Prevalence of online sexual harassment and online bullying: a nationwide survey among high school students in Denmark.

Background: Using data from a nationwide survey among high school students in Denmark, the aim of the current study is to measure the prevalence of online bullying and online sexual harassment and assess gender and age differences in exposure. Methods: We used data from the Danish National Youth Study 2019, which is a nationwide web survey among high school students, including general, commercial, preparatory and technical high schools. Data were collected from January to April 2019 through a self-administered questionnaire in the classroom. A total of 29,086 students participated (response rate: 66%). The survey included questions about online sexual harassment (victimization and perpetration) and online bullying. Results: Approximately 11% of students reported receiving sexually offensive inquiries online, and about 10% received a sexual image/video of others without the subjects' consent. Additionally, 4% experienced that other people shared a sexual image/video of them without their consent within the last 12 months. The most common type of online bullying was feeling ignored by others online (25%), followed by someone spreading rumors or writing nasty things about them (13%), and receiving threats/unpleasant messages (12%). Gender results were mixed.

Cyberbullying among Brazilian schoolchildren: data from the National Student Health Survey, 2019. / Cyberbullying entre escolares brasileiros: dados da Pesquisa Nacional de Saúde do Escolar, 2019.

This cross-sectional study assessed data from Brazil's 2019 National Student Health Survey to investigate associations between cyberbullying and sociodemographic, family, mental health, and behavioural factors among Brazilian schoolchildren. Multivariate analysis by Poisson regression found 13.2% prevalence of cyberbullying, which was higher among adolescents who felt nobody cared about them (PR=1.47; 1.36-1.59); felt sad (PR=1.5; 1.4-1.7); reported that life was not worth living (PR=1.71; 1.59-1.84); had no friends (PR=1.68; 1.50-1.87); suffered parental aggression (PR=1.54; 1.45-1.65); missed classes without permission (PR=1.13; 1.06-1.20); used tobacco (PR=1.19; 1.10-1.30); alcoholic beverages (PR=1.16; 1.08-1.25); or illicit drugs (PR=1.14; 1.04-1.25); or had sexual intercourse (PR=1.23; 1.14-1.33). Prevalence was lower among boys (PR=0.85; 0.80-0.91); those 16-17 years old (PR=0.88; 0.82-0.95); and who reported having parental supervision in their free time (PR=0.78; 0.73-0.83). Cyberbullying has a high prevalence, highlighting the importance of monitoring this practice and establishing prevention measures in schools.

O estudo analisou a associação entre Cyberbullying e fatores sociodemográficos, familiares, de saúde mental e comportamentais em escolares (13 a 17 anos) brasileiros. Trata-se de um estudo transversal com dados da PeNSE 2019. Realizou-se análise multivariada com regressão de Poisson. A prevalência de Cyberbullying foi de 13,2% e foi maior entre os adolescentes que sentiam que ninguém se preocupava com eles (RP=1,47; 1,36-1,59); se sentiam tristes (RP=1,5; 1,4-1,7); referiram que a vida não vale a pena (RP=1,71; 1,59-1,84); não tinham amigos (RP=1,68; 1,50-1,87); sofriam agressão dos pais (RP=1,54; 1,45-1,65); faltavam às aulas sem autorização (RP=1,13; 1,06-1,20); usavam tabaco (RP=1,19; 1,10-1,30); bebidas alcóolicas (RP=1,16; 1,08-1,25); drogas ilícitas (RP=1,14; 1,04-1,25); e tiveram relação sexual (RP=1,23; 1,14-1,33). Tiveram menor prevalência os adolescentes do sexo masculino (RP=0,85; 0,80-0,91), os mais velhos (16-17 anos) (RP=0,88; 0,82-0,95) e que reportaram ter supervisão dos pais no tempo livre (RP=0,78; 0,73-0,83). O Cyberbullying tem elevada prevalência e destaca-se a importância de monitorar a prática, estabelecendo ações de prevenção nas escolas.

