Relación entre el rasgo de atención plena (mindfulness) y el papel de los testigos de ciberacoso entre los adolescentes / Relationship between mindfulness trait and the role of cyberbullying witnesses among adolescents

El uso generalizado de Internet entre los adolescentes ha propiciado el ciberacoso. Los testigos desempeñan un papel fundamental en el mantenimiento y el fortalecimiento del acoso. El rasgo de atención plena (AP) se ha asociado con comportamientos prosociales, así cabe pensar que existe relación entre este rasgo y el papel adoptado por los testigos de ciberacoso. 2015 estudiantes de 11-19 años completaron medidas de ciberacoso, rasgo de AP y papel de espectador. Ante una situación de acoso online, el 74,3% se declaró a favor de la víctima y el 7,8% a favor del perpetrador. Para analizar las diferencias en el rasgo AP según el papel del espectador, se realizó un MANCOVA que resultó ser significativa para las siguientes facetas de atención plena: observar, describir, actuar con conciencia y no juzgar. El análisis no resultó significativo para la faceta de no reactividad. Las víctimas y los agresores obtuvieron puntuaciones más altas en la observación que aquellos que no apoyaron ni a la víctima ni al agresor. Se discuten las implicaciones y limitaciones. (AU)

The widespread use of the Internet among adolescents has led to cyberbullying. Bystanders play a vital role in sustaining and strengthening bullying. As trait mindfulness has been associated with prosocial behaviors, there is good reason to believe that there is a relationship between the mindfulness trait and the role adopted by cyberbullying bystanders. A cross-sectional study was employed with a sample of 2015 students aged 11-19 years. The participants completed the measures for cyberbullying, trait mindfulness, and their role as bystanders. The results revealed that 74.3% and 7.8% of them were identified as provictim and pro-perpetrator, respectively. MANCOVA was employed to analyze the differences in the characteristics of trait mindfulness according to the role of bystander with corrected age, and its use was significant for the following factors: Observing, describing, acting with awareness, and nonjudging. No significant differences were observed in the nonreactivity factor. Provictims and pro-perpetrators scored higher on observing than those who supported neither the victim nor the perpetrator. Implications and limitations are discussed. (AU)

Psychometric properties of the cyberbullying triangulation questionnaire: A prevalence analysis through seven roles.

This study explores the psychometric properties of the Cyberbullying Triangulation Questionnaire (CTQ), which measures and triangulates the roles of cybervictimization, cyberaggression, and cyberbystanding. The study sample was composed of 5,036 Spanish students with a mean age of 14.19 years (SD = ±1.7; range = 10-23 years). Confirmatory factor analysis of the three correlated-factor model yielded a high goodness of fit. Reliability as measured by Omega coefficients was adequate (>0.94). The measurement model was invariant for the two age groups (10-14 years and 15-23 years). Cybervictimization and cyberaggression correlated with offline victimization and aggression (r = 0.49; p < 0.001; r = 0.57; p < 0.001, respectively). The results show that the most prevalent cyberbystanding subrole was that of the Defender of the Victim (54.6%), and that cyberaggression and cyberbystanding were more prevalent among male adolescents (p < 0.001). The lack of parental control over children's use of the mobile phone was associated with cyberaggression (p < 0.001).

Adaptación al español del cuestionario Interpersonal Support Evaluation List (ISEL) / The Spanish Adaptation of Interpersonal Support Evaluation List (ISEL)

El objetivo de este trabajo es el estudio de las propiedades psicométricas de la versión en español del cuestionario Interpersonal Support Evaluation List (ISEL), construido en su versión original por Cohen y Wills (1985). El ISEL evalúa la percepción de disponibilidad de cuatro aspectos diferentes del apoyo social, además de aportar una medida general de apoyo social percibido. El cuestionario se compone de cuatro subescalas (autoestima, información, pertenencia e instrumental). Cada una de ellas está formada por 10 ítems. Tras un riguroso proceso de traducción para generar la versión española del ISEL, se analizó la equivalencia de la versión traducida al español para la escala en su conjunto y para cada subescala en una muestra de universitarios españoles (N = 441). Se obtuvo un valor de alfa para la primera administración de 0.888 y de 0.87 para la segunda. La fiabilidad test-retest fue de r = 0.787. Se comprobó que la estructura factorial podría ser esencialmente unidimensional tras un análisis factorial exploratorio con rotación Varimax. Además, se analizó la validez convergente con la Escala de Soledad (r = -0.692; p < 0.001); el Cuestionario de Autoeficacia Percibida (r = 0.712; p < 0.001); el Cuestionario de Salud General (r = -0.422; p < 0.001) y la Escala de Estrés Percibido (r = -0.400; p = 0.002). Los resultados podrían mostrar que la versión española del ISEL puede ser utilizada con suficientes garantías psicométricas en una población de jóvenes universitarios de habla hispana.

The aim of this study was to evaluate the psychometric properties of Spanish version of the Interpersonal Support Evaluation List-ISEL which was built in its original version by Cohen and Wills (1985). The ISEL assesses the perceived availability of four different aspects of social support, in addition to providing a general measure of social support. The questionnaire consists of four sub-scales (self-esteem, information, membership and instrumental). Each sub-scale consists of 10 items. After a rigorous translation process to produce the Spanish version of the ISEL, we examined the equivalence of the translated version into Spanish for the total scale and each sub-scale in a sample of Spanish university students (N = 441). We obtained an alpha value for the first administration of 0.888 and 0.87 for the second. The test-retest reliability was r = 0.787. It was found that the factor structure would be essentially one-dimensional after exploratory factor analysis with Varimax rotation. In addition, convergent validity was assessed with the Loneliness Scale (r = -0.692, p < 0.001), the Perceived Self-Efficacy Questionnaire (r = 0.712, p < 0.001), the General Health Questionnaire (r = -0.422, p = 0.001) and the Perceived Stress Scale (r = -0.400, p = 0.002). The results could show that the Spanish version of the ISEL can be used with sufficient psychometric guarantees in a population of Spanish-speaking university students.