European Cyberbullying Intervention Project Questionnaire Research Articles

Interactive Tomi Tool To Improve Attitudes Towards Cyberbullying In Upper Basic Students

Education changes frenetically at the pace of technological advances, likewise there are a series of difficulties that must be faced to avoid falling into cyberbullying that is converted into a way of discriminating against children and adolescents of any social class, the abuse of ICT exposes schoolchildren to this type of violation, where parents and teachers often do not know when a student is being a victim. This article aims to determine the effectiveness of the interactive TOMi tool in improving the attitudes of cyberbullying in students. of an Educational Unit, La Concordia - Ecuador 2023. The approach was quantitative, with a quasi-experimental design, using an intentional non-probabilistic sample of 30 students for the experimental group and 30 students for the control group. The instrument applied was the "European Cyberbullying Intervention Project Questionnaire", validated under the judgment of experts; reaching a coefficient of 0.75 in Cronbach's alpha, the data were displayed in frequency distribution tables and analyzed inferentially. It was concluded that the interactive TOMi tool positively influenced the improvement of attitudes towards cyberbullying in the students where the intervention was carried out.

Turkish Adaptation and Validation of the European Cyberbullying Intervention Project Questionnaire (ECIPQ)

Over the last two decades, cyberbullying has gained increasing attention from the research community as the phenomenon has become a public health issue affecting children, adolescents, and young adults. Although several instruments assess cyberbullying worldwide, many still need to be adequately validated in different languages, countries, and cultures. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) is one instrument that aims to measure two dimensions of cyberbullying: cyber-victimization and cyber-aggression. Although the instrument has been translated into various languages and validated in several European and non-European countries, validation studies have yet to be conducted in Turkish culture. This study aimed to adapt the ECIPQ into Turkish and to investigate the psychometric quality of the instrument in Turkish population. A total sample of 632 college students participated in the study. Along with the ECIPQ, the Buss-Perry Aggression Questionnaire, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale were administered for validation purposes. The results showed that the Turkish version of the ECIPQ had sufficient internal consistency. The confirmatory factor analysis supported the two-factor structure of the ECIPQ. The ECIPQ showed adequate convergent validity, as evidenced by the positive correlation between the cyberbullying and aggression scores and the negative correlation between cyberbullying and self-esteem scores. In conclusion, the ECIPQ can be considered a psychometrically sound measure to assess Turkish college students' perceived cyber-aggression and cyber-victimization levels.

Relationship between Physical Fitness and Cyberbullying Patterns (Cybervictimization and Cyberperpetration) in Spanish Adolescents.

(1) Background: Cyberbullying is a growing problem among adolescents, and deeper knowledge of this phenomenon could facilitate the implementation of adequate prevention and intervention strategies. Therefore, the aim of this study was to analyze the relationships between victimization and aggression patterns in cyberbullying and physical fitness levels in Spanish adolescents. (2) Methods: A total of 741 adolescents aged 12 to 19 years from two high schools in Andalusia, Spain (mean = 14.52 ± 1.96 years; 50.9% girls, 49.1% boys) participated in the study. The participants underwent the EUROFIT battery test and completed the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) scale. T-test, bivariate correlations and a linear regression analysis were used for statistical analysis. (3) Results: The study results indicated positive relationships between cyberbullying patterns, especially cybervictimization, and age, as well as several physical fitness measures, including BMI, sit-ups, sit-and-reach, and handgrip tests. On the other hand, cyberperpetration was positively related only to age and the specific grip strength test. Further statistical analysis revealed that cybervictimization was primarily influenced by age, while cyberperpetration was mainly influenced by age and performance in a functional test (sit-and-reach). (4) Conclusions: Cyberbullying roles, both as victims and aggressors, may not be strongly influenced by isolated physical fitness factors. Thus, in order to reach a more comprehensive understanding and better explanations of individual involvement in cyberbullying behavior, future studies should analyze psychological and social factors along with the variables considered in this study.