Bullying victimization and bullying perpetration, social anxiety, and social withdrawal in Portuguese adolescents: A reciprocal association model.

Further research is needed to clarify the association of the different forms of bullying with social anxiety and social withdrawal over time in adolescents. This two-wave panel study with a 1-year time lag (October 2021-October 2022) examined the cross-lagged relationships between bullying victimization and bullying perpetration, social anxiety (i.e., fear or distress in social situations), and social withdrawal (i.e., consistent, and deliberate social solitude). Participants were 485 middle school students (234 girls) attending the seventh or eighth grade at Time 1 (T1) (Mage = 12.67 years, SD = 1.14 years). Social anxiety and social withdrawal were assessed using subscales of the Social and Emotional Competencies Evaluation Questionnaire. Bullying perpetration and bullying victimization were assessed using the Bullying and Cyberbullying Behavior Questionnaire-Short Form. The within-wave associations between the study variables were similar at T1 and Time 2 (T2), with the exception that the association between bullying perpetration and social anxiety was much weaker at T1 than at T2. The results of the path analysis showed that T1 bullying perpetration predicted T2 social anxiety, and that T1 bullying victimization predicted T2 social withdrawal. We also found a reciprocal relationship between social anxiety and social withdrawal. These findings highlight the importance of preventive and remediation interventions to reduce social anxiety in adolescents who engage in and experience bullying behavior.

Cyber Interpersonal Violence: Adolescent Perspectives and Digital Practices.

BACKGROUND: The pervasive use of technology, especially among adolescents, has enabled cyber communication and brought many advantages but also led to potential violence. The issue of cyber interpersonal violence (CIV) impacting young individuals is increasingly recognized as a matter of public health; however, little is known about adolescents' perspectives of the phenomenon. This study explores adolescents' perspectives on CIV. It seeks to understand their interpretations of abuse, victim impact and reactions, violence escalation, gender issues, victimization and perpetration patterns, and bystander roles. METHODS: This qualitative study used fifteen focus groups to gather elementary school participants' perspectives on cyber interpersonal violence. From four Portuguese schools, 108 participants (M = 12.87 and SD = 0.31) participated in the study. A thematic analysis uncovered three themes. The results evidenced adolescents' perspectives about CIV. Due to the amount of time spent online, adolescents regularly encounter cyber harassment and recognize the importance of help-seeking. Mental health problems and their influence on the social and educational lives of adolescents is arising as a CIV problem. CONCLUSIONS: Parents play a crucial role in mitigating CIV as well as bystanders. Future programs should promote healthy relationships, raise CIV awareness, involve stakeholders, guide parents, integrate perpetrators into programs, and foster effective networking.

Perceived Social Support and Health Care Spending as Moderators in the Association of Traditional Bullying Perpetration with Traditional Bullying and Cyberbullying Victimisation among Adolescents in 27 European Countries: A Multilevel Cross-National Study.

Existing research has documented the association between bullying perpetration and bullying victimisation. However, it is still unclear how different sources of social support moderate the association between bullying perpetration and bullying victimisation at a cross-national level. Using multilevel binary logistic regression models, this study examined the moderating role of public health care spending and perceived social support (i.e., family and teacher support) in the association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying among adolescents across 27 European countries. Country-level data were combined with 2017/18 Health Behaviour in School-aged Children (HBSC) survey data from 162,792 adolescents (11-, 13-, and 15-year-olds) in 27 European countries. Results showed that adolescents who perpetrated traditional bullying had a higher likelihood of being victimised by traditional bullying and cyberbullying than adolescents who did not bully others. Results also indicated that the magnitude of the positive association between traditional bullying perpetration and victimisation by traditional bullying and cyberbullying was mitigated among adolescents with more family, teacher, and public health care support. These findings support the notion that multilayered systems of social support could play a vital role in bullying prevention and intervention strategies to address bullying among adolescents.

