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.

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.

Cyberbullying has generated interest for researchers in the field of psychology and education in recent years. While most studies have focused on samples of adolescents, the university environment also deserves special attention due to its serious consequences on students. It is therefore very important to prevent cyberbullying in the context of university. The objectives of this study were to identify different profiles regarding cyberbullying and cybervictimization behaviors and examine the relationship between cyberbullying, social anxiety, and aggressiveness. A total of 1,368 university students participated in the study by completing the European Bullying Intervention Project Questionnaire (EBIPQ), the Social Anxiety Questionnaire for Adults (CASO-A30), and the Aggression Questionnaire (AQ). The latent profile analysis identified three cyberbullying profiles: a first group with low scores in cyberaggression and cybervictimization (not involved; 87.6%), a second group with moderately high scores in cyberaggression and cybervictimization (victimized cyberbullies; 10%), and a third group with high scores in cybervictimization and very high scores in cyberaggression (cyberbullies; 2.4%). The profile of “victimized cyberbullies” students presents higher scores in physical, verbal, anger, and hostility than the group of “not involved” students, while no differences in social anxiety were found between the groups analysed. Cyberbullying preventive programs should focus on the management of aggressive behaviors for those who have moderate scores in cybervictimization and cyberbullying behaviors, and social anxiety may not be differentiated between cyberbullying groups at this academic stage.

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

The increase in the number of cases of cyberbullying and cybervictimisation among university students and the scarce amount of research on the subject justify the need to analyse its relationship with psychological and social variables to prevent its appearance and impact. The aim of this study was to establish and contrast the fit of an explanatory model on cyberbullying and cybervictimization based on its relationship with aggressiveness, social anxiety and adaptation to university using a structural equations analysis. A total of 1,368 Spanish university students aged 18–49 (M = 21.34; SD = 4.45) completed a battery of questionnaires with the aim of assessing cyberbullying, aggressiveness, social anxiety, and adaptation to university. An adjusted structural equations model was obtained (x² = 198.53; df = 39; p < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06). Significant relationships are observed, aggressiveness is negatively related to adaptation to university and positively with cybervictimization. A negative relationship has also been observed between cybervictimization and adaptation to university and a positive relationship with cyberbullying. Indirect effects have not been observed between aggressiveness and cyberbullying and between social anxiety and cybervictimization through adaptation to university. Therefore, social anxiety does not act as a mediator in the relationship with adaptation to university. These results suggest the importance of efforts to promote coping strategies management of aggression and empowerment of student adaptation in the university context to prevent cybervictimization and cyberbullying. Contributions and implications of the results are discussed.

The use of mobile phone and social media has become a global and unstoppable phenomenon, especially among adolescents, largely due to the ease of access to numerous applications that facilitate communication and social interaction via the Internet. This study examines the relationship between problematic mobile phone and social media use, cyberbullying, and social anxiety in a representative sample of secondary school adolescents. A total of 1164 students with an age range of 12 to 18 years (M = 14.56; SD = 1.4) completed a battery of self-report measures to assess problematic mobile phone and social media use and social anxiety. The results indicate that students with high problematic use of mobile phone and social media have significantly higher levels of cyberbullying and social anxiety compared to those with low and medium problematic use. Furthermore, logistic regression analyses showed that cyberbullying, cybervictimisation and social anxiety, specifically, fear of negative evaluation were significant predictors of problematic mobile phone and social media use, indicating a higher probability of dependence as levels of cybervictimisation and social anxiety increase. Furthermore, women are more likely than men to experience PMPU and PSMU. The results suggest the need to implement interventions aimed at improving emotional management and reducing problematic behaviours related to technology use.