Cyberbullying among University Students during the E-learning Transformation Era: The Role of the Student-Teacher Relationship and Virtual Classroom Community

Purpose: The current study assesses cyberbullying among university students and explores the role of the student-teacher relationship and virtual classroom community. Methods: A descriptive exploratory study on four randomly selected colleges at Damanhour University/Egypt. Participants were recruited conveniently using an equal allocation of 150 students/college (600 students). The European Cyberbullying Intervention Project Questionnaire (ECIPQ), Rovai's Classroom Community Scale (RCCS), and the Student Version of The Teacher-Student Relationship Inventory (S-STRI) were used for data collection. Results: Low cyber victimization was reported by 66.5% of the students, while 39.8% reported low cyberaggression behaviors. The highest percent reported average virtual class connectedness (77.3%), learning experience (70.3%), and overall virtual classroom community (80.8%). Besides, highly satisfying teacher relationships (82.3%); average (38.8%) and low (35.8%) instrumental help; low conflict (68.0%); and average total teacher-student relationship (70.5%). Regression analysis revealed that the increased scores of the total teacher-student relationship scale (<i>p</i><0.05) with its two domains [satisfaction and instrumental help (<i>p</i><0.01)] and the total classroom community scale (<i>p</i><0.05) with its domains [connectedness (<i>p</i><0.01) and learning experience (<i>p</i><0.05)] decreased the likelihood of cyber victimization and cyberaggression. However, perceived conflicting teacher relationships increased the likelihood of cyber victimization (<i>p</i><0.05) and cyberaggression (<i>p</i><0.01).Conclusion: Cyberbullying is a concern among university students, and the students’ perceived nature of their relationships with their teachers and sense of virtual classroom community play a pivotal role in shaping their involvement in cyberaggression and exposure to cyber victimization. Thus, developing mass media campaigns to enhance awareness about cyberbullying and cyber civility regulations is recommended.

Anti-cyberbullying interventions at school: Comparing the effectiveness of gratitude and psychoeducational programmes

ABSTRACT Previous studies evidence the benefits of gratitude and psychoeducation to diminish the performing of aggressive behaviours. The aim of this study was to assess the effectiveness of a brief gratitude programme and a brief psychoeducational programme to prevent cyberaggression in adolescents. A sample of 483 adolescents (11–17 years old) participated in the study, being assigned to one of the following three groups: gratitude programme, psychoeducational programme and the control. Both programmes comprised four one-hour sessions. All participants completed the cyberaggression subscale of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) at three time points: pre-test, post-test and three-month follow-up. Significant decreases in cyberaggression were found at post-test in the psychoeducational group and at the three-month follow-up in the gratitude group. These findings provide the first evidence of the benefits of gratitude training in adolescents to prevent cyberaggression over time.

Prevalence of cyberbullying among Jordanian university students

Introduction. Little scientific attention has been dedicated to the problem of cyberbullying in the university environment compared to similar studies conducted on adolescents. This research is crucial because it sheds light on the scope and nature of cyberbullying, which can then be used to inform the design of efficient intervention and prevention strategies, policies, and educational programmes aimed at improving students' lives and creating a welcoming, supportive, and constructive learning environment for all. Aim. This study attempted to explore the prevalence rates of cyberbullying among Jordanian university students. Method. A modified version of the European Cyberbullying Intervention Project Questionnaire was administered to a sample of 248 university students aged between 18 and 30. Results. The study findings revealed that approximately one-third (31%) of the students who met the questionnaire criteria experienced different types of cyberbullying behavior. The results indicated that all forms of cyberbullying were more prevalent among younger students (64.4%), who spent more hours on the Internet. The study's findings also showed that most of the victims (48.1%) tended to save the evidence and tell nobody about the problem. The study confirms the existence of cyberbullying within institutions of higher learning in Jordan. Practical significance. The study sheds light on the scope and intricacy of cyberbullying in the setting of higher education, which has been largely unexplored until now. The study highlights the critical need for improved anti-cyberbullying strategies, policies, and educational programs by revealing that a sizeable percentage of university students, especially younger and more internetactive ones, experience various forms of cyberbullying and tend to conceal such experiences. These results provide critical impetus for creating safe and welcoming campus communities where students may learn, and for promoting healthy social norms among college students.

