Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University.

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents.

There is a growing interest in preventing cyberbullying in youth. However, multiple questions remain as to the relationship between cyberbullying and psychosocial variables. This study examines the relationship between personality traits, aggression and cyberbullying (victims, bullies, victimized bullies and not involved) in 548 Spanish students aged 10 to 13 (50.2% boys). To do so, the Screening of Peer Harassment, the Big Five Questionnaire for Children and the Aggression Questionnaire were used. Logistic regression analyses indicated that the extraversion trait is an explanatory factor for being a victim and openness is a protective factor against being a cyberbully. Agreeableness was found to be a positive predictor of being a cyberbullying victim. Only verbal aggression and anger were included as explanatory factors of being a victim and a victimized bully, respectively. The results are discussed, suggesting their potential implications in the development of preventive programs.

Relationship between suicidal thinking, anxiety, depression and stress in university students who are victims of cyberbullying.

The objective of this study is to analyze the predictive capacity of cybervictimization with regards to suicidal thinking and anxiety, depression and stress in university students. The European Cyberbullying Intervention Project Questionnaire, the Depression Anxiety Stress Scale-21 and the Suicidality Scale were administered to a sample of 1282 university students (594 men and 688 women) aged between 18 and 46 (M = 21.65; SD = 4.25). The results suggest that being a cybervictim increases the probability of suicidal thinking and presenting high levels of anxiety, depression and stress. This study highlights the high prevalence rates of cyberbullying in the university environment and how this issue is associated with emotional problems and suicidal thinking. The identification of these relationships may allow for the development of effective preventive intervention measures to respond to this problem.

Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence.

The devastating consequences of cyberbullying during adolescence justify the relevance of obtaining empirical evidence on the factors that may cause participation in its distinct roles. The goal of this study was to analyze the predictive capacity of aggressiveness (physical aggression, verbal aggression, anger, and hostility) and emotional intelligence (attention, understanding, and emotional regulation) with respect to being a victim, aggressor or victim-aggressor of cyberbullying during adolescence. The Screening for Peer Bullying, the Aggressiveness Questionnaire and the Trait Meta-Mood Scale-24 were administered to a sample of 1102 Spanish secondary education students, aged 12 to 18. In general, results revealed a higher probability of being a victim, aggressor or victim-aggressor as physical aggressiveness and anger increased. On the other hand, results revealed a low probability of being a victim, aggressor or victim-aggressor as emotional understanding and emotional regulation increased. These findings highlight the importance of considering said variables when creating prevention programs to stop or reduce the social and educational issue of cyberbullying during adolescence.

Cyberbullying, Self-concept and Academic Goals in Childhood.

Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (Mage = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence.

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University.

Little scientific attention has been paid to the problem of cyberbullying in the university environment, compared to similar studies conducted on adolescents. This study attempts to analyze the predictive capacity of certain emotional problems (anxiety, depression, and stress) and university adaptation with respect to cyberbullying in victims and aggressors. The European Cyberbullying Intervention Project Questionnaire, the Depression Anxiety Stress Scale-21 and the Student Adaptation to College Questionnaire were administered to a sample of 1282 university students (46.33% male) aged between 18 and 46. The results suggest that high levels of depression and stress increase the probability of being a cyberbullying victim, while high levels of depression increase the probability of being a cyberbullying aggressor. Similarly, the personal-emotional and social adaptation of students are found to be predictor variables of being a cyberbullying victim, in that high levels of personal-emotional and social adaptation decrease the probability of being a victim, while high levels of personal-emotional, academic and institutional adaptation decrease the probability of being a cyberbullying victim. The results of this study are of special relevance, since they indicate that intervention programs should consider the influence of emotional intelligence, as well as the relevance students' adaptation to university.

Cyberbullying, self-concept and academic goals in childhood

Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (Mage = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence

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Academic Goal Profiles and Learning Strategies in Adolescence.

The objective of this study was to verify whether or not a combination of academic goals may be established in different profiles of high school students. Subsequently, the study examined if statistically significant differences exist between the profiles obtained with respect to learning strategies used by the students. The Achievement Goal Tendencies Questionnaire (AGTQ) and the Learning and Studies Skills Inventory-High School Version (LASSI-HS) were administered to a sample of 2,069 high school students aged 12-16 (M = 14.11; SD = 1.35) and which was formed by 1,073 girls and 996 boys. Four academic goal profiles were identified using latent class analysis: a group of students with a high academic goal (HAG) profile (668 students), a group of students with a low academic goal (LAG) profile (502 students), a group of students with a predominance of learning goals and achievement goals (LGAG) (489 students) and a final group of students with a predominance of social reinforcement goals and achievement goals (410 students). The results revealed statistically significant differences between the profiles obtained with respect to learning strategies because students from the combined LGAG and HAG profiles used more learning strategies that those in the LAG and Achievement Goals and Social Reinforcement (AGSR)groups. However, the relationship between these motivational profiles and the obtainment of a higher academic performance has not been proven and it should be the subject of study in future research. Consequently, this study can be used to help in the development of strategies and intervention programs to promote the use of multiple academic goals in high school students.

Relación entre tipos sociométricos y metas académicas en una muestra de estudiantes españoles de educación secundaria / Relationship between sociometric types and academic goals in a sample of Spanish students of Secondary Education

El objetivo de este estudio fue analizar la relación entre tipos sociométricos, categorías conductuales y metas académicas en una muestra de 1349 estudiantes (51.7% chicos) de educación secundaria obligatoria. La identificación sociométrica de los estudiantes se realizó mediante el Programa Socio y las metas académicas fueron evaluadas mediante el AGTQ (Achievement Goals Tendencies Questionnaire). El AGTQ es una medida de autoinforme diseñada para medir tres orientaciones de metas: aprendizaje, logro y refuerzo social. Los resultados muestran que los estudiantes nominados positivamente por sus compañeros presentaron mayores puntuaciones en metas de aprendizaje y de logro que los estudiantes nominados negativamente. Además, los tipos sociométricos fueron predictores significativos de las metas académicas, ya que los estudiantes nominados positivamente por sus compañeros presentaron mayor probabilidad de alcanzar altas metas de aprendizaje y de logro que los estudiantes nominados negativamente.

The aim of this study was to analyze the relationship between sociometric types, behavioral categories and academic goals in a sample of 1349 students (51.7% boys) of compulsory secondary education. The students' sociometric identification was performed by the Programa Socio and academic goals was measured by the AGTQ (Achievement Goals Tendencies Questionnaire). The AGTQ is a self-report measure designed to measure three tendencies of goals: Learning goals, Achievement goals and Reinforcement Social goals. Results show that students nominated by their peers positively had higher scores on Learning and Achievement goals than students negatively nominated. Furthermore, sociometric types were significant predictors of academic goals, as students nominated by their peers positively were more likely to achieve high Learning goals and Achievement goals that students negatively nominated.