Online sexual abuse of children with disabilities: Analyzing reports of social workers' case files in Israel.

BACKGROUND: Online child sexual abuse (OCSA) is a growing social concern. However, its manifestations among children with disabilities (CWDs), who face an increased risk of sexual abuse, remain largely unexamined. OBJECTIVE: This study aims to fill this gap by examining professionals' perspectives of the OCSA of CWDs through their work at the 105 Hotline, an Israeli national call center that accepts queries and reports of the cyber victimization of minors. METHODS: A mixed methods research design was employed. A quantitative analysis was performed on 114 case files involving the OCSA of CWDs, followed by a thematic content analysis of 23 follow-up files by social workers. RESULTS: The quantitative findings revealed various characteristics of the survivors, their families, and OCSA. The qualitative analysis revealed that professionals indicate multiple interrelated risk factors for the OCSA of CWDs on three levels: child, related to the child's characteristics and disability traits; family, referring to familial complexities, parenting challenges, and socio-economic position; and relational, referring to the online abusive relationships between the perpetrator and the survivor. Furthermore, the online platform comprised characteristics that enhanced the risk of OCSA of CWDs. CONCLUSIONS: The understanding that the OCSA of CWDs as a compounded risk that encompasses personal and environmental risk dimensions is necessary and should guide all professionals' decisions and actions. There is also an urgent need for governmental and community efforts to develop measures, policies, and support systems to reduce OCSA risks for CWDs. Moreover, knowledge and interventions should be developed for professionals and parents of CWDs to improve the identification and response to this overlooked phenomenon.

The prevalence of cyberbullying and the association between cyberbullying emotional exhaustion and perception of collective efficacy among Chinese college students.

OBJECTIVE: With the rapid development of information and communications technology, the prevalence of cyberbullying and its influences on mental health among college students have received increasing attention. The purpose of this study was to survey the prevalence of cyberbullying in Chinese college students and to investigate the association between cyberbullying, emotional exhaustion and the perception of collective efficacy. METHODS: The study sample included 5315 respondents from ten different colleges in Liaoning Province. Their demographic characteristics and characteristics of online behaviors and instruments including a Cyberbullying Scale with 12 items, the Emotional Exhaustion measuring scale, and the Perception of Collective Efficacy Scale, were employed. RESULTS: The prevalence of cyberbullying victimization was 26.45 % (1406/5315). Younger male college students who had more active online lives were more likely to be cyberbullying victims. Binary logistic regression analysis showed that being a cyberbullying victim (odds ratio, OR = 2.188; 95%CI, 1.841-2.600, p < 0.001) was associated with emotional exhaustion. Perceptions of collective efficacy (PCE) is negatively associated with cyberbullying and, thus, alleviate emotional exhaustion and mediate the negative effect of emotional exhaustion after it occurs. CONCLUSION: Cyberbullying occurs quite frequently among Chinese college students. Cyberbullying is a predictor of emotional exhaustion. PCE play a bidirectional role before and after cyberbullying occurs. Our study highlights the importance of the identification of potential cyberbullying victims and of the provision of early interventions in cyberbullying among Chinese college students to improve their mental health.

Relations between school climates and bullying behaviors in Chinese adolescents: The mediating role of prosocial tendency.

This research investigated the relationships between school climates and bullying behaviors in Chinese adolescents, and tested the mediating effect of prosocial tendency according to the seesaw effect. School climates were operationalized using three constructs: subjective diversity of student development goals, teacher support, and peer trust. Bullying behaviors included traditional (i.e., physical, nonphysical, and relational) and cyber bullying behaviors. We recruited 538 adolescents from three schools in Beijing, China (286 girls, 252 boys; average age = 12.47) and asked them to fill out the surveys measuring school climates and prosocial tendency at the outset and to report school bullying behaviors three months later. The results showed that subjective diversity of student development goals and peer trust were directly associated with less cyber bullying behavior. Moreover, teacher support and peer trust were indirectly associated with less traditional bullying behaviors via prosocial tendency. Our findings extend the existing literature on the relationships between school climates and bullying behaviors by incorporating different types of bullying behaviors, concentrating on Chinese adolescents from a cultural viewpoint, and tapping into the underlying mechanism via revealing prosocial tendency as a mediator. Theoretical and empirical contributions of this study, as well as practical implications are discussed.

