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

Any de publicació: 2022

Volum: 27

Número: 2

Pàgines: 141-148

Tipus: Article

DOI: 10.1016/J.PSICOD.2022.02.002 WoS: WOS:000830890700005 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Revista de psicodidáctica

Objectius de Desenvolupament Sostenible

Resum

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.

Referències bibliogràfiques

  • Angelo, D. L., Neves, A., Correa, M., Sermarine, M., Zanetti, M., & Brandão, R. F. (2019). Propiedades psicométricas de la Escala de Perfeccionismo en el Deporte (PPSS) para el contexto brasile ̃no. Cuadernos de Psicología Del Deporte, 19(2), 1–11. https://doi.org/10.6018/cpd.368791
  • Arango, A., Opperman, K. J., Gipson, P. Y., & King, C. A. (2016). Suicidal ideation and suicide attempts among youth who report bully victimization, bully perpetration and/or low social connectedness. Journal of Adolescence, 51, 19–29. https://doi.org/10.1016/j.adolescence.2016.05.003
  • Baier, D., Hong, J. S., Kliem, S., & Bergmann, M. C. (2019). Consequences of bullying on adolescents’ mental health in Germany: Comparing face-to-face bullying and cyberbullying. Journal of Child and Family Studies, 28(9), 2347–2357. https://doi.org/10.1007/s10826-018-1181-6
  • Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis, C., & Thompson, J. (2012). European Bullying Intervention Project Questionnaire (EBIPQ) (Unpublished manuscript). University of Bologna.
  • Brunstein Klomek, A., Barzilay, S., Apter, A., Carli, V., Hoven, C. W., Sarchiapone, M., Hadlaczky, G., Balazs, J., Kereszteny, A., Brunner, R., Kaess, M., Bobes, J., Saiz, P. A., Cosman, D., Haring, C., Banzer, R., McMahon, E., Keeley, H., Kahn, J. P., & Wasser- man, D. (2019). Bi-directional longitudinal associations between different types of bullying victimization, suicide ideation/attempts, and depression among a large sample of European adolescents. Journal of Child Psychology and Psychiatry and Allied Disciplines, 60(2), 209–215. https://doi.org/10.1111/jcpp.12951
  • Brunstein Klomek, A., Sourander, A., & Gould, M. (2010). The association of suicide and bullying in childhood to young adulthood: a review of cross-sectional and longitudinal research findings. Canadian Journal of Psychiatry, 55(5), 282–288. https://doi.org/10.1177/070674371005500503
  • Byrne, B. M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20(4), 872–882. http://www.ncbi.nlm.nih.gov/pubmed/18940097
  • Corral-Pernía, J. A., Chacón-Borrego, F., Fernández-Gavira, J., & Del Rey, R. (2018). Bullying and cyberbullying according to moderate vigorous physical activity (MVPA) in Secondary School’s Students. Revista de Psicologia del Deporte, 27(3), 70–75. https://idus.us.es/bitstream/handle/11441/70403/Bullying%20and%20cyberbullying.pdf?sequence=1
  • Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., Thompson, F., Barkoukis, V., Tsorbatzoudis, H., Brighi, A., Guarini, A., Py ̇zalski, J., & Plichta, P. (2015). Structural validation and cross-cultural robust- ness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141–147. https://doi.org/10.1016/j.chb.2015.03.065
  • Esteller-Cano, À., Buil-Legaz, L., Pérez-Castelló, J. A., López-Penadés, R., Sánchez-Azanza, V., Sureda-García, I., Valera-Pozo, M., Flexas, A., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). California Bullying Victimization Scale-Retrospective (CBVS-R): Validation of the Spanish adaptation. Psicothema, 33(2), 279–286. https://doi.org/10.7334/psicothema2020.407
  • Estévez López, E., Martínez Ferrere, B., & Musitu Ochoa, G. (2006). la autoestima en adolescentes agresores y víctimas en la escuela: la perspectiva multidimensional. Intervención Psicosocial, 15(2) https://doi.org/10.4321/S1132-05592006000200007
