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The Sustainable Development Goals (SDGs) include “Good Health and Well-being” (SDG3) and “Quality Education” (SDG4). Nevertheless, many students cannot achieve these goals if they suffer peer victimization at their schools, and intervention programs to reduce it are necessary. These programs should consider the possible differences in the coping strategies preferred by students according to some personal (e.g., gender, grade, victimization status) and contextual (e.g., perceived classroom social climate) factors to be more effective. Therefore, the objective of this study was to analyze the possible differences in the coping strategies preferred by students (ask a friend for help, ask a teacher for help, ask parents for help, not ask anyone for help, fighting back, avoid the aggressor and ask the aggressor why) to handle situations of relational, physical and verbal peer victimization according to their gender, school grade, victimization status and perceived classroom social climate. The sample comprised 479 students (52.2% boys, 47.8% girls) aged from 9 to 14 years (M = 11.21, SD = 1.52). The results showed that girls chose the strategies of asking friends or adults for help and asking the aggressor why more than boys, while boys chose the strategies of fighting back and not ask anyone for help more than girls. The coping strategy of asking a teacher for help was preferred more by students of lower school grades and by students with a positive perception of the classroom climate. Victimized students preferred the strategy of not asking anyone for help. These results may be useful for developing more effective intervention programs. These programs should aim to enhance the teacher–student relationship in upper school grades, help victimized students to inform about peer aggression situations and improve perceived classroom social climate.
María-Jesús Cava; Ester Ayllón; Inés Tomás. Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate. Sustainability 2021, 13, 2605 .
AMA StyleMaría-Jesús Cava, Ester Ayllón, Inés Tomás. Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate. Sustainability. 2021; 13 (5):2605.
Chicago/Turabian StyleMaría-Jesús Cava; Ester Ayllón; Inés Tomás. 2021. "Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate." Sustainability 13, no. 5: 2605.
Currently, cyber dating violence (CDV) is a serious health problem among adolescents due to their frequent use of communication technologies in their romantic relationships including the use of these technologies to perpetrate dating violence. However, research on this topic is recent and more studies about victims’ psychosocial adjustment are needed. The objectives of this study were to analyze the prevalence of CDV victimization according to frequency (occasional and frequent) and type (cyber control and cyber-aggression) and to explore their relations with loneliness, depressive mood and cyberbullying victimization. A total of 604 adolescents (M age = 14.32, SD = 1.67) who had a dating relationship at the time or in the past 12 months, participated in this study. The results showed a higher prevalence for cyber-control than cyber-aggression victimization, and positive correlations of CDV victimization with depressive mood and cyberbullying victimization in boys and girls. Positive correlations with loneliness were also observed for girls. The average effect size of the aforementioned correlations was large for girls and medium for boys. Both boys and girls who were frequent victims of CDV also suffered more cyberbullying by peers than those who were never, and occasionally, cyber victimized by their partners. Girls who were frequent victims of CDV also reported higher scores for loneliness and depressive mood, with a small average effect size. All these results highlight close relations between cyberbullying and CDV in adolescents, being necessary to pay greater attention to possible experiences of poly-victimization, and a worse psychosocial adjustment in frequently victimized girls than boys. These findings may be useful for developing more effective intervention programs.
María-Jesús Cava; Inés Tomás; Sofía Buelga; Laura Carrascosa. Loneliness, Depressive Mood and Cyberbullying Victimization in Adolescent Victims of Cyber Dating Violence. International Journal of Environmental Research and Public Health 2020, 17, 4269 .
AMA StyleMaría-Jesús Cava, Inés Tomás, Sofía Buelga, Laura Carrascosa. Loneliness, Depressive Mood and Cyberbullying Victimization in Adolescent Victims of Cyber Dating Violence. International Journal of Environmental Research and Public Health. 2020; 17 (12):4269.
Chicago/Turabian StyleMaría-Jesús Cava; Inés Tomás; Sofía Buelga; Laura Carrascosa. 2020. "Loneliness, Depressive Mood and Cyberbullying Victimization in Adolescent Victims of Cyber Dating Violence." International Journal of Environmental Research and Public Health 17, no. 12: 4269.