Cyberbullying in COVID-19 Pandemic Decreases? Research of Internet Habits of Croatian Adolescents

Online contacts and other activities on the Internet came into focus given the increased use during the COVID-19 pandemic. The online environment is a setting for problematic Internet use, including cyberbullying, and research so far shows that inclusion in cyberbullying depends on the amount of screen time. Increases in screen time during the pandemic could affect the growth of the prevalence rates of children’s involvement in cyberbullying. The aim of this paper is to compare the Internet habits, cyberbullying and parental role in children’s online activities before and during the COVID-19 pandemic, when the use of the Internet increased due to online classes and implemented measures to prevent the spread of the infection. The Institute of Public Health of Split-Dalmatia County conducted a quantitative online survey of Internet habits and problematic Internet use in two waves in 2017 and 2020 with adolescents from 12–18 (N2017 = 536; N2020 = 284). Research included adherence to ethical standards of research with children. An online activity questionnaire for children, a questionnaire of parental behaviors and the European Cyberbullying Intervention Project Questionnaire—ECIPQ were used. The results of the research point out that cyberbullying rates in the pandemic decreased. The results show that the cumulative effect of parental monitoring is medium with approximately 5% of explained variance for experiencing and 6% for committing violence. The similar set of predictors is statistically significant in both regressions. Parental actions of monitoring applications, informing children and monitoring search history are identified as protective factors for committing or experiencing cyber violence. These findings are important for understanding the effect of the general digitization of society, which leads to an extensive increase in the use of online content and various digital tools, and the role of the parents, especially as protective potential for cyberbullying among children.

Development and Validation of a Brief Version of the European Bullying and Cyberbullying Intervention Project Questionnaires (EBIP-Q and ECIP-Q).

In order to prevent school bullying and cyberbullying, brief measurement instruments with adequate psychometric properties are required. The objective of this study was to develop a combined reduced version of the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) for its use in the screening of bullying-related behaviors at school. The sample consisted of 1777 students, between 14 and 18 years of age (M = 15.71; SD = 1.26), of which 54.1% were female. The resulting reduced version presents adequate psychometric properties with reliability coefficients between ω = .72 and ω = .82. Factor analyses indicate that both bullying and cyberbullying are structured around two factors: victimization and aggression. The correlations between the scores of the original version and the reduced version were adequate. Bullying and cyberbullying was associated with different indicators of socioemotional adjustment. The European Bullying and Cyberbullying Intervention Project Questionnaire Brief version (EBCIP-QB) seems to be brief, useful, and have adequate psychometric properties for the assessment of bullying and cyberbullying in Spanish adolescents.

Assessing Cyberbullying in Adolescence: New Evidence for the Spanish Version of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q).

The prevention of cyberbullying at school requires assessing its prevalence by means of brief measurement instruments with adequate psychometric properties. The present study aims to study the psychometric properties of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) in a sample of 1777 Spanish adolescents (54.1% women, M = 15.71 years; SD = 1.26), selected by stratified random cluster sampling. The two-factor model (victimization and aggression) displayed appropriate goodness of-fit indices. Configural measurement invariance model across gender was found. The omega reliability coefficient for the victimization subscale was 0.82, and for the aggression subscale was 0.68. The ECIP-Q scores were negatively associated with self-esteem and prosocial behavior, and positively associated with depression symptoms and emotional and behavioral difficulties. Significant differences were found between victim and non-victim groups, and between aggressor and non-aggressor groups on the same variables. Victims and aggressors scored lower on self-esteem, and higher on depression symptoms and emotional and behavioral difficulties than those not involved in cyberbullying situations. These findings contribute to demonstrate the satisfactory psychometric quality of the ECIP-Q scores as an assessment tool for cyberbullying in Spanish adolescents.

