Factores de riesgo asociados a los testigos de ciberacoso en Educación Primaria

Leticia López-Castro; Mónica López-Ratón

doi:10.30827/relieve.v28i2.25905

Authors

Leticia López-Castro University of Santiago de Compostela https://orcid.org/0000-0003-3801-0602
Mónica López-Ratón University of Santiago de Compostela https://orcid.org/0000-0002-2886-6282

DOI:

https://doi.org/10.30827/relieve.v28i2.25905

Keywords:

cyberbullying, school violence, primary education, multiple regression analysis

Abstract

Cyberbullying is a harmful and intentional act of an aggressor/s to a victim, through technology, which causes an imbalance of power. The role of bystanders is key for early intervention in the phenomenon. The objective of the study is to detect risk factors associated with cyberbystanders in Primary Education based on individual variables related to the use of technologies (number of technologies, type of technology, frequency, purpose of use, time slot, and place of connection) and experiences as victims or aggressors of cyberbullying. A sample of 1169 families whose children were in 5th or 6th grade of Primary Education was selected and surveyed using a self-administered questionnaire that measures all the indicated variables (α = .84). The study of the risk factors was carried out using binary logistic regression (bivariate models and multivariate model) with the software R version 4.1.0. Bivariate analyses identified: a) using a mobile phone with the Internet, b) Internet connection to talk with friends, c) cybervictimization, and d) cyberperpetration as possible individual risk factors (p < .05). The multivariate model showed joint predictors of the risk of being cyberbystanders in Primary Education: cyberperpetration, cybervictimization, number of technologies used and using the Internet to talk with friends. The interrelation between the roles of cyberbullying and the risk derived from the very frequent use of various technological devices is evidenced. Implications for educational practice are studied.

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Author Biographies

Leticia López-Castro, University of Santiago de Compostela

PhD in Education from the University of Santiago de Compostela, graduated in Psychopedagogy and graduated as a teacher, specializing in Early Childhood Education, from the same university. She carried out her doctoral thesis on cyberbullying in primary education. She has been part of the research and/or teaching team at the University of Santiago de Compostela, the International University of La Rioja, the Camilo José Cela University and the Nebrija University. Likewise, she has collaborated with Goldsmiths, University of London where she has carried out various research stays. Currently, she is a postdoctoral fellow with a Margarita Salas grant at the University of Santiago de Compostela, conducting a research stay at the Department of Psychology of the University of La Coruña and member of the Educational Psychology Research Group (GIPED).

Mónica López-Ratón, University of Santiago de Compostela

PhD in Mathematics from the University of Santiago de Compostela, graduated in Mathematics with a specialty in Statistics and Operations Research and master's degree in Biostatistics from the same university. She did her doctoral thesis on the selection of optimal cut-off points in diagnostic tests. He has been part of research groups at the University of Santiago de Compostela and participated in various research projects on ROC Curves and Generalized Additive Models (GAM) in association, prediction and classification studies, and their applications in fields such as medicine and biology. Currently, member of the Educational Psychology Research Group (GIPED).

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