The objectives of this study were to analyze the prevalence of cyber dating violence perpetration (cyber-control and cyber-aggression) in adolescent boys and girls, and to explore the relations between adolescents’ involvement in cyber dating violence perpetration (never, occasional, and frequent) and their sexist attitudes (hostile and benevolent), romantic myths, and offline dating violence perpetration (relational, physical, and verbal-emotional). The predictive weight of these variables in relation to cyber dating violence perpetration (cyber-control and cyber-aggression) was also analyzed. Of an initial sample of 919 adolescents, who had or had had a dating relationship in the past 12 months, 492 adolescents were included in this study (M age = 15.10, SD = 1.59). The results revealed a higher prevalence of cyber-control behaviors and a different predictive weight of the analyzed variables in relation to cyber-control and cyber-aggression for boys and girls. Physical and relational offline dating violence were significant predictors of cyber-aggression for boys, while sexist attitudes and romantic myths were the main predictors for girls. Hostile sexism and relational offline dating violence were positive predictors of cyber-control for boys, while romantic myths and verbal-emotional offline dating violence were the main predictors of cyber-control for girls. These results highlight the need for gender analyses in cyber dating violence research.
María-Jesús Cava; Belén Martínez-Ferrer; Sofía Buelga; Laura Carrascosa. Sexist attitudes, romantic myths, and offline dating violence as predictors of cyber dating violence perpetration in adolescents. Computers in Human Behavior 2020, 111, 106449 .
AMA StyleMaría-Jesús Cava, Belén Martínez-Ferrer, Sofía Buelga, Laura Carrascosa. Sexist attitudes, romantic myths, and offline dating violence as predictors of cyber dating violence perpetration in adolescents. Computers in Human Behavior. 2020; 111 ():106449.
Chicago/Turabian StyleMaría-Jesús Cava; Belén Martínez-Ferrer; Sofía Buelga; Laura Carrascosa. 2020. "Sexist attitudes, romantic myths, and offline dating violence as predictors of cyber dating violence perpetration in adolescents." Computers in Human Behavior 111, no. : 106449.
The present study aims to analyze the psychometric properties of the revised version of the Adolescent Cyber-Aggressor scale (CYB-AGS). This scale is composed of 18 items that measure direct and indirect cyberbullying. A cross-sectional study was conducted using two independent samples of adolescents. The first sample included 1318 adolescents (52.6% girls) from 12 to 16 years old (M = 13.89, SD = 1.32). The second sample included 1188 adolescents (48.5% boys) from 12 to 16 years old (M = 14.19, SD = 1.80). First, to study the psychometric properties of the CYB-AGS, exploratory factor analysis was performed on Sample 1. Results indicated a two-factor structure: direct cyber-aggression and indirect cyber-aggression. Second, to verify the structure of the CYB-AGS, we selected Sample 2 to conduct confirmatory factor analysis and test the scale’s convergent validity with theoretically-related measures. Results confirmed the reliability and validity of the two-dimensional model. Moreover, measurement invariance was established. Finally, regarding convergent validity, positive correlations were obtained between cyberbullying and aggressive behaviors in school, anger expression, negative attitudes towards school, and transgression of norms. Furthermore, negative correlations were found between cyberbullying and attitudes towards institutional authority.
Sofia Buelga; Javier Postigo; Belén Martínez-Ferrer; María-Jesús Cava; Jessica Ortega-Barón. Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale. International Journal of Environmental Research and Public Health 2020, 17, 3090 .
AMA StyleSofia Buelga, Javier Postigo, Belén Martínez-Ferrer, María-Jesús Cava, Jessica Ortega-Barón. Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale. International Journal of Environmental Research and Public Health. 2020; 17 (9):3090.
Chicago/Turabian StyleSofia Buelga; Javier Postigo; Belén Martínez-Ferrer; María-Jesús Cava; Jessica Ortega-Barón. 2020. "Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale." International Journal of Environmental Research and Public Health 17, no. 9: 3090.
Cyber dating violence is an increasing problem with serious negative consequences for adolescents. Further knowledge about related variables is necessary to develop preventive strategies. The aim of this study was to analyze the correlations among cyber dating violence victimization (cyber-control and cyber-aggression), offline dating violence victimization (physical, verbal–emotional, and relational) and adolescents’ beliefs in myths of romantic love; and to examine possible differences in cyber-control victimization, cyber-aggression victimization and offline dating violence victimization (relational, physical and verbal–emotional) according to adolescents’ levels of belief (low vs. high) in myths of romantic love. The role of offline dating violence victimization (physical, verbal–emotional and relational) and romantic myths as predictor variables of cyber-control and cyber-aggression victimization was also explored. All these analyses were carried out separately with boys and girls. Of an initial sample of 919 adolescents, those who have had a dating relationship in the past year (492 adolescents, M = 15.10, SD = 1.59) were included. The regression analyses revealed that offline dating violence victimization and romantic myths were significant predictors of cyber-control and cyber-aggression victimization for both boys and girls, but explained variance was higher for girls. Verbal–emotional offline dating violence victimization was the main predictor of cyber-control victimization, and physical and relational offline dating violence victimizations were the main predictors of cyber-aggression victimization. These results can be useful for developing more effective offline and cyber dating violence prevention programs.
