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Special Issues
Research in Cyberbullying and Cybervictimization
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Special Issue "Research in Cyberbullying and Cybervictimization"

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: 31 December 2021.

Special Issue Editors

Dr. Cecilia Ruiz Esteban
E-Mail Website
SciProfiles
Guest Editor
Developmental and Educational Psychology, Faculty of Psychology, 30100 Murcia, Spain
Interests: bullying; cyberbullying; school violence; education; university; attention to diversity
Special Issues and Collections in MDPI journals
Dr. Inmaculada Méndez Mateo
E-Mail Website
SciProfiles
Guest Editor
Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Interests: bullying; cyberbullying; coexistence; education; university; attention to diversity
Special Issues and Collections in MDPI journals
Ms. Aitana Fernández-Sogorb
E-Mail Website
Assistant Editor
Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
Interests: psychology of sustainability; bullying; aggressive behavior; anxiety

Special Issue Information

Dear Colleagues,

In relations between schoolchildren, aggressive situations appear in which harassment of the victim occurs through the use of the mobile phone or the Internet (social networks, messages, videos, etc.). Cyberbullying has been associated with other risky behaviors such as sexting without consent, sextortion, and gender violence. Cyberbullying is usually associated with traditional bullying, so it is interesting to analyze its course and defining characteristics. In recent years, it has become evident that cyberbullying has gained great interest among the manifestations of school violence, because it is a global phenomenon that has become increasingly violent and has educational, mental, and physical consequences for the student, for the family, and for society. Data are necessary in the early educational stage as well as in the adult stage (university, university for the elderly, etc.). Therefore, it is necessary to analyze the roles of cybervictimization and cyberbullying to improve existing statistical data. The contributions of the authors can help to analyze risk factors, protective factors, contextual factors, etc. This monograph is open to research papers on empirical and quantitative research, meta-analysis, systematic reviews, etc. Studies on prevention and intervention plans for cyberbullying aggressors and victims will also be well received, and studies that advance the role of teachers and families as they relate to cyberbullying will also be taken into account.

Dr. Cecilia Ruiz Esteban
Dr. Inmaculada Méndez Mateo
Ms. Aitana Fernández-Sogorb
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • cyberbullying
  • prevention
  • cybervictimization
  • peer relationships
  • school climate

Published Papers (6 papers)

