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There is evidence of the existence of both bullying and cyberbullying in the university environment. The aim of this study is to analyse the differences between cyberbullying roles (target, perpetrator, and bystander) according to sociodemographic and academic variables (sex, age, origin, level of studies, and faculty). The participants were 765 young students (72.9% women) from a university of the southeast of Spain (83.7% undergraduate degree, 15.2% Master's degree, and 1.1% other studies) from different faculties. The Questionnaire on Harassment among University Students tool was used. The results of the study determined that women, people aged under 20, undergraduate degree students, and Humanities, Social Sciences, and Health Sciences students obtained higher values in the sub-scales evaluated. Among the roles of those involved, bystanders stood out, followed by perpetrators and victims. Regression analysis showed a relationship between being the target, perpetrator, and/or bystander of cyberbullying. The study will make it possible to focus on those sociodemographic variables that turned out to be significant as well as the relationship between the cyberbullying roles in the face of prevention and intervention programs for each of the roles. The university context must assume the importance of promoting coexistence and university welfare. The involvement of the entire educational community is also relevant. [ABSTRACT FROM AUTHOR]

The aim of the study was to analyze bullying (target, perpetrator and bystander) in the university environment according to sociodemographic and academic variables (sex, age, origin, level of education and Faculty). The participants were 765 students (72.9% women) of the University of Murcia, who completed the "Questionnaire on harassment among university students" (QAEU in Spanish). The results of the study determined that both men and women were involved in different forms of harassment. Students were more involved as perpetrators between 20 and 24 years of age as compared to those over 30, and undergraduates were more involved than postgraduate students. As target, students aged 20-24 were more involved compared to those above 30 and undergraduate students exceeded postgraduates. However, as bystanders, no significant differences were found according to age. The students of Humanities, Social Sciences and Health Sciences obtained higher values in the subscales evaluated. It is highly advisable to promote programs for the prevention of bullying in universities. [ABSTRACT FROM AUTHOR]

Academic goals are one of the most important motivational variables to explain the different reasons whereby students get involved in tasks and learning activities. This study analyses gender and grade differences in academic goals together with the evolution of academic goals and their influence on academic achievement over the six years comprised within secondary education. The sample consisted of 546 students from Murcia. 67.9% were compulsory secondary education students and 53.3% were women. The Achievement Goals Tendencies Questionnaire (AGTQ)significantly according to gender and that women presented a significantly higher motivational orientation towards achievement goals. In terms of academic level, it is observed that the orientation toward social reinforcement goals increases the higher the academic year is, but we cannot conclude that there is a stable pattern for achievement motivation. Academic achievement was a predictor of intrinsic motivational patterns (goals orientation toward learning and achievement goals), while age and academic year were so for extrinsic motivational patterns. This study suggests that its results could be used to design new evaluation tools and to generate psychoeducational intervention programs to improve motivation and foster study in high school students. was administered and average grades were used as achievement data. The results revealed that academic goals varied [ABSTRACT FROM AUTHOR]