María-Jesús Cava; Sofía Buelga; Laura Carrascosa; Jessica Ortega-Barón. Relations among Romantic Myths, Offline Dating Violence Victimization and Cyber Dating Violence Victimization in Adolescents. International Journal of Environmental Research and Public Health 2020, 17, 1551 .
AMA StyleMaría-Jesús Cava, Sofía Buelga, Laura Carrascosa, Jessica Ortega-Barón. Relations among Romantic Myths, Offline Dating Violence Victimization and Cyber Dating Violence Victimization in Adolescents. International Journal of Environmental Research and Public Health. 2020; 17 (5):1551.
Chicago/Turabian StyleMaría-Jesús Cava; Sofía Buelga; Laura Carrascosa; Jessica Ortega-Barón. 2020. "Relations among Romantic Myths, Offline Dating Violence Victimization and Cyber Dating Violence Victimization in Adolescents." International Journal of Environmental Research and Public Health 17, no. 5: 1551.
Cyberbullying has become a growing social concern among the scientific community and in society in general. The consequences of cyberbullying for the victim are quite serious; many indicators of social maladjustment have been found, with suicide ideation being especially noteworthy. From this perspective, the main objective of this study was to analyze the relationships between cybervictimization and suicide ideation in adolescent victims of cyberbullying through the psychosocial maladjustment variables of loneliness, depressive symptomatology, perceived stress, and psychological distress. Participants in this study were 1,062 adolescents (547 boys, 515 girls), ranging in age from 12 to 18 years old (M = 14.51, SD = 1.62). The structural equations model showed that cybervictimization is directly and indirectly related to suicide ideation. Indirect relationships were found to have a greater effect on suicide ideation than the direct effects of cybervictimization. The relevance of these results for scientific research are discussed, as well as their implications for future scientific studies. El ciberacoso escolar suscita una creciente preocupación social en la comunidad científica y en la sociedad en general. Las consecuencias del mismo en la víctima son muy serias: se han encontrado numerosos indicadores de desajuste social, entre los cuales destaca la ideación suicida. Desde esta perspectiva, el objetivo principal de este trabajo ha sido analizar las relaciones entre la cibervictimización y la ideación suicida en adolescentes víctimas de ciberacoso escolar a través de las variables de desajuste psicosocial de soledad, sintomatología depresiva, estrés percibido y malestar psicológico. En esta investigación participaron 1,062 adolescentes (547 chicos y 515 chicas), con un rango de edad que oscila entre los 12 y 18 años (M = 14.51, DT = 1.62). El modelo de ecuaciones estructurales mostró que la cibervictimización se relaciona directa e indirectamente con la ideación suicida. Las relaciones indirectas mostraron tener un efecto más elevado sobre la ideación suicida que los efectos directos de la cibervictimización. Se discute la relevancia de estos resultados para la investigación científica, así como sus implicaciones para futuros trabajos científicos.
Begona Iranzo; Sofía Buelga; María-Jesús Cava; Jessica Ortega-Barón. Cyberbullying, Psychosocial Adjustment, and Suicidal Ideation in Adolescence. Psychosocial Intervention 2019, 28, 75 -81.
AMA StyleBegona Iranzo, Sofía Buelga, María-Jesús Cava, Jessica Ortega-Barón. Cyberbullying, Psychosocial Adjustment, and Suicidal Ideation in Adolescence. Psychosocial Intervention. 2019; 28 (2):75-81.
Chicago/Turabian StyleBegona Iranzo; Sofía Buelga; María-Jesús Cava; Jessica Ortega-Barón. 2019. "Cyberbullying, Psychosocial Adjustment, and Suicidal Ideation in Adolescence." Psychosocial Intervention 28, no. 2: 75-81.
The present study aimed to examine the factors associated with different forms of independent mobility (IM) to school (IM one way and IM both ways) according to their parents’ opinions. To do so, several variables were evaluated: how parents assess their children’s autonomy, the difficulty they perceive for IM to school, reasons for IM/no IM to school, parents’ willingness for IM to school, frequency of children’s IM for leisure activities, children having house keys and dangers perceived in the neighborhood. Family-related socio-demographic variables were also assessed: number of children, position occupied by them in the family, family composition, living with both parents or just one, and each parent’s nationality, level of education and job status. This study examined the data collected from 1450 parents (mothers and fathers) with children studying Primary Education years 4, 5 and 6 (M age = 10.53, SD = 0.90). The results showed that 42.3% of the schoolchildren did not practice IM to school, 18.1% practiced IM one way (they went to or from school alone), and 39.5% practiced IM both way (they went to/from school alone). These findings underline the importance of parents’ willingness for IM to school, and how the balance between how they perceive their children’s autonomy and difficulty for IM is relevant for greater IM to school.
