberbullying: Prevalence and protective factors. Aggression and Violent Behavior, 45(2017), 20–32. https://doi.org/10.1016/j.avb.2018.02.009
- Lázaro-Visa, S., Palomera, R., Briones, E., Fernández-Fuertes, A. A., & Fernández-Rouco, N. (2019). Bullied Adolescent’s Life Satisfaction: Personal Competencies and School Climate as Protective Factors. Frontiers in Psychology, 10(7), 1–11. https://doi.org/10.3389/fpsyg.2019.01691
- León-Pérez, J. M., Sánchez-Iglesias, I., Rodríguez-Muñoz, A., & Notelaers, G. (2019). Cutoff scores for workplace bullying: The spanish short-negative acts questionnaire (S-NAQ). Psicothema, 31(4), 482–490. https://doi.org/10.7334/psicothema2019.137
- Li, J. & Hesketh, T. (2021). Experiences and Perspectives of Traditional Bullying and Cyberbullying Among Adolescents in Mainland China-Implications for Policy. Frontiers in Psychology, 12(6), 1–12. https://doi.org/10.3389/fpsyg.2021.672223
- Llorent, V. J., Diaz-Chaves, A., Zych, I., Twardowska-Staszek, E., & Marín-López, I. (2021). Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies. School Mental Health, 13(3), 535–547. https://doi.org/10.1007/s12310-021-09473-3
- Lorenzo-Seva, U. & Ferrando, P. J. (2019). Robust Promin: A method for diagonally weighted factor rotation. Liberabit: Revista Peruana de Psicología, 25(1), 99–106. https://doi.org/10.24265/liberabit.2019.v25n1.08
- Lucas-Molina, B., Pérez-Albéniz, A., & Giménez-Dasí, M. (2016). The assessment of cyberbullying: The present situation and future challenge | La evaluación del cyberbullying: Situación actual y retos futuros. Papeles Del Psicólogo, 37(1), 27–35. https://www.redalyc.org/articulo.oa?id=77844204004
- Lucas-Molina, B., Pérez-Albéniz, A., & Fonseca-Pedrero, E. (2018). The potential role of subjective wellbeing and gender in the relationship between bullying or cyberbullying and suicidal ideation. Psychiatry Research, 270, 595–601. https://doi.org/10.1016/j.psychres.2018.10.043
- Lucas Molina, B., Pulido Valero, R., & Solbes Canales, I. (2011). Peer harassment in primary school: the role of peers and its relationship with sociometric status. Psicothema, 23(2), 245–251. https://www.ncbi.nlm.nih.gov/pubmed/21504677
- MacCallum, R. C. & Austin, J. T. (2000). Applications of Structural Equation Modeling in Psychological Research. Annual Review of Psychology, 51(1), 201–226. https://doi.org/10.1146/annurev.psych.51.1.201
- Marciano, L., Schulz, P. J., & Camerini, A.-L. (2020). Cyberbullying Perpetration and Victimization in Youth: A Meta-Analysis of Longitudinal Studies. Journal of Computer-Mediated Communication, 25(2), 163–181. https://doi.org/10.1093/jcmc/zmz031
- Mark, L., Värnik, A., & Sisask, M. (2019). Who Suffers Most From Being Involved in Bullying-Bully, Victim, or Bully-Victim? Journal of School Health, 89(2), 136–144. https://doi.org/10.1111/josh.12720
- Martínez, J., Rodríguez-Hidalgo, A. J., & Zych, I. (2020). Bullying and cyberbullying in adolescents from disadvantaged areas: Validation of questionnaires; prevalence rates; and relationship to self-esteem, empathy and social skills. International Journal of Environmental Research and Public Health, 17(17), 6199. https://doi.org/10.3390/ijerph17176199
