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Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying

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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).

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Acknowledgements

This work is part of the Project “Bullying, cyberbullying and child-to-parent violence in adolescence”—Reference: PSI2015-65683-P [MINECO/ERDF, EU], funded by the Ministry of Economy and Competitiveness of Spain and the European Union through the European Regional Development Fund-FEDER- “One way to make Europe”.

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  1. Dpto. Psicología de la Salud, Universidad Miguel Hernández de Elche, Avda. Universidad, 03202, Elche, Alicante, Spain

    Elizabeth Cañas & Estefanía Estévez

  2. Dpto. Psicología Evolutiva y Didáctica, Universidad de Alicante, Carretera de San Vicente del Raspeig, 03690, San Vicente del Raspeig, Alicante, Spain

    M. Carmen Martínez-Monteagudo & Beatriz Delgado

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  1. Elizabeth Cañas
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  2. Estefanía Estévez
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  3. M. Carmen Martínez-Monteagudo
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Correspondence to Elizabeth Cañas.

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Cañas, E., Estévez, E., Martínez-Monteagudo, M.C. et al. Emotional adjustment in victims and perpetrators of cyberbullying and traditional bullying. Soc Psychol Educ 23, 917–942 (2020). https://doi.org/10.1007/s11218-020-09565-z

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