Cyberbullying Perpetration and Victimization as Risk Factors for Self-Harm: Results From a Longitudinal Cohort Study of 13-14-Year-Olds in England.

PURPOSE: Cyberbullying is a crucial issue that affects adolescent mental health, with evidence to suggest that adolescents who are victims of cyberbullying are at higher risk for self-harm. However, longitudinal evidence is lacking, meaning the direction of effects cannot be established. This study investigated longitudinal associations between levels of cyberbullying involvement (bully, victim, or both), frequency, and self-harm a year later in an adolescent sample. METHODS: Data were collected from Year 9 students (13-14-year-olds; N = 1,195) enrolled in 19 schools in Southwest England using an online questionnaire with a 1-year follow-up period (October 2019-October 2020). Multivariable logistic regression analysis was conducted to test for associations between different levels of cyberbullying involvement at baseline and the likelihood of self-harm a year later, adjusting for key covariates. A secondary regression analysis also explored the associations between the frequency of cyberbullying involvement at baseline and subsequent self-harm. RESULTS: Compared to those with no cyberbullying involvement, individuals who were both victims and perpetrators (adjusted odds ratio = 2.94, 95% confidence interval: 1.99-4.34) as well as victims only (adjusted odds ratio = 2.81, 95% confidence interval: 1.95-4.04) showed an increased risk of subsequent self-harm. In terms of frequency, associations were found between frequent and occasional cyberbullying and self-harm for both victims and perpetrators; however, associations for the perpetrator group attenuated to the null following adjustment for covariates. DISCUSSION: Our findings highlight cyberbullying in early adolescence as a risk factor for subsequent self-harm. Cyberbullying prevention should be a priority for school mental health interventions, with consideration that most perpetrators of cyberbullying may also be victims.

The role of school climate on student disclosure of private information and cyberbullying: a comparison of regular and vocational school students in China.

Introduction: Adolescents are experiencing an unprecedented cyber-saturated environment where the disclosure of private information should be approached with caution. This study aims to investigate the effects of school environment, including student support, teacher support, and opportunities for autonomy, on students' disclosure of private information and their experiences with cyberbullying. Methods: In September 2022, a total of 1,716 students (mean age = 14.60, SD = 1.35) from three regular and vocational schools in China participated in the survey. Results: The results showed that 35.6% of the participants had experienced victimization by cyberbullying, and 12.6% had perpetrated cyberbullying. Vocational school students reported significantly higher rates of cyberbullying and lower levels of perceived school climate than students from regular school. Student support in the school environment was found to negatively affect both cyberbullying perpetration and victimization, with this impact appearing to be stronger in regular schools as compared to vocational schools. Opportunities for autonomy and the disclosure of private information were positively correlated with experiences of cyberbullying. Discussion: This study introduces a novel perspective that perceived school climate influences adolescents' disclosure of private information and their involvement in cyberbullying. The findings could provide implications for future research and practices aimed at child protection in cyberspace.

Use of multimedia devices in pediatric age: risks or advantages? A survey in an Italian center.