Ester Ayllón; Nieves Moyano; Azucena Lozano; María-Jesús Cava. Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School. International Journal of Environmental Research and Public Health 2019, 16, 732 .
AMA StyleEster Ayllón, Nieves Moyano, Azucena Lozano, María-Jesús Cava. Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School. International Journal of Environmental Research and Public Health. 2019; 16 (5):732.
Chicago/Turabian StyleEster Ayllón; Nieves Moyano; Azucena Lozano; María-Jesús Cava. 2019. "Parents’ Willingness and Perception of Children’s Autonomy as Predictors of Greater Independent Mobility to School." International Journal of Environmental Research and Public Health 16, no. 5: 732.
Due to the negative consequences of being bullied and the increase in cyberbullying among adolescents, there is a need for evidence-based programs to prevent and intervene in these types of peer violence. The aim of this study was to evaluate the effectiveness of the [email protected] bullying and cyberbullying program, drawing on three theoretical frameworks: the ecological model, empowerment theory, and the model of personal and social responsibility. The [email protected] program was evaluated using a repeated-measures pre-post-test design with an experimental group and a control group. The sample consisted of 660 adolescents between 12 and 17 years old (M = 13.58, SD = 1.26), randomly assigned to the experimental and control groups. Repeated-measures ANOVA of pre-post-test scores were conducted. Results showed a significant decrease in bullying and victimization and cyberbullying and cybervictimization in the experimental group, compared to the control group, indicating that the [email protected] program is effective in reducing bullying and cyberbullying. Taking into account the harmful effects of these types of violence, the results have important implications in the prevention of these behaviors because they provide scientific evidence of the program’s effectiveness.
Jessica Ortega-Barón; Sofía Buelga; Ester Ayllón; Belén Martínez-Ferrer; María-Jesús Cava. Effects of Intervention Program [email protected] on Traditional Bullying and Cyberbullying. International Journal of Environmental Research and Public Health 2019, 16, 527 .
AMA StyleJessica Ortega-Barón, Sofía Buelga, Ester Ayllón, Belén Martínez-Ferrer, María-Jesús Cava. Effects of Intervention Program [email protected] on Traditional Bullying and Cyberbullying. International Journal of Environmental Research and Public Health. 2019; 16 (4):527.
Chicago/Turabian StyleJessica Ortega-Barón; Sofía Buelga; Ester Ayllón; Belén Martínez-Ferrer; María-Jesús Cava. 2019. "Effects of Intervention Program [email protected] on Traditional Bullying and Cyberbullying." International Journal of Environmental Research and Public Health 16, no. 4: 527.
Paula Micó-Cebrián; María-Jesús Cava; Sofía Buelga. Sensibilidad intercultural y satisfacción con la vida en alumnado autóctono e inmigrante. Educar 2019, 55, 39 .
AMA StylePaula Micó-Cebrián, María-Jesús Cava, Sofía Buelga. Sensibilidad intercultural y satisfacción con la vida en alumnado autóctono e inmigrante. Educar. 2019; 55 (1):39.
Chicago/Turabian StylePaula Micó-Cebrián; María-Jesús Cava; Sofía Buelga. 2019. "Sensibilidad intercultural y satisfacción con la vida en alumnado autóctono e inmigrante." Educar 55, no. 1: 39.
The main goal of the present study was to analyze the psychometric properties of the revised version of the Adolescent Cyber-Victimization Scale (CYBVICS). This scale is composed of 18 items that assess direct and indirect cyber-victimization. Two subsamples participated in the present study. Sample 1 included 1318 adolescents (47.4% boys) from 12 to 16 years old (M = 13.89, SD = 1.32). Sample 2 was composed of 1188 adolescents (51.5% girls) from 12 to 16 years old (M = 14.19, SD = 1.80). First, an exploratory factor analysis was conducted on sample 1. Results yielded a bifactor structure: direct cyber-victimization and indirect cyber-victimization. To confirm the structure of the CYBVICS, we selected sample 2 to perform confirmatory factor analysis and test its convergent validity with theoretically related measures. The results supported the reliability and validity of the two-factor model. In addition, measurement invariance was established. Related to convergent validity, positive correlations between cyber-victimization and peer victimization, depressive symptoms, and offensive communication with the mother and the father were found. Moreover, negative correlations were found between cyber-victimization and open communication with the mother and the father and family self-esteem.