Maltrato y ciberacoso asociado a la autoestima en estudiantes de medicina de una universidad peruana durante el rebrote de la COVID-19

Introduction: Abuse and cyberbullying have existed for a long time, however, the pandemic could be a risk factor that negatively impacts the self-esteem of medical students. The objective of this study was to determine the association between mistreatment and cyberbullying with self-esteem in medical students at a Peruvian university during the COVID-19 outbreak.Methods: Observational study, analytical type, carried out in 271 students from first to sixth year in a Peruvian medical school. The presence of abuse, cyberbullying and self-esteem were evaluated using the Perception of Abuse Questionnaire in Medical Students, the European Cyberbullying Intervention Project Questionnaire Spanish version (ECIPQ) and the Rosemberg Self-esteem Scale, respectively. Bivariate using the chi square test (significance level of p<0.05).Results: The perception of psychological abuse was 237 (87.50%), academic 237 (87.50%), and sexual 136 (50.90%); 67 (24.70%) of cybervictims, 35 (13.70%) of cyberbullies, and 35 (13.30%) of victimized cyberbullies were found; the majority of students had an average self-esteem of 111 (41.69%). The level of global self-esteem was significantly associated with the presence of psychological (p = 0.001), academic (p = 0.018) and sexual abuse (p = 0.000), but not with the presence of cybervictims (p = 0.090), cyberbullies (p = 0.107) and with the victimizing cyberbullies (p = 0.178).Conclusions: An association was found between the perception of psychological, academic and sexual abuse with the level of global self-esteem, in contrast, there was no evidence of the influence of cyberbullying on the self-esteem of the medical student.

The Moderating Role of Emotion Regulation in Relationship Between Narcissism and Cyberbullying

Along with the growing role of new technological solutions, we are becoming more and more exposed to the negative consequences of electronic forms of contact. Therefore, the aim of the study was to investigate the relationship between cyberbullying, both from the perpetrators’ and victims’ perspectives, and emotion regulation strategies and narcissism. It was hypothesized that cyberbullying correlates positively with emotion suppression and narcissistic rivalry and negatively with cognitive reappraisal and narcissistic admiration. Within cybervictimization, a positive relationship was predicted with emotion suppression and narcissistic rivalry, and a negative relationship with narcissistic admiration. Additionally, a model assuming moderation of emotion regulation strategies in the relationship between cyberbullying perpetration and narcissistic rivalry was analyzed. Students aged 19–26 years (N = 208, 49.5% female) participated in the study and completed the following online questionnaires: the Emotion Regulation Questionnaire, the European Cyberbullying Intervention Project Questionnaire, and the Narcissistic Admiration and Rivalry Questionnaire. The results indicated that cybervictimization was positively related to emotion suppression, and that narcissistic rivalry was positively related to cyberbullying and cybervictimization. The tested model of moderation was not validated for both emotion regulation strategies. The results of the research have practical implications and confirm the need for further research in this field.

Analysis of the relationship between school bullying, cyberbullying, and substance use

The use of alcohol and other substances among underage adolescents continues to cause social concern nowadays, but it is not the only challenge that professionals face while working with this population. School bullying and cyberbullying remain another main issue affecting the well-being and development of the students. The main objective of the present study was to analyse the possible relationship between both school bullying and cyberbullying with substance use. A selective methodology was used, administering a survey among students from state funded Secondary schools in the Autonomous Community of Galicia (Spain), and obtaining a sample of 3,173 adolescents aged 12 to 17 years. The questionnaire included items referring to the consumption of several substances, specific screening scales for the evaluation of risky consumption (Alcohol Use Disorders Identification Test, Cannabis Abuse Screening Test and CRAFFT Abuse Screening Test) and validated multi-item scales to assess school bullying and cyberbullying involvement (European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire). The results showed that the most consumed substances were alcohol, tobacco and cannabis, finding also high risky consumption rates. Adolescents involved in either school bullying or cyberbullying in any role (victims, perpetrators and bully-victims) presented significantly higher rates in the consumption habits and risky consumptions analysed. These results highlight the need for a comprehensive prevention approach that addresses both school bullying, cyberbullying, and addictions at the same time.