- Martínez-Ferrer, B., León-Moreno, C., Suárez-Relinque, C., Del Moral-Arroyo, G., & Musitu-Ochoa, G. (2021). Cybervictimization, Offline Victimization, and Cyberbullying: The Mediating Role of the Problematic Use of Social Networking Sites in Boys and Girls. Psychosocial Intervention, 30(3), 155– 162. https://doi.org/10.5093/pi2021a5
- Menéndez Santurio, J. I., Fernández-Río, J., Cecchini Estrada, J. A., & González-Víllora, S. (2020). Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes [Connections between bullying victimization and satisfaction/frustration of adolescents’ basic psychological needs]. Revista de Psicodidáctica, 25(2), 119–126. https://doi.org/10.1016/j.psicod.2019.11.002
- Menesini, E., Nocentini, A., Palladino, B. E., Frisén, A., Berne, S., OrtegaRuiz, R., Calmaestra, J., Scheithauer, H., Schultze-Krumbholz, A., Luik, P., Naruskov, K., Blaya, C., Berthaud, J., & Smith, P. K. (2012). Cyberbullying Definition Among Adolescents: A Comparison Across Six European Countries. Cyberpsychology, Behavior, and Social Networking, 15(9), 455– 463. https://doi.org/10.1089/cyber.2012.0040
- Menesini, E. & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
- Menin, D., Guarini, A., Mameli, C., Skrzypiec, G., & Brighi, A. (2021). Was that (cyber)bullying? Investigating the operational definitions of bullying and cyberbullying from adolescents’ perspective. International Journal of Clinical and Health Psychology, 21(2), 100221. https://doi.org/10.1016/j.ijchp.2021.100221
- Mishna, F., Birze, A., Greenblatt, A., & Pepler, D. (2021). Looking Beyond Assumptions to Understand Relationship Dynamics in Bullying. Frontiers in Psychology, 12(4), 1–11. https://doi.org/10.3389/fpsyg.2021.661724
- Molero, M. M., Martos, Á., Barragán, A. B., Pérez-Fuentes, M. C., & Gázquez, J. J. (2022). Anxiety and Depression from Cybervictimization in Adolescents: A Metaanalysis and Meta-regression Study. The European Journal of Psychology Applied to Legal Context, 14(1), 42–50. https://doi.org/10.5093/ejpalc2022a5
- Muñiz, J. & Fonseca-Pedrero, E. (2019). Ten steps for test development. Psicothema, 31(1), 7–16. https://doi.org/10.7334/psicothema2018.291
- Navarro, J. B., Fernández, M., De La Osa, N., Penelo, E., & Ezpeleta, L. (2019). Warning signs of preschool victimization using the strengths and difficulties questionnaire: Prevalence and individual and family risk factors. PloS ONE, 14(8), Article e0221580. https://doi.org/10.1371/journal.pone.0221580
- Ngo, A. T., Nguyen, L. H., Dang, A. K., Hoang, M. T., Nguyen, T. H. T., Vu, G. T., Do, H. T., Tran, B. X., Latkin, C. A., Ho, R. C. M., & Ho, C. S. H. (2021). Bullying experience in urban adolescents: Prevalence and correlations with health-related quality of life and psychological issues. PLoS ONE, 16(6), Article e0252459. https://doi.org/10.1371/journal.pone.0252459
- Núñez, A., Álvarez-García, D., & Pérez-Fuentes, M.-C. (2021). Anxiety and self-esteem in cyber-victimization profiles of adolescents. [Ansiedad y autoestima en los perfiles de cibervictimización de los adolescentes]. Comunicar, 29(67), 47–59. https://doi.org/10.3916/C67-2021-04
- Oliva, A., Antolín, L., Pertegal, M. Á., Ríos, M., Parra, Á., Hernando, Á., & Reina, M. D. C. (2011). Instrumentos para la evaluacion de la salud mental y el desarrollo positivo adolescente y los activos que lo promueven. (Vol. 148). Junta de Andalucía. Consejería de Salud.