Sofía Buelga; Belén Martínez-Ferrer; María-Jesús Cava; Jessica Ortega-Barón. Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables. Social Sciences 2019, 8, 13 .
AMA StyleSofía Buelga, Belén Martínez-Ferrer, María-Jesús Cava, Jessica Ortega-Barón. Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables. Social Sciences. 2019; 8 (1):13.
Chicago/Turabian StyleSofía Buelga; Belén Martínez-Ferrer; María-Jesús Cava; Jessica Ortega-Barón. 2019. "Psychometric Properties of the CYBVICS Cyber-Victimization Scale and Its Relationship with Psychosocial Variables." Social Sciences 8, no. 1: 13.
La violencia hacia los iguales y la violencia filio-parental son dos problemáticas actuales que conllevan graves consecuencias psicosociales, tanto para las víctimas como para los agresores. A pesar de su incidencia y gravedad durante la adolescencia, pocos estudios han explorado las posibles relaciones entre ambos tipos de violencia. Así, el objetivo del presente estudio fue explorar estas relaciones, comparando las conductas violentas hacia los iguales, tanto agresiones manifiestas (directas) como relacionales (indirectas), en adolescentes con problemas de violencia filio-parental y adolescentes que no ejercen violencia filio-parental. Participaron en este estudio 66 adolescentes residentes en dos centros de reeducación por problemas de violencia filio-parental y otros 66 adolescentes estudiantes de enseñanza secundaria sin problemas de violencia filio-parental. Se buscó que ambas muestras fueran idénticas en su porcentaje de chicos y chicas (62.12% chicos y 37.88% chicas) y en su rango de edad (entre 14 y 18 años, M = 16.09; DT = 1.03). Los resultados de este estudio mostraron que los menores infractores por violencia filio-parental ejercen más violencia hacia los iguales, tanto manifiesta (directa) como relacional (indirecta), que los adolescentes sin problemas de violencia filio-parental. Estos datos destacan que los menores infractores con medidas judiciales por violencia filio-parental pueden tener también mayores dificultades en las relaciones con sus iguales, utilizando en mayor medida formas directas e indirectas de violencia para resolver los conflictos interpersonales. Los programas de intervención dirigidos a estos menores deberían, por tanto, incluir también entre sus objetivos la prevención de la violencia en las relaciones con sus iguales.
Laura Carrascosa; Sofía Buelga; María-Jesús Cava. Relaciones entre la violencia hacia los iguales y la violencia filio-parental. Revista sobre la infancia y la adolescencia 2018, 98 -109.
AMA StyleLaura Carrascosa, Sofía Buelga, María-Jesús Cava. Relaciones entre la violencia hacia los iguales y la violencia filio-parental. Revista sobre la infancia y la adolescencia. 2018; (15):98-109.
Chicago/Turabian StyleLaura Carrascosa; Sofía Buelga; María-Jesús Cava. 2018. "Relaciones entre la violencia hacia los iguales y la violencia filio-parental." Revista sobre la infancia y la adolescencia , no. 15: 98-109.
María-Jesús Cava; Valencia Departamento De Psicología Social. Universidad De Valencia; Sofía Buelga. Propiedades psicométricas de la Escala de Ciber-Violencia en Parejas Adolescentes (Cib-VPA). Suma Psicológica 2018, 25, 51 -61.
AMA StyleMaría-Jesús Cava, Valencia Departamento De Psicología Social. Universidad De Valencia, Sofía Buelga. Propiedades psicométricas de la Escala de Ciber-Violencia en Parejas Adolescentes (Cib-VPA). Suma Psicológica. 2018; 25 (1):51-61.
Chicago/Turabian StyleMaría-Jesús Cava; Valencia Departamento De Psicología Social. Universidad De Valencia; Sofía Buelga. 2018. "Propiedades psicométricas de la Escala de Ciber-Violencia en Parejas Adolescentes (Cib-VPA)." Suma Psicológica 25, no. 1: 51-61.
El objetivo de este estudio fue analizar posibles diferencias en satisfacción con la vida, ánimo depresivo, autoconcepto y comunicación familiar entre adolescentes no implicados en violencia de pareja, agresores, víctimas, implicados en el rol de agresor-víctima de forma ocasional e implicados en este rol frecuentemente. Participaron 672 adolescentes españoles (325 chicas, 347 chicos), entre 12 y 19 años (M = 14.45; DT = 1.62). Los resultados muestran un perfil psicosocial más negativo en las chicas víctimas de violencia de pareja y en los chicos implicados frecuentemente en el rol de agresor-víctima. En las chicas con mayor implicación en violencia de pareja se observan también mayores dificultades en la comunicación familiar. Estos resultados muestran la existencia de perfiles psicosociales diferentes en chicos y chicas, que desempeñan diferentes roles en violencia de pareja, y la utilidad de considerar estos perfiles en el desarrollo de programas de intervención.
