Explanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysis

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Title: Explanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysis
Authors: Aparisi, David | Delgado, Beatriz | Bo, Rosa M.
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Habilidades, Competencias e Instrucción
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Cyberbullying | Cybervictimization | Aggressiveness | Social anxiety | Adaptation to university
Issue Date: 27-Jan-2024
Publisher: Springer Nature
Citation: Journal of Computers in Education. 2024. https://doi.org/10.1007/s40692-023-00308-5
Abstract: The increase in the number of cases of cyberbullying and cybervictimisation among university students and the scarce amount of research on the subject justify the need to analyse its relationship with psychological and social variables to prevent its appearance and impact. The aim of this study was to establish and contrast the fit of an explanatory model on cyberbullying and cybervictimization based on its relationship with aggressiveness, social anxiety and adaptation to university using a structural equations analysis. A total of 1,368 Spanish university students aged 18–49 (M = 21.34; SD = 4.45) completed a battery of questionnaires with the aim of assessing cyberbullying, aggressiveness, social anxiety, and adaptation to university. An adjusted structural equations model was obtained (x2 = 198.53; df = 39; p < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06). Significant relationships are observed, aggressiveness is negatively related to adaptation to university and positively with cybervictimization. A negative relationship has also been observed between cybervictimization and adaptation to university and a positive relationship with cyberbullying. Indirect effects have not been observed between aggressiveness and cyberbullying and between social anxiety and cybervictimization through adaptation to university. Therefore, social anxiety does not act as a mediator in the relationship with adaptation to university. These results suggest the importance of efforts to promote coping strategies management of aggression and empowerment of student adaptation in the university context to prevent cybervictimization and cyberbullying. Contributions and implications of the results are discussed.
Sponsor: Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.
URI: http://hdl.handle.net/10045/140143
ISSN: 2197-9987 (Print) | 2197-9995 (Online)
DOI: 10.1007/s40692-023-00308-5
Language: eng
Type: info:eu-repo/semantics/article
Rights: © The Author(s) 2024. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Peer Review: si
Publisher version: https://doi.org/10.1007/s40692-023-00308-5
Appears in Collections:INV - SOCEDU - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas

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