  • Feijóo, S., Foody, M., Pichel, R., Zamora, L., & Rial, A. (2021). Bullying and cyberbullying among students with cochlear implants. The Journal of Deaf Studies and Deaf Education, 26(1), 130–141. https://doi.org/10.1093/deafed/enaa029
  • Feijóo, S., O’Higgins-Norman, J., Foody, M., Pichel, R., Bra ̃na, T., Varela, J., & Rial, A. (2021). Sex differences in adolescent bullying behaviours. Psychosocial Intervention, 30(2), 95–100. https://doi.org/10.5093/pi2021a1
  • Ferrando, P. J., & Lorenzo-Seva, U. (2018). Assessing the quality and appropriateness of factor solutions and factor score estimates in exploratory item factor analysis. Educational and Psychological Measurement, 78(5), 762–780. https://doi.org/10.1177/0013164417719308
  • Ferrando, P. J., Lorenzo-Seva, U., Hernández-Dorado, A., & Mu ̃niz, J. (2022). Decálogo para el análisis factorial de los Ítems de un test. Psicothema, 34, 7–17. https://doi.org/10.7334/psicothema2021.456
  • Figueras-Masip, A., Amador-Campos, J. A., & Peró-Cebollero, M. (2008). Características psicométricas de la Reynolds Adolescent Depression Scale en población comunitaria y clínica. International Journal of Clinical and Health Psychology, 8(1), 247–266. https://www.redalyc.org/pdf/337/33780117.pdf
  • Fonseca-Pedrero, E., Paíno-Pi ̃neiro, M., Lemos-Giráldez, S., Villazón-García, Ú., & Mu ̃niz, J. (2009). Validation of the Schizotypal Personality Questionnaire—Brief Form in adolescents. Schizophrenia Research, 111(1–3), 53–60. https://doi.org/10.1016/j.schres.2009.03.006
  • Fonseca-Pedrero, E., Pérez-Albéniz, A., Díez-Gómez, A., Ortu ̃no-Sierra, J., & Lucas-Molina, B. (2019). Escala Oviedo de Infrecuencia de Respuesta-Revisada. Documento no publicado.
  • Fonseca-Pedrero, E., Wells, C., Paino, M., Lemos-Giráldez, S., Villazón-García, Ú., Sierra, S., González, M. P. G.-P., Bobes, J., & Mu ̃niz, J. (2010). Measurement invariance of the Reynolds Depression Adolescent Scale across gender and age. International Journal of Testing, 10(2), 133–148. https://doi.org/10.1080/15305050903580822
  • Garaigordobil, M. (2017). Bullying y cyberbullying: definición, prevalencia consecuencias y mitos. Fundació per la Universitat Oberta de Catalunya.
  • García Fernández, C. M., Romera Félix, E. M., & Ortega Ruiz, R. (2015). Explicative factors of face-to-face harassment and cyberbullying in a sample of primary students. Psicothema, 27(4), 347–353. https://doi.org/10.7334/psicothema2015.35
  • Gómez-Ortiz, O., Romera-Félix, E.-M., & Ortega-Ruiz, R. (2017). Multidimensionality of social competence: Measurement of the construct and its relationship with bullying roles. Revista de Psicodidáctica, 22(1), 37–44. https://doi.org/10.1387/RevPsicodidact.15702
  • Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–658. https://doi.org/10.1111/cge.12538
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Katsaras, G. N., Vouloumanou, E. K., Kourlaba, G., Kyritsi, E., Evagelou, E., & Bakoula, C. (2018). Bullying and suicidality in children and adolescents without predisposing factors: A systematic review and meta-analysis. Adolescent Research Review, 3(2), 193–217. https://doi.org/10.1007/s40894-018-0081-8
  • Kowalski, R. M., & Limber, S. P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53(1), S13–S20. https://doi.org/10.1016/j.jadohealth.2012.09.018
  • Lázaro-Visa, S., Palomera, R., Briones, E., Fernández-Fuertes, A. A., & Fernández-Rouco, N. (2019). Bullied adolescent’s life satisfaction: personal competencies and school climate as protective factors. Frontiers in Psychology, 10, 1–11. https://doi.org/10.3389/fpsyg.2019.01691
  • León-Pérez, J. M., Sánchez-Iglesias, I., Rodríguez-Mu ̃noz, A., & Notelaers, G. (2019). Cutoff scores for workplace bullying: The Spanish Short-Negative Acts Questionnaire (S-NAQ). Psicothema, 31(4), 482–490. https://doi.org/10.7334/psicothema2019.137