Laura Carrascosa; María-Jesús Cava; Sofía Buelga. Perfil psicosocial de adolescentes españoles agresores y víctimas de violencia de pareja. Universitas Psychologica 2018, 17, 1 -10.
AMA StyleLaura Carrascosa, María-Jesús Cava, Sofía Buelga. Perfil psicosocial de adolescentes españoles agresores y víctimas de violencia de pareja. Universitas Psychologica. 2018; 17 (3):1-10.
Chicago/Turabian StyleLaura Carrascosa; María-Jesús Cava; Sofía Buelga. 2018. "Perfil psicosocial de adolescentes españoles agresores y víctimas de violencia de pareja." Universitas Psychologica 17, no. 3: 1-10.
La violencia escolar entre iguales tiene graves consecuencias para las víctimas. La victimización puede ser directa, mediante agresiones físicas y verbales, y relacional mediante exclusión y rechazo social. El objetivo de este estudio fue analizar las propiedades psicométricas de la escala de Victimización Escolar entre Iguales (VE-I) que consta de 11 ítems relativos a diferentes formas de victimización. En este estudio participaron 1389 adolescentes (50.45% varones), de entre 11 y 15 años (M = 13.37, DE = 1.23). La estructura de la escala fue analizada mediante análisis factorial exploratorio y análisis factorial confirmatorio, por lo que se utilizaron dos submuestras diferentes. Los resultados constatan la existencia de tres factores (victimizaciónfísica, victimización verbal y victimización relacional), con coeficientes de confiabilidad superiores a ? = .70 y correlaciones negativas con autoconcepto social y satisfacción con la vida. La escala analizada tiene adecuadas propiedades psicométricas y puede ser útil en investigaciones e intervencionessobre esta temática.
María-Jesús Cava. Propiedades psicométricas de la Escala de Victimización Escolar entre Iguales (VE-I). Revista Evaluar 2018, 18, 1 .
AMA StyleMaría-Jesús Cava. Propiedades psicométricas de la Escala de Victimización Escolar entre Iguales (VE-I). Revista Evaluar. 2018; 18 (1):1.
Chicago/Turabian StyleMaría-Jesús Cava. 2018. "Propiedades psicométricas de la Escala de Victimización Escolar entre Iguales (VE-I)." Revista Evaluar 18, no. 1: 1.
Peer victimization and dating violence victimization have serious negative effects on adolescents’ health, and they seem to be related. However, the mediating processes in this relationship have not been sufficiently analyzed. The purpose of this study was to analyze the direct and indirect relationships between peer victimization and dating violence victimization, considering the possible mediator role of loneliness, depressed mood, and life satisfaction. These relationships are analyzed in boys and girls, and in early and middle adolescence. From an initial sample of 1,038 Spanish adolescents, those who had or had had in the past 12 months a dating relationship (647 adolescents; 49.1% boys, M = 14.38, SD = 1.43) were included in this study. Multigroup structural equation modeling was used to test a double mediation model simultaneously for boys and girls, testing the invariance of the relationships among variables across genders. The same technique was used to test the model simultaneously for early and middle adolescence, testing the invariance of the relationships among variables across age groups. Results revealed a positive direct relationship between peer victimization and dating violence victimization, as well as the partial mediating role of loneliness and life satisfaction in this relationship. The mediator role of depressed mood was not supported. The same mediational model was confirmed in boys and girls, and in early and middle adolescence. These results highlight the important role of loneliness and life satisfaction to explain the link between peer victimization and dating violence victimization in adolescence. These findings may be useful for developing intervention programs aimed at preventing situations of multiple victimization during adolescence.
María-Jesús Cava; Sofía Buelga; Inés Tomás. Peer Victimization and Dating Violence Victimization: The Mediating Role of Loneliness, Depressed Mood, and Life Satisfaction. Journal of Interpersonal Violence 2018, 36, 2677 -2702.
AMA StyleMaría-Jesús Cava, Sofía Buelga, Inés Tomás. Peer Victimization and Dating Violence Victimization: The Mediating Role of Loneliness, Depressed Mood, and Life Satisfaction. Journal of Interpersonal Violence. 2018; 36 (5-6):2677-2702.
Chicago/Turabian StyleMaría-Jesús Cava; Sofía Buelga; Inés Tomás. 2018. "Peer Victimization and Dating Violence Victimization: The Mediating Role of Loneliness, Depressed Mood, and Life Satisfaction." Journal of Interpersonal Violence 36, no. 5-6: 2677-2702.