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Research

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Article
Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students
by
Juan Manuel Rodríguez-Álvarez
,
Santiago Yubero
,
Raúl Navarro
and
Elisa Larrañaga
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 686-696; https://doi.org/10.3390/ejihpe11030049 - 05 Jul 2021
Viewed by 597
Abstract
Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results [...] Read more.
Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context. Full article
(This article belongs to the Special Issue Research in Cyberbullying and Cybervictimization)
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Article
Restorative Justice Education from Intrajudicial Criminal Mediation Associated Factors
by
Mercedes Matás Castillo
,
Inmaculada Méndez
,
Cecilia Ruiz Esteban
and
Gloria Soto
Eur. J. Investig. Health Psychol. Educ. 2021, 11(3), 627-638; https://doi.org/10.3390/ejihpe11030045 - 24 Jun 2021
Viewed by 614
Abstract
The restorative justice (RJ) paradigm requires coherence among legal, justice, and educational systems to promote a culture of restorative dialogue with victims of violence and to reintegrate aggressors into the community. The objective of this study, from an evolutionary social perspective, was to [...] Read more.
The restorative justice (RJ) paradigm requires coherence among legal, justice, and educational systems to promote a culture of restorative dialogue with victims of violence and to reintegrate aggressors into the community. The objective of this study, from an evolutionary social perspective, was to examine criminal mediation files in the archives of the Murcia Intrajudicial Criminal Mediation Service (UMIM), Spain, to see which variables are associated with which types of violence and understand the contents and adoption of agreements. In this study the sociodemographic, procedural, and interpersonal variables of 216 people who used criminal mediation were analysed. The results showed statistically significant differences concerning age, the procedural moment of referral, and the participants’ relationship. The main conclusions are that the youngest group had a more significant number of encounters with physical violence; most agreements occurred in the initial phase of a judicial procedure; and the majority of agreements had moral content regardless of the age of the parties involved. These factors are of interest to the establishment of judicial and educational restorative models. Full article
(This article belongs to the Special Issue Research in Cyberbullying and Cybervictimization)
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Article
Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students
by
Diana M. Doumas
and
Aida Midgett
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 957-966; https://doi.org/10.3390/ejihpe10040068 - 04 Oct 2020
Cited by 3 | Viewed by 1396
Abstract
Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, [...] Read more.
Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander. Full article
(This article belongs to the Special Issue Research in Cyberbullying and Cybervictimization)
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Article
Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors
by
Maite Garaigordobil
Eur. J. Investig. Health Psychol. Educ. 2020, 10(3), 899-914; https://doi.org/10.3390/ejihpe10030064 - 18 Sep 2020
Cited by 4 | Viewed by 1057
Abstract
This study explores Intrapersonal Emotional Intelligence (IEI) with the objectives of: (1) analyzing possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) finding evidence of personality traits, social behaviors, and parental socialization styles [...] Read more.
This study explores Intrapersonal Emotional Intelligence (IEI) with the objectives of: (1) analyzing possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) finding evidence of personality traits, social behaviors, and parental socialization styles that are characteristic of adolescents with low IEI; and (3) identifying variables that predict high IEI. The sample comprised 2283 participants aged 12–17 years from the Basque Country (northern Spain). Results: (1) Females had greater emotional attention capacity but there were no sex differences in emotional comprehension and emotion regulation; (2) adolescents aged 12–14 showed higher scores in comprehension and emotion regulation than those aged 15–17; (3) adolescents who consulted a psychologist for problems (anxiety, depression, violence, etc.) had lower emotion regulation; (4) adolescents with low IEI had less empathy, self-esteem, extroversion, openness, agreeableness, and responsibility, and lower use of cooperative and passive conflict-resolution strategies, and their parents had a low level of acceptance-affection towards their children. They also engaged in more bullying/cyberbullying and antisocial behaviors. (5) High IEI predictor variables were: using cooperative conflict-resolution strategies; traits such as extroversion, responsibility, openness, and empathy; and a high level of maternal acceptance-affection. The work identifies relevant variables for designing intervention programs and shows the importance of promoting IEI and interpersonal emotional intelligence as a factor in the development and prevention of bullying/cyberbullying. Full article
(This article belongs to the Special Issue Research in Cyberbullying and Cybervictimization)
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Article
Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying
by
Chantal Faucher
,
Wanda Cassidy
and
Margaret Jackson
Eur. J. Investig. Health Psychol. Educ. 2020, 10(3), 795-815; https://doi.org/10.3390/ejihpe10030058 - 20 Aug 2020
Cited by 1 | Viewed by 1280
Abstract
This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group [...] Read more.
This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one’s privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions. Full article
(This article belongs to the Special Issue Research in Cyberbullying and Cybervictimization)
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Article
Mechanisms of Moral Disengagement Used to Justify School Violence in Sicilian Primary School
by
Inmaculada Méndez
,
Giuseppa Liccardi
and
Cecilia Ruiz-Esteban
Eur. J. Investig. Health Psychol. Educ. 2020, 10(3), 682-690; https://doi.org/10.3390/ejihpe10030050 - 29 Jun 2020
Cited by 3 | Viewed by 1367
Abstract
This study investigated the mechanisms of moral disengagement most commonly used to justify school violence in Sicilian primary school. The main objective of this study was to analyze the mechanisms of moral disengagement that are set in motion by those involved in situations [...] Read more.
This study investigated the mechanisms of moral disengagement most commonly used to justify school violence in Sicilian primary school. The main objective of this study was to analyze the mechanisms of moral disengagement that are set in motion by those involved in situations of school violence (victims, aggressors, and bystanders) in Sicilian primary school. Likewise, the differences by gender and age are investigated. A total of 113 subjects in primary school were recruited (56.6% girls). The ages ranged from 8 to 11 (M = 9.56, SD = 0.99). The first scale used was the Bullying Inventory by Olweus (1993) in the Italian translation by Genta, Menesini, Fonzi, Costabile, and Smith (1996) and the questionnaire on moral disengagement developed by Caprara, Barbaranelli, Vicino, and Bandura (1996) is also used. The regression analysis showed that the sociodemographic variables and the mechanisms of moral disengagement are different depending on a person’s role (aggressor, victim, or bystander). Moral justification predicted the role of victim in school violence, dehumanization predicted the role of the aggressor (and gender), and the disclosure of responsibility (and dehumanization) predicted the role of the bystander in school violence. The conclusions of this study will facilitate the prevention of school violence, for example, by promoting social integration and minimizing situations of school violence (emphasizing morality, ethics, etc.), thereby establishing balanced and satisfactory interpersonal relationships. Full article
(This article belongs to the Special Issue Research in Cyberbullying and Cybervictimization)
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Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

Title: Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students
Authors: Diana M. Doumas 1,2,*, Aida Midgett 2
Affiliation: 1 Institute for the Study of Behavioral Health and Addiction, Boise State University, 1910 University Drive, Boise, ID 83725, USA
2 Department of Counselor Education, Boise State University, 1910 University Drive, Boise, ID 83725, USA
* Correspondence: [email protected]; Tel.: (208) 426-2646; Fax: (208) 426-4386
Abstract: Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th – 8th grade) in the United States (N = 130). Questionnaire data were analyzed using multivariate analysis of variance (MANOVA) with three dependent variables (depression, anxiety, somatic symptoms) and the between subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANOVA indicated a significant effect for cyberbullying bystander status (p < .04).  Post-hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < .05), anxiety (p < .02), and somatic symptoms (p < .01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.
Funding: Funding for this study was provided in part by a National Institute of General Medical Sciences Grant award number U54GM104944. The content is solely the responsibility of the authors and does not represent the official views of the National Institutes of Health.

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