- Olweus, D. (1998). Conductas de acoso y amenaza entre escolares. Morata. Ortega-Ruiz, R., Del Rey, R., & Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología Educativa, 22(1), 71–79. https://doi.org/10.1016/j.pse.2016.01.004
- Ortuño-Sierra, J., Fonseca-Pedrero, E., Inchausti, F., & Sastre i Riba, S. (2016). Evaluación de dificultades emocionales y comportamentales en población infanto-juvenil: El cuestionario de capacidades y dificultades (SDQ) [Assessing behavioural and emotional difficulties in the child-adolescent population: the strengths and difficulties questionnaire (SDQ)]. Papeles Del Psicologo, 37(1), 14–26. https://www.papelesdelpsicologo.es/pdf/2658.pdf
- Ortuño-Sierra, J., Aritio-Solana, R., Inchausti, F., Chocarro de Luis, E., Lucas Molina, B., Pérez de Albéniz, A., & Fonseca-Pedrero, E. (2017). Screening for depressive symptoms in adolescents at school: new validity evidences on the short form of the Reynolds Depression Scale. PLoS One, 12(2), Article e0170950. https://doi.org/10.1371/journal.pone.0170950
- Perret, L. C., Orri, M., Boivin, M., Ouellet-Morin, I., Denault, A., Côté, S. M., Tremblay, R. E., Renaud, J., Turecki, G., & Geoffroy, M. (2020). Cybervictimization in adolescence and its association with subsequent suicidal ideation/attempt beyond face to Face victimization: a longitudinal population-based study. Journal of Child Psychology and Psychiatry, 61(8), 866–874. https://doi.org/10.1111/jcpp.13158
- Pichel, R., Foody, M., Norman, J. O., Feijóo, S., Varela, J., & Rial, A. (2021). Bullying, cyberbullying and the overlap: What does age have to do with it? Sustainability (Switzerland), 13(15). https://doi.org/10.3390/su13158527
- Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2019). Being Bullied at School: Gratitude as Potential Protective Factor for Suicide Risk in Adolescents. Frontiers in Psychology, 10(3), 1–10. https://doi.org/10.3389/fpsyg.2019.00662
- Reynolds, W. M. (2004). The Reynolds Adolescent Depression Scale-Second Edition (RADS-2). In M. J. Hilsenroth & D. L. Segal (Eds.), Comprehensive handbook of psychological assessment, Vol. 2. Personality assessment (pp. 224–236). John Wiley & Sons, Inc. https://bit.ly/3nisLZQ
- Rodríguez-Hidalgo, A. J., Pincay, A. A., Payán, A. M., Herrera-López, M., & Ortega-Ruiz, R. (2021). Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad [Psychosocial predictors of discriminatory bullying based on the stigma towards special educational needs and/or disabilities (SEND)]. Psicología Educativa, 27(2), 187–197. https://doi.org/10.5093/psed2020a22
- Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
- Rosenberg, M. & Owens, T. J. (2001). Low Self-Esteem People: A Collective Portrait. In T.J. Owens, S. Stryker & N. Goodman (Eds.), Exending self esteem theory and research: Sociological and psychological currents (pp. 400-436). Cambridge University Press. https://doi.org/10.1017/CBO9780511527739.018
- Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1998). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. https://doi.org/10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1> 3.0.CO;2-T
- Schoeler, T., Duncan, L., Cecil, C. M., Ploubidis, G. B., & Pingault, J.-B. (2018). Quasi-experimental evidence on shortand long-term consequences of bullying victimization: A meta-analysis. Psychological Bulletin, 144(12), 1229–1246. https://doi.org/10.1037/bul0000171
- Sidera, F., Serrat, E., & Rostan, C. (2021). Effects of Cybervictimization on the Mental Health of Primary School Students. Frontiers in Public Health, 9(5), 1–6. https://doi.org/10.3389/fpubh.2021.588209
- Smith, P. K. (2015). The nature of cyberbullying and what we can do about it. Journal of Research in Special Educational Needs, 15(3), 176–184. https://doi.org/10.1111/1471-3802.12114
- Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49(4), 376–385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
- Twardowska-Staszek, E., Zych, I., & Ortega-Ruiz, R. (2018). Bullying and cyberbullying in Polish elementary and middle schools: Validation of questionnaires and nature of the phenomena. Children and Youth Services Review, 95, 217–225. https://doi.org/10.1016/j.childyouth.2018.10.045
- Vázquez Morejón, A., Jiménez García-Bóveda, R., & Vázquez-Morejón Jiménez, R. (2004). Escala de autoestima de Rosenberg: fiabilidad y validez en población clínica española [Rosenberg self-esteem scale: reliability and validity in a Spanish clinical population]. Apuntes de Psicología, 22(2), 247–255. https://www.apuntesdepsicologia.es/index.php/revista/article/view/53/55
- Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327–343. https://doi.org/10.1016/j.dr.2014.09.001
- Wright, M. F. & Wachs, S. (2019). Adolescents’ Psychological Consequences and Cyber Victimization: The Moderation of School-Belongingness and Ethnicity. International Journal of Environmental Research and Public Health, 16(14), Article 2493. https://doi.org/10.3390/ijerph16142493
- Yang, B., Wang, B., Sun, N., Xu, F., Wang, L., Chen, J., Yu, S., Zhang, Y., Zhu, Y., Dai, T., Zhang, Q., & Sun, C. (2021). The consequences of cyberbullying and traditional bullying victimization among adolescents: gender differences in psychological symptoms, self-harm and suicidality. Psychiatry Research, 306, Article 114219. https://doi.org/https://doi.org/10.1016/j.psychres.2021.114219
- Zych, I., Ortega-Ruiz, R., & Marín-López, I. (2016). Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies. Psicología Educativa, 22(1), 5–18. https://doi.org/10.1016/j.pse.2016.03.002