  • Llorent, V. J., Farrington, D. P., & Zych, I. (2021). School climate policy and its relations with social and emotional competencies, bullying and cyber-bullying in secondary education. Revista de Psicodidáctica, 26(1), 35–44. https://doi.org/10.1016/j.psicoe.2020.11.002
  • Lorenzo-Seva, U. (2021). SOLOMON: a method for splitting a sample into equivalent subsamples in factor analysis. Behavior Research Methods, 2 https://doi.org/10.3758/s13428-021-01750-y
  • Lorenzo-Seva, U., & Ferrando, P. J. (2019). Robust Promin: A method for diagonally weighted factor rotation. Liberabit, 25(1), 99–106. https://doi.org/10.24265/liberabit.2019.v25n1.08
  • Lucas-Molina, B., Pérez-Albéniz, A., & Fonseca-Pedrero, E. (2018). The potential role of subjective wellbeing and gender in the relationship between bullying or cyberbullying and suicidal ideation. Psychiatry Research, 270, 595–601. https://doi.org/10.1016/j.psychres.2018.10.043
  • Menéndez Santurio, J. I., Fernández-Río, J., Cecchini Estrada, J. A., & González-Víllora, S. (2020). Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes. Revista de Psicodidáctica, 25(2), 119–126. https://doi.org/10.1016/j.psicod.2019.11.002
  • Menesini, E. (2019). Translating knowledge into interventions: an ‘individual by context’ approach to bullying. European Journal of Developmental Psychology, 16(3), 245–267. https://doi.org/10.1080/17405629.2018.1564273
  • Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
  • Miranda, R., Oriol, X., Amutio, A., & Ortúzar, H. (2019). Adolescent bullying victimization and life satisfaction: can family and school adult support figures mitigate this effect? Revista de Psicodidáctica, 24(1), 39–45. https://doi.org/10.1016/j.psicoe.2018.07.001
  • Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60. https://doi.org/10.5498/wjp.v7.i1.60
  • Muñiz, J., & Fonseca-Pedrero, E. (2019). Ten steps for test development. Psicothema, 31(1), 7–16. https://doi.org/10.7334/psicothema2018.291
  • Múzquiz, J., Perez-García, A. M., & Bermúdez, J. (2021). Autoestima, autocompasión y afecto positivo y negativo en víctimas y agresores de bullying: estudio comparativo con medidas autoinformadas e informadas por pares. Revista de Psicopatología y Psicología Clínica, 26(1), 23. https://doi.org/10.5944/rppc.28156
  • Navarro, J. B., Fernández, M., De La Osa, N., Penelo, E., & Ezpeleta, L. (2019). Warning signs of preschool victimization using the strengths and difficulties questionnaire: prevalence and individual and family risk factors. PLoS One, 14(8), 1–19. https://doi.org/10.1371/journal.pone.0221580
  • Oliva, A., Antolín, L., Pertegal, M. Á., Ríos, M., Parra, Á., Hernando, Á., & Reina, M. D. C. (2011). Instrumentos para la evaluacion de la salud mental y el desarrollo positivo adolescente y los activos que lo promueven. (Vol. 148). Junta de Andalucía. Consejería de Salud. https://imagenysalud14.files.wordpress.com/2014/12/instrumentos-evaluacic3b3n-desarrollo-positivo-adolescente.pdf
  • Olweus, D. (1998). Conductas de acoso y amenaza entre escolares. Morata.
  • Olweus, D. (2012). Cyberbullying: an overrated phenomenon? European Journal of Developmental Psychology, 9(5), 520–538. https://doi.org/10.1080/17405629.2012.682358
  • Oñate, A., & Piñuel, I. (2006). Informe Cisneros X. Acosos y violencia escolar en España. Instituto de Innovación Educativa y Desarrollo Directivo (IEDDI). http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Informe+cisneros+x#2%5Cn
  • Ortega-Ruiz, R., Del Rey, R., & Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología Educativa, 22(1), 71–79. https://doi.org/10.1016/j.pse.2016.01.004