BACKGROUND: Nowadays children live in a digital world, exposed to relevant risks for their health and safety. The aim of this study is to investigate the use of multimedia devices in a sample of children and adolescents. METHODS: The study was performed between November 2018 and June 2019 in a third-level University Hospital, recruiting children and adolescents during general or specialistic follow-up visits. Anonymous, age-specific, questionnaires were distributed to 500 children and adolescents and 370 parents. RESULTS: Among children, 25 (17.1%) had their own mobile device, of which 84% Italian. The 54.1% of them uses multimedia devices half an hour/an hour per day and many of them (37.5% of Italian and 40% of foreign) use it without their parents' control. Most of adolescents had a mobile phone since the age of 10-12 years old. WhatsApp (Meta Inc., Cambridge, MA, USA) is the most used social network, followed by Instagram and Facebook. The use of multimedia devices was widespread between teenagers during classroom hours, meals and before sleeping and they are an important mean for cyberbullying. In addition, in the 29.9% of cases there is no correspondence between information given by parents and respective sons/daughters. CONCLUSIONS: This study shows more risks than advantages derived from the use of multimedia devices in children and adolescents. Therefore, it is essential to educate them about their correct and responsible use.

Association of screen-based activities and risk of self-harm and suicidal behaviors among young people: A systematic review and meta-analysis of longitudinal studies.

Emerging evidence suggests that screen-based activities are associated with self-harm and suicidal behaviors. This study aimed to examine these associations among young people through a meta-analysis. We systematically searched EBSCO pshyARTICLES, MEDLINE (via PubMed), EMBASE, and Web of Science from their inception to April 1, 2022, and updated on May 1, 2024. Longitudinal studies reporting the association between various screen-based activities and subsequent self-harm and suicidal behaviors in young people aged 10 to 24 were included. Nineteen longitudinal studies were included in the qualitative synthesis, and 13 studies comprising 43,489 young people were included in the meta-analysis, revealing that total screen use is significantly associated with the risks of self-harm and suicidal behaviors. Cyberbullying victimization was also related to these adverse outcomes. Subgroup analyses indicated that social media use and problematic screen use are significant risk factors for self-harm and suicidal behaviors. Study quality was appraised using the Newcastle-Ottawa Scale, and potential publication bias was deemed unlikely to affect the results significantly. These findings suggest that screen-based activities should be considered in the management and intervention strategies for self-harm and suicidal behaviors in young people.

Nomophobia and Phubbing Levels of Nursing Students: A Multicenter Study.

Today, with the enhancement in the usage of smartphones, the concepts of nomophobia and phubbing have emerged. Nomophobia refers to the fear of being deprived of smartphones/smart devices. Phubbing is the use of a person's smartphone in situations that are not appropriate for the situation, time, and place. Therefore, the study purposed to evaluate nursing students' nomophobia and phubbing scores in Turkey, Portugal, and the United States. The data were collected with the Personal Information Questionnaire, Nomophobia Scale, and Phubbing Scale from N = 446 nursing students. The mean age of the students was 22.04 ± 4.08 years, and 86.5% were women. It was found that the total nomophobia scores of the nursing students were 80.15 ± 21.96, 72.29 ± 28.09, and 99.65 ± 6.11, respectively in Turkey, Portugal, and the United States. When the countries' Nomophobia Scale total scores, "giving up convenience," "not being able to communicate," and "losing connectedness" scores were compared with each other, they were found to be statistically significant ( P < .05). When the countries' Phubbing Scale total scores and all subscale scores were compared with each other were found to be statistically significant ( P < .05). It is seen that nomophobia scores were moderate (60 ≤ NMP-Q nomophobia ≤ 99) and phubbing scores (<40) were below the level indicating addiction in all countries.

The effect of bullying and cyberbullying on predicting suicide risk in adolescent females: The mediating role of depression.

This paper analyzed the role of depression as a mediator in the association between bullying, cyberbullying, and suicide risk in adolescent females. A total of 751 Colombian adolescent females (M= 13.71, SD=1.897), who were administered the Plutchik Suicide Risk Scale, the Beck Depression Inventory, the European Bullying Intervention Project Questionnaire and Cyberbullying. Bullying victimization and aggression and cyberbullying victimization were found to contribute statistically significant effects that explaining 22 % of the variance in depression. The variables of victimization in bullying and cyberbullying and depression explained 64 % of the variance in suicidal risk, and depression mediated the association between victim and aggressor roles in bullying and cyberbullying in predicting suicidal risk, whose total direct and indirect effects are statistically significant. The findings support the role of depression as a mediating variable between bullying and cyberbullying and suicidal risk in female adolescents and highlight the importance of focusing prevention and intervention efforts on risk factors for depression and suicidal behavior in cases of bullying and cyberbullying.

