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ijerph-16-02080_Part3

The study aims to analyze the impact of traditional and cyber peer violence and victimization on various psychological maladjustment indicators in adolescents. It involved 1,318 participants aged 11 to 18 from multiple schools in Spain, using various validated scales to measure victimization, violent behavior, and self-concept. The research highlights the need for further investigation into the psychological effects of harassment in both traditional and digital contexts.

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2 views1 page

ijerph-16-02080_Part3

The study aims to analyze the impact of traditional and cyber peer violence and victimization on various psychological maladjustment indicators in adolescents. It involved 1,318 participants aged 11 to 18 from multiple schools in Spain, using various validated scales to measure victimization, violent behavior, and self-concept. The research highlights the need for further investigation into the psychological effects of harassment in both traditional and digital contexts.

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official.takohero
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Int. J. Environ. Res.

Public Health 2019, 16, 2080 3 of 16

is very scarce, and there is even less research on the individuals involved in harassment situations
through the new technologies.
In view of these limitations, the objective of the present study was to analyze the extent to
which violent peer behavior, both traditional and cybernetic, and victimization, both traditional
and cybernetic, predict certain indicators of psychological maladjustment in adolescents, such as:
self-concept (multidimensional), life satisfaction, feelings of loneliness, depressive symptomatology,
perceived stress, social anxiety, cognitive empathy and emotional empathy, and emotional intelligence
(emotional attention, emotional clarity, and emotion regulation). We analyzed these variables and their
dimensions as a consequence of harassment and in the four roles: traditional aggressor, cyberaggressor,
traditional victim, and cybervictim.

2. Materials and Methods

2.1. Participants
Participants in the study were 1318 adolescents (47% boys and 53% girls), aged between 11 and
18 years (M = 13.8, SD = 1.32), enrolled in four Compulsory Secondary Education (CSE) schools in
the Andalusian, Aragonese, and Valencian communities. The distribution of students by academic
level was balanced: 24.7% was enrolled in first grade of CSE, 27.3% in second grade 23.7% in third
grade, and 24.3% in fourth grade. For sample selection, probabilistic sampling was carried out using
as primary sampling units the urban geographic areas of the provinces of Alicante, Valencia, Seville,
and Teruel, and as secondary units, the public institutes in each area. The grades or classrooms were
not used as tertiary units, as all the students of the four courses of CSE in all the schools participated.
The socioeconomic level of the areas and schools was average. Approximately one fourth of the parents
of the participating students had primary education, one fourth had secondary education, one fourth
had high school studies, and one fourth had university studies. Most of the parents had a paid job
outside the home: 86.7% of the fathers and 69.5% of the mothers.

2.2. Instruments
Victimization Scale of Mynard and Joseph [42]. This 22-item instrument measures three dimensions
on a four-point Likert-type scale (1 = never, 4 = always): Relational Victimization (e.g., “A classmate
told others not to be my friends”), Overt Physical Victimization (e.g., “A classmate beat me up”),
and Overt Verbal Victimization (e.g., “A classmate picked on me”). The Cronbach alpha of the global
scale in the sample was 0.94, and for the three dimensions, it was 0.92, 0.68, and 0.88, respectively.
Scale of Violent Behavior of Little et al. [43]. This scale consists of 25 items concerning participation
in aggressive peer behavior in school population, rated on a four-point Likert-type scale ranging
from 1 (never) to 4 (always). The scale measures two types of aggressive behavior (manifest or
direct, and relational or indirect) and three functions of violence (pure, reactive, and instrumental),
producing six dimensions of aggression: Pure Overt (e.g., “I’m the kind of a person who fights
with others”), Reactive Overt Violence (e.g., “When someone hurts or injures me, I hit him”),
Instrumental Overt Violence (e.g., “I threaten others to get what I want”), Pure Relational Violence
(e.g., “I’m the kind of person who gossips and spreads rumors about others”), Reactive Relational
Violence (e.g., “When someone annoys me, I ignore them or stop talking to them”), and Instrumental
Relational Violence (e.g., “To get what I want, I despise others”). The Cronbach alpha of the six
dimensions in the present study ranged between 0.63 and 0.83.
Self-concept Scale Form-5 (AF5) of García & Musitu [44]. This 24-item scale measures four
dimensions of self-concept (six items per dimension): Academic (e.g., “I work a lot in class”),
Social (e.g., “I have trouble talking to strangers”), Family (e.g., “I am very happy at home”),
and Physical (e.g., “I take care of myself”). The response scale ranges between 1 (strongly disagree)
and 9 (strongly agree). The Cronbach alpha of the global scale in this sample was 0.89, and for the four
dimensions was 0.91, 0.76, 0.87, and 0.80, respectively.

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