  • Ortuño-Sierra, J., Fonseca-Pedrero, E., Inchausti, F., & Sastre i Riba, S. (2016). Evaluación de dificultades emocionales y comportamentales en población infanto-juvenil: El cuestionario de capacidades y dificultades (SDQ). Papeles del Psicologo, 37(1), 14–26. http://www.papelesdelpsicologo.es/pdf/2658.pdf
  • Ortuño-Sierra, J., Aritio-Solana, R., Inchausti, F., Chocarro de Luis, E., Lucas Molina, B., Pérez de Albéniz, A., & Fonseca-Pedrero, E. (2017). Screening for depressive symptoms in adolescents at school: New validity evidences on the short form of the Reynolds Depression Scale. PLoS One, 12(2), Article e0170950 https://doi.org/10.1371/journal.pone.0170950
  • Prieto, G., & Delgado, A. R. (2010). Fiabilidad y validez. Papeles del Psicologo, 31(1), 67–74. http://www.papelesdelpsicologo.es/pdf/1797.pdf
  • Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2019). Being bullied at school: Gratitude as potential protective factor for suicide risk in dolescents. Frontiers in Psychology, 10(MAR), 1–10. https://doi.org/10.3389/fpsyg.2019.00662
  • Reynolds, W. M. (2004). Reynolds Adolescent Depression Scale. In In Comprehensive handbook of psychological assessment. (pp. 224–236). John Wiley y Sons, Inc. https://doi.org/10.1002/9780470479216.corpsy0798
  • Rodríguez-Hidalgo, A. J., Pincay, A. A., Payán, A. M., Herrera-López, M., & Ortega-Ruiz, R. (2021). Los predictores psicosociales del bullying discriminatorio debido al estigma ligado a las necesidades educativas especiales (NEE) y la discapacidad. Psicología Educativa, 27(2), 187–197. https://doi.org/10.5093/psed2020a22
  • Rosenberg, M. (1965). Society and the adolescent self-image. Princeton University Press.
  • Rosenberg, M., & Owens, T. J. (2001). Low self-esteem people: A collective portrait. In Extending self-esteem theory and research. (pp. 400–436). Cambridge University Press. https://doi.org/10.1017/CBO9780511527739.018
  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007
  • Schoeler, T., Duncan, L., Cecil, C. M., Ploubidis, G. B., & Pingault, J.-B. (2018). Quasi-experimental evidence on short and long-term consequences of bullying victimization: A meta-analysis. Psychological Bulletin, 144(12), 12–26. https://doi.org/10.1037/bul0000171
  • Shorey, R. C., Allan, N. P., Cohen, J. R., Fite, P. J., Stuart, G. L., & Temple, J. R. (2019). Testing the factor structure and measurement invariance of the Conflict in Adolescent Dating, Relationship Inventory. Psychological Assessment, 31(3), 410–416. https://doi.org/10.1037/pas0000678.Testing
  • Tejada, E., Garay, U., Romero, A., & Bilbao, N. (2021). El bullying desde el punto de vista del acosador: análisis y procedimiento. Revista de Investigación Educativa, 39(2), 373–390. https://doi.org/10.6018/rie.422671
  • Thomas, H. J., Connor, J. P., & Scott, J. G. (2018). Why do children and adolescents bully their peers? A critical review of key theoretical frameworks. Social Psychiatry and Psychiatric Epidemiology, 53(5), 437–451. https://doi.org/10.1007/s00127-017-1462-1
  • Twardowska-Staszek, E., Zych, I., & Ortega-Ruiz, R. (2018). Bullying and cyberbullying in Polish elementary and middle schools: validation of questionnaires and nature of the phenomena. Children and Youth Services Review, 95, 217–225. https://doi.org/10.1016/j.childyouth.2018.10.045
  • Vázquez Morejón, A., Jiménez García-Bóveda, R., & Vázquez-Morejón Jiménez, R. (2004). Escala de autoestima de Rosenberg: fiabilidad y validez en población clínica espa ̃nola. Apuntes de Psicología, 22(2), 247–255. https://www.apuntesdepsicologia.es/index.php/revista/article/view/53
  • Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327–343. https://doi.org/10.1016/j.dr.2014.09.00
Fuente de los datos: Dialnet