Association of Childhood Attention Deficit/Hyperactivity Disorder With Adolescent Traditional and Cyberbullying Victimization in the Digital Generation: A Population-Based Cohort Study.

PURPOSE: This population-based cohort study aimed to examine the association with childhood attention deficit/hyperactivity disorder (ADHD) and bullying experiences during adolescence among Digital Generation individuals, exploring both traditional and cyberbullying. METHODS: This study included data from 15,240 participants, collected from the Taiwan Adolescent to Adult Longitudinal Study project. Participants, initially in seventh and 10th grade in 2015, were selected through a multistage stratified sampling approach. Self-report questionnaires assessed traditional and cyberbullying victimization experiences during adolescence, with 5-year longitudinal follow-up. Childhood ADHD diagnoses were identified by linking data to Taiwan's National Health Insurance Research Database from 2000 to 2015. Logistic regression models were employed to examine the relationship between childhood ADHD and bullying victimization while controlling for relevant covariates. RESULTS: Individuals diagnosed with childhood ADHD exhibited a significantly higher likelihood of experiencing bullying during adolescence (adjusted odds ratio (aOR) = 1.52, 95% confidence interval (CI): 1.28-1.80). This association extended to various forms of bullying, including physical (aOR = 1.42, 95% CI: 1.20-1.68), verbal (aOR = 1.42, 95% CI: 1.20-1.67), relational (aOR = 1.45, 95% CI: 1.22-1.71), and cyber (aOR = 1.35, 95% CI: 1.14-1.61). Additional factors positively associated with bullying victimization included male, binge drinking, and depression, while a positive campus atmosphere was protective against bullying. However, there is no evidence for interactions between these factors and ADHD in their associations with bullying. DISCUSSION: Childhood ADHD increases the risk of both traditional and cyberbullying during adolescence. Recognizing this risk is essential for targeted interventions and further research on underlying mechanisms.

The association between undergraduate nursing students' health literacy and bullying and cyberbullying victimization.

BACKGROUND: Bullying and cyberbullying victimization are common among undergraduate nursing students. However, evidence regarding health literacy association with bullying and cyberbullying victimization is lacking. PURPOSE: To investigate the association between health literacy and bullying and cyberbullying victimization in undergraduate nursing students. METHODS: A cross-sectional design was used with a sample of undergraduate nursing students (N = 397). The students completed three data collection scales (Forms of Peer Victimization Scale, Florence Cyberbullying-Cybervictimization Scales, and Health Literacy Questionnaire) and a demographics questionnaire. Data analysis was performed using cluster analysis and independent samples t-test. RESULTS: The mean age of students was 20.93 (SD = 2.16). Cluster analysis revealed that there were two clusters; undergraduate nursing students in cluster 1 had lower scores on health literacy and higher scores on bullying and cyberbullying victimization. The t-test results showed that undergraduate nursing students with a history of bullying victimization had lower scores on health literacy scales than those who reported no exposure to bullying victimization (p < .05). The largest mean difference was found in the "social support for health" scale. CONCLUSION: The findings of this study provide evidence that health literacy is a key determinant of mitigating bullying and cyberbullying victimization in undergraduate nursing students.

Bullying at School, Cyberbullying, and Loneliness: National Representative Study of Adolescents in Denmark.

