The objective of the present study was to analyze the extent to which violent peer behavior and victimization, both traditional and cybernetic, and predict certain indicators of psychological maladjustment in adolescents, such as self-concept, satisfaction with life, feeling of loneliness, depressive symptomatology, perceived stress, social anxiety, empathy, and emotional intelligence. Participants in the study were 1318 adolescents of both sexes, aged between 11 and 18 years and enrolled in Compulsory Secondary Education schools. The design of the study was cross-sectional. The results indicated that the victims generally present greater maladjustment than the aggressors. Both victims and cybervictims showed a greater decrease in all the dimensions of self-concept, compared with aggressors and cyberaggressors. However, the two types of aggressors showed a higher likelihood of presenting low levels of empathy. Feeling of loneliness, depressive symptomatology, perceived stress, and degree of life satisfaction was more probable to be present in all groups of aggressors and victims. Finally, with regard to emotional intelligence, victims had a higher probability of obtaining low scores in all the dimensions of this construct; this was the case for traditional aggressors only in the dimension of emotion regulation. These results contribute to our understanding of the consequences of harassment in the adaptation of the students involved, with relevant practical implications.

The objective of this study was to conduct a systematic review of research focused on analyzing the overlap and continuity of the roles in victims and aggressors of bullying and cyberbullying, as well as the exchange of roles in both harassment dynamics in adolescents. Searches in the main electronic databases for studies published in the last 20 years identified 19 studies that fulfilled inclusion criteria. The findings of the studies analyzed were not homogeneous, however, the main conclusion of all of them, to a greater or lesser extent, was that there is a component of continuity or superposition in the roles of both forms of bullying. Some studies also found an exchange of roles, especially in the case of victims and cybervictims who decide to reprimand their aggressors in an online context, becoming in cyberaggressors too. It is necessary to continue investigating the coexistence of bullying and cyberbullying and its exchange in certain contexts and people, as well as whether they are part of the same phenomenon with a certain continuity, or if cyberbullying is another expression of traditional bullying. Future intervention programs focusing on traditional school bullying could also evaluate their impact in situations of cyberbullying among peers.