Universitat d'Alacant (Spain).
Universidad Internacional de La Rioja (Spain).
Span J Psychol. 2019 Nov 11;22:E46. doi: 10.1017/sjp.2019.46.
Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (Mage = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence.
网络欺凌引起了科学界的兴趣，因为它对年轻人的生活产生了影响。本研究旨在分析自我概念（自我描述问卷 I）、学术目标（成就目标倾向问卷）与网络欺凌中受害者、欺凌者和旁观者角色参与之间的关系，并按性别和年级进行分析。样本由 548 名小学生（49.8%为女生）组成，他们处于 5 年级和 6 年级（Mage=10.95，SD=0.7）。逻辑回归分析表明，社会自我概念和学习目标在这三个角色中具有解释作用，突出了受害者的学业自我概念和成就目标，以及欺凌者和旁观者的高社会强化目标。根据性别和年级的不同，这种关系略有变化，对学校成就的动机取向是保护女孩和 6 年级学生免受伤害的因素。研究结果进行了讨论，指出它们在青少年前预防网络欺凌计划的发展中的作用。