Online Interactions and Problematic Internet Use of Croatian Students during the COVID-19 Pandemic

The COVID-19 pandemic caused a transition to online services in almost all aspects of life. Today, online access is an important aspect of child well-being more than ever. The aim of the study was to investigate online activities and gender differences of children with a special focus on harmful online content, cyberbullying, and Internet addiction. Our research was conducted among students from one Croatian county (average age = 14.97, N = 494). The Internet Addiction Test, the European Cyberbullying Intervention Project Questionnaire, as well as questions constructed for the purposes of this research (e.g., online contents) were used. Between 20% and 30% of students spend four or more hours a day online. Furthermore, 14.57% of students showed moderate signs of addiction, and 1.42% already showed severe signs of addiction, where girls had significantly higher results. The results indicated that 12.75% of students were victims, 5.87% were perpetrators, and 8.3% were, at the same time, committing and experiencing cyberbullying. Children who commit and/or experience cyberbullying achieve higher results on the scale of Internet addiction than children who do not participate in cyberbullying. These findings contribute to our understanding of Internet usage and especially its problematic aspect in such a complex time as the COVID-19 pandemic, and they can be useful for planning future interventions with children.

Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?

School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.

Adaptation and validation of the European cyberbullying intervention project questionnaire with and for Chinese adolescents.

Cyberbullying is a global and growing phenomenon, which affects the wellbeing of millions of adolescents around the world including Chinese adolescents. However, there is a lack of valid and reliable measures of cyberbullying behaviours in Chinese. To address this research gap, this study aims to adapt and validate a well-known, reliable and validated instrument: the European Cyberbullying Intervention Project Questionnaire (ECIPQ) among Chinese adolescents. A 14-item (seven for cyber aggression and seven for cyber victimisation) of the Chinese version of ECIPQ was developed based on its relevance and appropriateness to the Chinese culture. After its cultural and linguistic adaptation, the measure was norm with a sample of Chinese adolescents. A total sample of 452 adolescents was randomly split into two evenly subsamples for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA results indicated that the Chinese version of ECIPQ had a good convergent validity and satisfactory discriminant validity, and a two-factor model was identified. CFA results showed a good fit of the measurement model in assessing cyber aggression and cyber victimisation. This adapted Chinese version of ECIPQ can be used to facilitate future research on cyberbullying screening, and that research may in turn promote proactive screening and better coordination of community responses for victims as well as perpetrators. Future comparative studies may use the validated scale to assess the prevalence of cyberbullying and the results of interventions to reduce cyberbullying among Chinese adolescents.

Cyberbullies, the Cyberbullied, and Problematic Internet Use: Some Reasonable Similarities.

The spread of the internet and Information and Communications Technologies (ICT) have completely changed society in the last few decades. The transfer of traditional face-to-face bullying to the virtual environment is one of the risks adolescents face in this new reality. The present study sought to explore the relationship between involvement in cyberbullying and behaviours such as internet and mobile usage and other risky online behaviours. The sample consisted of 3,188 adolescents aged 12-17 years old (Mean= 14.44; SD= 1.67). The application of the European Cyberbullying Intervention Project Questionnaire (ECIPQ) found that 5.2% were victims, 4.5% perpetrators and 4.3% bully-victims. Results also showed that cyberbullying seems to be associated with both Problematic Internet Use and behaviours such as sexting, gambling and contacting strangers, which suggests a need for a comprehensive approach for preventing all these issues. Moreover, parental monitoring could serve as a modulating factor, which should also be taken into account in the development of appropriate prevention strategies.

