Abstract
The rapid increase in cases of cybervictimization amongst children has led researchers to examine the psychoemotional factors related to cyberbullying behavior, in an attempt to prevent and minimize its impact. The objective of this study was to establish and contrast the fit of an explanatory model on cybervictimization based on its relationship with self-concept, aggressiveness, and school anxiety using a structural equations analysis. A total of 542 Spanish students aged 10–12 (M age = 10.97; SD = 0.74) completed a battery of questionnaires. An adjusted structural equations model was obtained (χ2 = 512.23; df = 99; p < 0.001; CFI = 0.928; NFI = 0.91; IFI = 0.928; RMSEA = 0.078). A direct and negative relationship was obtained between cybervictimization and self-concept and between cybervictimization and school anxiety. In addition, a direct and positive relationship was found between aggressiveness and self-concept and between aggressiveness and school anxiety. Indirect relationships were not found between the variables. The study’s findings demonstrate that the variables of self-concept and school anxiety are directly related to cybervictimization and that the improved psychoemotional adjustment of the youngest students may help to prevent the risk of being victimized over the Internet.
Highlights
The widespread use of the Internet by children and adolescents has revolutionized access to information, leisure and entertainment, communication, etc. [1]
It demonstrates the existence of cybervictimization at early ages, and, on the other hand, it highlights the risk and protection factors that explain being bullied with Information and Communication Technologies (ICTs)
Minors having higher levels of self-concept may be more protected from becoming online victims
Summary
The widespread use of the Internet by children and adolescents has revolutionized access to information, leisure and entertainment, communication, etc. [1]. Cyberbullying has become one of the most frequent psychosocial problems of childhood and adolescence [5] having prevalences ranging from 6% to 72% [6,7,8]. This high variability may be explained by the distinct forms of construct conceptualization, and the distinct methodologies used for variable measurement. Considerable debate exists with regard to its definition, measurement, and differentiation from traditional bullying [9], most studies coincide that cyberbullying may be defined as a behavior involving the use of mobile phones or the Internet to threaten or intimidate another [2,10]. The most parsimonious grouping includes the profiles of victim, bully, observer, and victimized bully [11]
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