Scientific studies on family factors related to the main cyberbullying roles are still scarce. The present study analyzed family climate and parent–adolescent communication in the four roles involved in cyberbullying: cybervictims, cyberbullies, cyberbully–victims, and non–involved adolescents. The study had two main objectives: (1) to analyze the differences in family climate (cohesion and conflict) and communication patterns with the mother and father (open, avoidance, and offensive) among the four roles, controlling the variables sex and academic grade; and (2) to determine the predictive weight of these family variables in the roles involved in cyberbullying. A battery of instruments was applied to 1062 adolescents from 12 to 18 years old. The results revealed that the cyberbully–victim profile had the lowest quality family climate and family communication patterns. In addition, family conflict predicted the role of cyberbullies, and non–open communication with the mother and avoidant communication with the father predicted the role of cybervictim. Finally, these family variables together (conflict and non–open and avoidant communication) predicted the role of cyberbully–victim.
Sofía Buelga; Belen Martinez-Ferrer; María–Jesús Cava. Differences in family climate and family communication among cyberbullies, cybervictims, and cyber bully–victims in adolescents. Computers in Human Behavior 2017, 76, 164 -173.
AMA StyleSofía Buelga, Belen Martinez-Ferrer, María–Jesús Cava. Differences in family climate and family communication among cyberbullies, cybervictims, and cyber bully–victims in adolescents. Computers in Human Behavior. 2017; 76 ():164-173.
Chicago/Turabian StyleSofía Buelga; Belen Martinez-Ferrer; María–Jesús Cava. 2017. "Differences in family climate and family communication among cyberbullies, cybervictims, and cyber bully–victims in adolescents." Computers in Human Behavior 76, no. : 164-173.
El objetivo principal del estudio es analizar las diferencias entre estudiantes involucrados en situaciones de cyberbullying (no implicados, ocasionales y severos) en su actitud hacia la autoridad institucional y conducta violenta escolar directa y relacional, teniendo en cuenta la interacción con el sexo. La muestra está formada por 1062 estudiantes de educación secundaria entre 12 y 18 años de ambos sexos. Los resultados del análisis multivariado no muestran interacciones, pero sí efectos principales de las variables grupo y sexo. Los ciberagresores severos presentan más rechazo hacia la autoridad institucional, transgresión de normas y mayores conductas violentas directas y relacionales entre iguales. Los chicos tienen actitudes más favorables hacia la transgresión de normas y participan más que las chicas en conductas violentas escolares directas. Los análisis de regresión revelan que las variables de estudio predicen el cyberbullying. Se discuten estos resultados y sus implicaciones. The main aim of the study is to analyze the differences among students involved in cyberbullying situations (not involved, occasional, and severe) in their attitudes toward institutional authority and their participation in direct and indirect violent school behavior, considering the interaction with gender. The sample is composed of 1062 secondary education students of both sexes between 12 and 18 years old. The results of the multivariate analysis show no interactions, but they do show main effects of the group and gender variables. Severe cyberbullies have greater rejection of institutional authority, transgression of norms, and direct and relational violent school behaviors toward peers. Boys have more favorable attitudes toward social norm transgression, and they participate more than girls in direct violent school behaviors involving direct confrontation with the victim. Regression analyses reveal that the study variables predict cyberbullying. These results and their implications are discussed.
Jessica Ortega-Barón; Sofía Buelga; María-Jesús Cava; Eva Torralba. Violencia escolar y actitud hacia la autoridad de estudiantes agresores de cyberbullying. Revista de Psicodidáctica 2017, 22, 23 -28.
AMA StyleJessica Ortega-Barón, Sofía Buelga, María-Jesús Cava, Eva Torralba. Violencia escolar y actitud hacia la autoridad de estudiantes agresores de cyberbullying. Revista de Psicodidáctica. 2017; 22 (1):23-28.
Chicago/Turabian StyleJessica Ortega-Barón; Sofía Buelga; María-Jesús Cava; Eva Torralba. 2017. "Violencia escolar y actitud hacia la autoridad de estudiantes agresores de cyberbullying." Revista de Psicodidáctica 22, no. 1: 23-28.
Laura Carrascosa; María-Jesús Cava; Sofía Buelga. Ajuste psicosocial en adolescentes víctimas frecuentes y víctimas ocasionales de violencia de pareja. Terapia psicológica 2016, 34, 93 -102.
AMA StyleLaura Carrascosa, María-Jesús Cava, Sofía Buelga. Ajuste psicosocial en adolescentes víctimas frecuentes y víctimas ocasionales de violencia de pareja. Terapia psicológica. 2016; 34 (2):93-102.