Sex Differences in Adolescent Bullying Behaviours

In recent decades there has been a progressive increase in concern and research into the problems of peer aggression, both in the educational setting and more recently, online. The present study sought to explore sex differences in traditional bullying and cyberbullying, since current literature has not reached a consensus in how bullying involvement could be moderated by sex. The sample consisted of 3,174 adolescents aged 12-17 years old who completed a paper survey which included the European Bullying Intervention Project Questionnaire and the European Cyberbullying Intervention Project Questionnaire. The main results found no differences in cyberbullying rates for boys and girls. In the case of bullying, there were more bully-victims among the boys, but no differences were found in the pure victims or pure perpetrators. When analysing the specific bullying behaviours suffered or perpetrated, several differences were found. However, said differences were discrete and it seems that there are not distinctly differentiated bullying patterns, which discourages the use of clearly differentiated preventive strategies for boys and girls.

Adicción a redes sociales y ciberbullying en los adolescentes

El objetivo del estudio fue determinar si existe relación significativa entre adicción a redes sociales y ciberbullying en los adolescentes que estudian en la Asociación Educativa Adventista Andina Central. Sigue los lineamientos de un diseño no experimental de corte transversal y de tipo correlacional. Participaron del estudio 326 adolescentes del nivel secundario de ambos sexos entre 12 y 17 años de edad. Para la medición de las variables, se utilizaron; el Cuestionario de Adicción a Redes Sociales (ARS) construida por Escurra y Salas (2014) y el European Ciberbullying Intervention Project Questionnaire (ECIPQ), ambos instrumentos son válidos y confiables de acuerdo a los mismos. Por otro lado, los datos fueron procesados, realizándose análisis descriptivos y de correlación. Se encontró que la adicción a redes sociales y el ciberbullying se relacionan significativamente (r = .381**, p = 0.00). Es decir, los participantes que tienen un mayor nivel de adicción a redes sociales a su vez presentan mayores indicadores de desarrollar ciberbullying.

Longitudinal associations between cybervictimization, anger rumination, and cyberaggression.

Adolescents' involvement in cyberbullying has been a growing public health concern for some time. Cybervictimization and cyberaggression are two phenomena that previous research has often shown to be associated. However, longitudinal research into these associations and also into potential risk factors for these phenomena is less common. Anger rumination is a proven risk factor for aggressive behavior, but the relationship between anger rumination and victimization is not clear. The present longitudinal study investigated the associations between cybervictimization, anger rumination and cyberbullying in a sample of 3017 adolescents (M W1 = 13.15; SD = 1.09; 49% girls) from 7th to 9th grade. The European Cyberbullying Intervention Project Questionnaire and the Anger Rumination Scale were administered in four waves with 6 months intervals over a total period of 18 months. The associations between the variables were analyzed with a cross‐lagged model. We found that: cybervictimization predicted anger rumination and cyberaggression; anger rumination was associated with later increases in both cybervictimization and cyberaggression: but involvement in cyberaggression predicted neither subsequent involvement in cybervictimization, nor in anger rumination. In addition, cybervictimization was found to mediate the association between anger rumination and cyberaggression. This study expands the understanding of the factors associated with cybervictimization and cyberaggression, and its results indicate that intervention programs should focus on boosting self‐control to decrease impulsive behavior and protocols to prevent and intervene in cyberbullying.

Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents.

(1) Background: Cyberbullying is a social concern in adolescents. The practice of physical activity is a key factor in protection against cyberbullying related to the multiple psychological benefits. Therefore, the study sets out to analyse the relationship between amount, types, enjoyment of physical activity and performance in physical education with cyberbullying. (2) Methods: A sample of 867 adolescents between 12 and 19 years of age from two schools in Andalusia (Spain) was studied. A computer-based questionnaire given in the classroom was used, with two questions about the type of physical activity, one on physical education performance, the Scale of Enjoyment of Physical Activity (PACES) and the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ). (3) Results: Clear relationships were found between the practice of physical activity and cybervictimisation. However, less involvement has been observed among girls who practice physical activity in cyberaggression. (4) Conclusions: In relation to the types of physical activity, it seems that practising physical activities that involve competition can help to develop defence mechanisms against cyberaggression, as well as improve values to be less involved in cyberaggression.