Cybervictimization and suicidal ideation in adolescents: A prospective view through gratitude and life satisfaction.

Previous research reports that cybervictims are more likely to experience suicidal ideations. Gratitude and life satisfaction have shown to predict suicide risk, but they have rarely been explored in the cyberbullying context. Hence, this study examined the roles of gratitude and life satisfaction in suicide risk in cyberbullying situations. An initial sample of 858 adolescents participated in a prospective study, completing questionnaires assessing gratitude, life satisfaction, cyberbullying experiences and suicidal ideation. Results showed that low levels of gratitude and life satisfaction influence suicidal ideation in cybervictimized adolescents. Limitations and implications of this study are discussed.

The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study.

Educational context has an important influence on adolescents' development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students' academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12-18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use?

Research has demonstrated that cyber victimization is consistently associated with higher problem behaviors such as problematic technology use. However, little research has examined specific individual dispositions that can serve as a buffer in the link between cyber victimization and higher problematic uses of technology (i.e., problematic Internet, smartphone, and social media), such as core self-evaluations (CSE). A convenience sample of 1211 high school students, 657 females, 554 males, aged 12 to 18 (mean age = 13.74) completed measures of cyber victimization, CSE, and different problematic technology-related behaviors. Results of correlational analysis revealed significant associations between cyber victimization and all problematic uses of technology. Our findings also suggested that high CSE weakened the relationship between cyber victimization and two of the three problematic uses of technology. Consistent with social compensation theory, cyber victimization was concurrently linked to different problematic uses of technology. Low CSE also strengthened the link between cyber victimization and problems use of smartphones and social media and also showed a marginally significant interaction with cyber victimization in predicting problematic Internet use. Implications of these preliminary findings are discussed and avenues for further research are offered.

A Serial Mediation Model of the Relationship between Cybervictimization and Cyberaggression: The Role of Stress and Unforgiveness Motivations.

Cyberaggression is often triggered by cybervictimization. However, little attention has been given to the underlying mechanisms in this relationship. Specifically, this study examined the mediating roles of stress as well as unforgiveness (i.e., revenge and avoidance motivations) in the cybervictimization-cyberbullying aggression link. The main goal is to investigate the direct and indirect effects of cybervictimization on cyberbullying aggression while modeling a process in which cybervictimization causes stress, which in turn causes unforgiveness motivations concluding with cyberbullying aggression as the consequent. A total of 979 adolescents (Mage = 13.72, SD = 1.31) completed the relevant scales at two time points spaced four months apart. The results confirm that stress and revenge motivation at Time 1 act as serial mediators between cybervictimization at Time 1 and cyberbullying behaviors at Time 2. Additionally, the results reveal that avoidance at Time 1 was not a significant mediator in the links between cybervictimization at Time 1 and cyberbullying aggression at Time 2. Our findings provide support for the stress-and-coping model of forgiveness in adolescence and offer original insight into the developmental process of bully-victims in cyberbullying context. These results suggest the importance of efforts addressing motivations and emotion-focused coping strategies in adolescents who have been bullied to prevent and reduce those adolescents' future stress and aggressive behaviors. The contributions and implications of the results are discussed.

Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model.

Cyber-bullying is becoming an increasing school and health problem affecting adolescents worldwide. A number of studies have examined risk factors and protective factors in cyber-bullying situations and their consequences on the psychological well-being of adolescents. Gratitude and Emotional Intelligence (EI) are two personal resources that have been shown to have beneficial effects on the health and the social, personal and psychological functioning of young people. Nevertheless, little is known about these two variables in the context of cyber-bullying. The main purpose of this study was to examine the roles of gratitude and EI in cyber-aggression. Specifically, we hypothesised a mediational effect of gratitude in emotional intelligence-cyber-aggression link. A total of 1157 students aged 12-18 years (54.4% females) completed several questionnaires assessing gratitude (Gratitude Questionnaire; GQ-5), EI (Wong and Law's Emotional Intelligence Scale; WLEIS-S) and cyber-bullying (European Cyberbullying Intervention Project Questionnaire; ECIPQ). The results showed expected significant associations between the studied variables. Moreover, the structural equation model analysis confirmed that EI dimensions were indirectly associated with cyber-aggression via gratitude, even when controlling for the effects of socio-demographic variables. These findings provide evidence on why those adolescents high in emotional intelligence are less aggressive in cyber-bullying context and suggest possibilities for gratitude interventions to reduce aggressive actions by electronic means among adolescents. The theoretical and practical implications are discussed.

Validation of the spanish version of the cognitive emotion regulation questionnaire in adolescents / Validación de la versión española del Cuestionario de Estrategias de Regulación Cognitiva Emocional en adolescentes

BACKGROUND: The Cognitive Emotion Regulation Questionnaire (CERQ) is an instrument that assesses nine cognitive strategies to cope with negative situations. The aim of this study was to validate the CERQ for a sample of Spanish adolescents, to analyse reliability and validity, and to examine the factor structure by confirmatory factor analysis. METHOD: The Spanish version of CERQ (CERQ-S) and other scales (gratitude, emotional intelligence, satisfaction with life, depression, anxiety and stress) were completed by 835 adolescents aged 14-18 (455 girls) from the South of Spain. RESULTS: The results showed that the CERQ-S in adolescents (CERQ-SA) has appropriate psychometric properties with indexes of reliability a = .89 and w = .96, and the original nine-factor structure was confirmed. There was also significant correlation between the CERQ-SA and the other scales, showing evidence of convergent validity. CONCLUSIONS: The results suggest that the CERQ-SA could be useful for appraising cognitive coping in adolescents. This will help to expand the study and understanding of these strategies, their influence and their consequences for adolescents' psychological functioning and health

ANTECEDENTES: el Cuestionario de Estrategias de Regulación Cognitiva Emocional (CERQ) es un instrumento que evalúa nueve estrategias cognitivas para afrontar situaciones negativas. El objetivo de este estudio fue validar el CERQ en una muestra de adolescentes españoles, analizar la fiabilidad y validez, y examinar la estructura factorial mediante el análisis factorial confirmatorio. MÉTODO: la versión española del CERQ (CERQ-S) y otras escalas (gratitud, inteligencia emocional, satisfacción con la vida, depresión, ansiedad y estrés) fueron completadas por 835 adolescentes entre 14 y 18 años (455 mujeres) del sur de España. RESULTADOS: los resultados mostraron que el CERQ-S en adolescentes (CERQ-SA) posee adecuadas propiedades psicométricas con índices de fiabilidad a = .89 y w = .96, y se corroboró la estructura original. Asimismo, hubo una correlación significativa entre el CERQ-SA y las otras escalas, mostrándose evidencia de validez convergente. CONCLUSIONES: los resultados sugieren que el CERQ-SA podría ser útil para evaluar el afrontamiento cognitivo en adolescentes. Esto permitiría ampliar el estudio y conocimiento de las estrategias, cómo influyen y qué consecuencias tienen en la salud y el funcionamiento psicológico en adolescentes