Chicago/Turabian StyleLaura Carrascosa; María-Jesús Cava; Sofía Buelga. 2016. "Ajuste psicosocial en adolescentes víctimas frecuentes y víctimas ocasionales de violencia de pareja." Terapia psicológica 34, no. 2: 93-102.
The purpose of the present study was to examine the relationships between family and classroom environments and the development of particular individual characteristics, including level of empathy, attitude to institutional authority, and perceived social reputation, and the role these characteristics may in turn play in aggressive behavior. These factors and associations were analyzed by gender and in two different Latin contexts, Spain and Mexico, from a cross-cultural perspective. Participants in the study were 1,319 Spanish adolescents and 1,494 Mexican adolescents drawn from secondary schools. Structural equation models were calculated to test mediational effects among variables. Results obtained indicated, in general terms, that the level of empathy, the social reputation, and the attitude to authority partly mediated the relationship between the environment perceived by boys and girls at home and school, and their aggressive behavior, in both samples. Other similarities and differences between genders and samples were also found and are discussed.
Estefanía Estévez; Teresa I. Jiménez; María-Jesús Cava. A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence. Cross-Cultural Research 2016, 50, 123 -153.
AMA StyleEstefanía Estévez, Teresa I. Jiménez, María-Jesús Cava. A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence. Cross-Cultural Research. 2016; 50 (2):123-153.
Chicago/Turabian StyleEstefanía Estévez; Teresa I. Jiménez; María-Jesús Cava. 2016. "A Cross-Cultural Study in Spain and Mexico on School Aggression in Adolescence." Cross-Cultural Research 50, no. 2: 123-153.
Cyberbullying is a phenomenon of growing social concern that affects an increasing number of children and adolescents from all the developed countries. Although there is a large body of literature on the relationships between school bullying and the family and school contexts, few studies have examined the influence of these social environments on the problem of cyberbullying. Using a quantitative methodology, the main objective of this study was to analyse the influence of the school and family contexts on victims of cyberbullying. The sample consisted of 1,062 Spanish adolescents (51.5% boys and 48.5% girls) from 11 to 18 years old (M=14.5; SD=1.62). Three comparison groups were formed: severe cyberbullying victims, moderate cyberbullying victims, and non-victims of cyberbullying. The results of the analysis of variance indicated that severe cyberbullying victims, compared to non-victims, scored significantly higher on family conflict and obtained lower scores on the remaining family (family self-concept, cohesion and expressive¬ness) and school (involvement, affiliation, and teacher support) variables considered in the study. Regression analyses revealed that academic and family self-concept and some dimensions of family and school climate predict cyber-victimization in adolescence. These new results point to the importance of including the family and the school in cyberbullying prevention programs.El ciberacoso es un fenómeno de creciente preocupación social que afecta cada vez más a niños y adolescentes de todos los países desarrollados. A diferencia de la considerable literatura que hay sobre las relaciones entre el acoso escolar y el contexto familiar y escolar, todavía hay pocos trabajos sobre la influencia de estos entornos sociales en el problema del ciberacoso. Mediante una metodología cuantitativa, el objetivo principal del presente estudio fue analizar la influencia del contexto escolar y familiar en víctimas de ciberacoso. La muestra estuvo formada por 1.062 adolescentes (51,5% chicos y 48,5% chicas), de edades comprendidas entre los 12 y los 18 años (M=14,5; DT=1,62). Se establecieron tres grupos de contraste: cibervíctimas severas, cibervíctimas moderadas y no víctimas de ciberacoso. Los resultados del análisis de varianza indicaron que las cibervíctimas severas en comparación con las no víctimas puntúan significativamente más alto en conflicto familiar y obtienen puntuaciones más bajas en el resto de variables familiares (autoestima familiar, cohesión y expresividad), y variables escolares (implicación, afiliación y ayuda al profesor), consideradas en el estudio. Los análisis de regresión revelaron que la autoestima académica y familiar y algunas dimensiones del clima familiar y escolar predicen la cibervictimización en la adolescencia. Estos novedosos resultados muestran la importancia de incluir a la familia y a la escuela en los programas de prevención del ciberacoso.
Jessica Ortega-Barón; Sofía Buelga-Vasquez; Maria-Jesus Cava. The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying. Comunicar 2016, 24, 57 -65.
AMA StyleJessica Ortega-Barón, Sofía Buelga-Vasquez, Maria-Jesus Cava. The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying. Comunicar. 2016; 24 (46):57-65.
Chicago/Turabian StyleJessica Ortega-Barón; Sofía Buelga-Vasquez; Maria-Jesus Cava. 2016. "The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying." Comunicar 24, no. 46: 57-65.