ResumenEl bullying es un fenómeno de agresión injustificada que actualmente sucede en dos formatos: cara a cara y como una conducta que se realiza a través de dispositivos digitales (cyberbullying). Ampliamente estudiado tanto el primero como el segundo, hay sin embargo escaso conocimiento sobre la homogeneidad de ambos problemas y no disponemos de instrumentos de medida que permitan valorar las dos dimensiones del fenómeno: la agresión y la ciberagresión, la victimización y la cibervictimización. Este trabajo presenta la validación del European Bullying Intervention Project Questionnaire y del European Cyberbullying Intervention Project Questionnaire, que evalúan la implicación en bullying y en cyberbullying, respectivamente. Ambos se han administrado a 792 estudiantes de secundaria y se han obtenido unos buenos resultados de ajuste y propiedades psicométricas. La realización de un modelo de ecuaciones estructurales ha evaluado la concurrencia y relaciones entre ambos fenómenos, encontrando la influencia del bullying sobre el cyberbullying, pero no al contrario. Estos resultados muestran la idoneidad de ambos instrumentos para evaluar de forma conjunta bullying y cyberbullying, dada su importante relación y similitud, lo que los convierten en buenas herramientas para la intervención psicoeducativa destinada a prevenir y reducir ambos fenómenos.AbstractBullying is a phenomenon of unjustified aggression which actually takes place in two formats: face to face and as a behavior that is carried out through digital devices (cyberbullying). Both have been widely studied, though currently there is little knowledge about the homogeneity of both phenomena and we do not have measuring instruments for evaluating their two dimensions: aggression and cyber-aggression, victimization and cyber-victimization. This paper presents the validation of the European Bullying Intervention Project Questionnaire and the European Cyberbullying Intervention Project Questionnaire, that assess respectively the involvement in bullying and cyberbullying. Both have been administered to 792 high school students and have achieved good fit and good psychometric properties. The use of a structural equations modelling has allowed us to evaluate the concurrence and the relations between the two phenomena, finding the influence of bullying on cyberbullying, but not vice versa. These results show the suitability of the two instruments to assess together bullying and cyberbullying, given their important relationship and similarity, which makes them good tools for educational intervention to prevent and reduce both phenomena

The negative effects of traditional bullying and, recently, cyberbullying on victims are well documented, and abundant empirical evidence for it exists. Cybervictimization affects areas such as academic performance, social integration and self-esteem, and causes emotions ranging from anger and sadness to more complex problems such as depression. However, not all victims are equally affected, and the differences seem to be due to certain situational and personal characteristics. The objective of this study is to analyze the relationship between perceived emotional intelligence and the emotional impact of cybervictimization. We hypothesize that emotional intelligence, which has previously been found to play a role in traditional bullying and cyberbullying, may also affect the emotional impact of cyberbullying. The participants in our study were 636 university students from two universities in the south of Spain. Three self-report questionnaires were used: the “European Cyberbullying Intervention Project Questionnaire”, the “Cyberbullying Emotional Impact Scale”; and “Trait Meta-Mood Scale-24”. Structural Equation Models were used to test the relationships between the analyzed variables. The results support the idea that perceived emotional intelligence, by way of a moderator effect, affects the relationship between cybervictimization and emotional impact. Taken together, cybervictimization and perceived emotional intelligence explain much of the variance observed in the emotional impact in general and in the negative dimensions of that impact in particular. Attention and Repair were found to be inversely related to Annoyance and Dejection, and positively related to Invigoration. Clarity has the opposite pattern; a positive relationship with Annoyance and Dejection and an inverse relationship with Invigoration. Various hypothetical explanations of these patterns are discussed.

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.