AIMS: The aim was to examine how loneliness was associated with bullying victimization at school and online. METHODS: We used data from the Danish arm of the international Health Behavior in School-aged Children (HBSC) study from 2022. The study population was a nationally representative sample of 11-15-year-olds who completed the internationally standardized HBSC questionnaire at school, n = 5382. Multilevel logistic regression was applied to study the associations between bullying victimization and loneliness. RESULTS: The prevalence of reporting loneliness often or very often was 9.0%; 6.3% of the sample experienced habitual bullying victimization at school, and 4.8% incurred cyberbullying. There was a strong and graded association between loneliness and bullying victimization at school and cyberbullying. The associations were significant for boys and girls, and the association between exposure to bullying at school and loneliness was steeper for boys than girls. The gradients were steeper for physical bullying than for cyberbullying. Students exposed to habitual bullying in both contexts had an adjusted OR (95% CI) of 11.21 (6.99-17.98) for loneliness. CONCLUSION: Exposure to bullying at school and cyberbullying are strongly associated with loneliness. It is important to reduce bullying at school and on the internet and to promote effective interventions to reduce continuing loneliness.

Developmental Trajectories of Cyber-Aggression among Early Adolescents in Canada: The Impact of Aggression, Gender, and Time Spent Online.

The objective of the present study was to examine developmental trajectories of cyber-aggression in early adolescence, as well as their relationship with predictive factors related to cyber-aggression (e.g., overt aggression, gender, and time spent online). Participants were 384 adolescents from the Lower Mainland of British Columbia, Canada who were in grade six and grade seven at Time 1 of the study (192 boys, Mage = 13.62 years, SD = 0.74 year). Three years of longitudinal data on cyber-aggression, overt aggression, and time spent online were collected via online self-report questionnaires. Findings indicated three different trajectories of cyber-aggression: (a) a low-increasing (85.7% of the sample), (b) a stable trajectory (9.3% of the sample), and (c) a high-decreasing trajectory (4.9% of the sample). Adolescents who reported higher scores on overt aggression and spent more time online were more likely to be in the stable or high-decreasing groups. These findings highlight the importance of studying subgroups regarding the developmental course of cyber-aggression in early adolescence. The implications of present study findings give insight into gender differences and overt aggression among youth to inform cyber-aggression intervention and prevention.

Peer cybervictimization and cyberaggression as a function of developmental stage during adolescence: A preliminary study.

Peer cybervictimization and cyberaggression are educational and social concerns which have been extensively studied during adolescence but there is less research conducted specifically across all stages of adolescence (early, middle, late, and emerging adulthood). The objective was to analyse the prevalence of cybervictimization and cyberaggression, the roles, and the associated behaviors, depending on the stages of adolescence. The sample was composed of 7295 non-university Spanish adolescents, between 11 and 22 years old from 47 schools. The frequency of cybervictimization and cyberaggression was 22.5 % and 15 %, respectively. The highest frequencies are found in late adolescence and the lowest in emerging adulthood. Mainly, involvement increases from early to late adolescence and decreases in emerging adulthood. The magnitude of cybervictimization and cyberaggression behaviors for the roles of pure cybervictim and pure cyberaggressor is similar through all stages.

Bullying Victimization and Malevolent Creativity in Rural Adolescents: The Longitudinal Mediational Role of Hostile Attribution.

Extensive research has documented bully victimization as a pivotal risk factor contributing to aggressive behaviors among adolescents. Particularly, the negative outcome of increased aggressive behaviors may be exacerbated when the aggressive actions are novel and difficult to detect. The present study aims to explore the complex relationships between cyberbullying and school bullying victimization and malevolent creativity and the potential mediating role of hostile attribution using two-wave longitudinal data. The present study analyzed data from 262 rural adolescents. The results revealed that cyberbullying victimization significantly predicted malevolent creativity, whereas school bullying victimization did not. Hostile attribution served as a mediator in the relationship between cyberbullying victimization and malevolent creativity in the longitudinal models. These findings provide significant implications for mitigating the negative influence of bullying victimization on the emergence of malevolent creativity in rural adolescents.