Bullying in adolescenceimpact on socioemotional and behavioral adjustment

  1. Ildefonso Álvarez Marín
  2. Alicia Pérez de Albéniz Iturriaga
  3. Beatriz Lucas Molina
  4. Vanesa Martínez Valderrey
  5. Eduardo Fonseca Pedrero
Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Año de publicación: 2022

Volumen: 27

Número: 2

Páginas: 141-148

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2022.02.002 WoS: WOS:000830890700005 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Objetivos de desarrollo sostenible

Resumen

Bullying is a form of repeated aggression against a person with the intent to harm and participate in a situation of abuse of power. The main goal of this study has been to analyze the association between school bullying and the socio-emotional and behavioral adjustment of adolescents involved in bullying situations as victims or as aggressors. To identify the groups under study, the European Bullying Intervention Project Questionnaire (EBIP-Q) was administered. A sample selected by stratified random cluster sampling was made, consisting of 1777 (54,1% women, M = 15.71 years, SD = 1.26). The dimensional model of two interrelated factors (victimization and aggression) showed a good fit to the data, as well as measurement invariance by gender. The omega coefficient ofthe victimization and aggression subscales has been .81 and .80, respectively. Statistically significant differences were found between victim and non-victim groups, and between victims and aggressors in self-esteem, symptoms of depression, and emotional and behavioral difficulties. The victims have obtained lower scores in self-esteem and higher scores in depression and emotional and behavioral difficulties than the victims or the aggressors. The bullies have more behavior problems than the non-bullies and a less prosocial behavior than the bullied students. These findings corroborate the negative implications in the socio-emotional and behavioral adjustment of bullying in adolescent victims and aggressors, and the adequate psychometric quality of the EBIP-Q scores as a tool for its evaluation.

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