The spread of information and communication technologies (ICTs) has brought advantages and disadvantages, particularly impacting youth, who use the Internet and social media applications daily. In preadolescents’ social development, problematic social media use (PSMU) and cyberbullying (CB) are potential risk factors across several countries. PSMU is defined as the lack of regulation of social media platforms that is associated with negative outcomes in everyday life, while CB refers to using digital technology to harass, threaten, or embarrass another person. Among preadolescents, CB perpetration is frequently associated with cybervictimization (CV) experiences. The underlying mechanisms that drive this relationship have received limited attention. The aim of the cross-national comparative study, rooted in the general aggression model, is to investigate the direct and indirect effects between cyberbullying perpetration and cybervictimization, testing a model involving PSMU and moral disengagement (MD) as serial mediators in this association. A total of 895 Italian and Spanish preadolescents (M_age = 11.23, SD_age = 1.064) completed a self-report survey during school hours. Descriptive statistics were computed, and a serial mediation model was run. The results show that CV is positively associated with CB, and that PSMU and MD positively serially mediate the CV–CB link. This study’s insights suggest the need for tailored educational interventions targeting European youth, to promote more positive online social interactions and a safer digital environment.

INTRODUCCIÓN. Diversos estudios alientan que la percepción de empleabilidad de los futuros titulados universitarios resulta fundamental para su posterior inserción al mundo laboral. Así, algunos trabajos se han focalizado en conocer las variables cognitivas y motivacionales y el papel que desempeñan en esta percepción. Sin embargo, no se ha explorado si la autoeficacia puede tener un efecto sobre el engagement o compromiso académico y este a su vez sobre la percepción de empleabilidad en el alumnado universitario de Educación y Psicología, siendo este el objeto de estudio del presente trabajo. MÉTODO. Un total de 535 estudiantes (84.1% mujeres) entre 19 y 51 años (M = 22.02; DT = 3.39) de los últimos cursos de 3º (42.8%) y 4º (57.2%), pertenecientes a cuatro titulaciones diferentes fueron encuestados mediante el uso de cuestionarios. Los análisis incluyeron la prueba t de Student, correlaciones bivariadas y el análisis de mediación con la macro PROCESS. RESULTADOS. Los resultados mostraron que la percepción de empleabilidad del alumnado se veía influida por la autoeficacia con la que perciben los y las estudiantes universitarios su adecuación, eficiencia y competencia a nivel académico. El engagement académico medió en los efectos de la autoeficacia sobre la percepción de empleabilidad, de modo que el incremento de la autoeficacia aumenta el engagement académico y este a su vez incrementa los niveles de empleabilidad. DISCUSIÓN. Se discute la necesidad de potenciar la motivación, la autonomía, la autoeficacia y la confianza del alumnado, con el objetivo de clarificar sus objetivos, metas y aspiraciones y capacitarlos para su inserción al mercado laboral y para el éxito en su desempeño profesional.

The spread of Information and Communication Technologies (ICTs) brought advantages and disadvantages, particularly impacting youth, daily involved in using Internet and social media applications. In preadolescents’ social development, problematic social media use (PSMU) and cyberbullying (CB) are potential risk factors across several countries. PSMU is defined as the lack of regulation of social media platforms’ use associated with negative outcomes in everyday life, while CB refers to using digital technology to harass, threaten, or embarass another person. Among preadolescents, CB perpetration is frequently associated with cybervictimization (CV) experiences. The underlying mechanisms that drive this relationship have received limited attention. The aim of the cross-national comparative study, rooted in the General Aggression Model, is to investigate the direct and indirect effects between cyberbullying perpetration and cybervictimization, testing a model involving PSMU and moral disengagement (MD) as serial mediators in this association. 895 Italian and Spanish preadolescents (M_age = 11.23, SD = 1.064) completed a self-report survey during school hours. Descriptive statistics were computed, and a serial mediation model was run. The results show that CV is positively associated to CB, and that PSMU and MD positively serially mediate the CV-CB link. This study’s insights suggest the need for tailored educational interventions targeting European youth, to promote more positive online social interactions and a safer digital environment.