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The first study aims to examine cyberbullying roles and their relation to personal and normative beliefs. For this purpose, a total of 404 7th to 9th grade students answered the Inventory of Observed Cyberbullying Incidents. For the second study, semi-structured interviews to 34 9th grade students were analysed based on the Social Cognitive Theory of Moral Agency, to understand which moral disengagement mechanisms were more frequent regarding cyberbullying scenarios. Results revealed that bystanders were the most common role. Regarding beliefs, the All type of involvement group considered cyberbullying to be less severe than Bystanders, Bystanders-Victims and No Involvement group. Moreover, they perceived that their peer group believed cyberbullying was less unfair than Bystanders and No Involvement group. The most used moral disengagement mechanisms were blaming the victim and euphemistic labelling regarding seriousness. Personal, normative beliefs, as well as moral disengagement mechanisms operating in cyberbullying should be considered when designing interventions.

Different forms of verbal aggression are often presented in cyberbullying and are used to harm others in online communication. This study proposed to understand the influence of an aggressive communication style on adolescents’ intentions to engage in cyberbullying, their emotional well-being, and personal moral beliefs. A convenience sample of 218 adolescents (Mage = 14.67, SD = 0.84, 53% girls) in Portugal responded to questionnaires. Structural equation modeling analyses were conducted to test mediating effects. An aggressive communication style may lead adolescents to perceive cyberbullying behavior as fair, and to decrease their emotional well-being. Moreover, this communication style may contribute to adolescents’ intentions to engage in cyberbullying, and whether they believe this type of behavior is fair or unfair may determine those intentions. These findings contribute to an understanding of determiners of cyberbullying and the provision of insights to develop school interventions in this field.

In the present paper is presented one questionnaire that constitutes aninstrument of study of different manifestations of violence between schoolpeers, for the 3rd cycle of basic education, surveyed for the Portuguesepopulation. After a short introduction to the problematic of violence betweenpeers, we briefly describe the process of construction of the questionnaire andwe present a synopsis of the instrument. Finally, are presented the mostimportant results of the application of the related questionnaire to 242 pupils ofa school of 3rd cycle of basic education of the city of Lisbon. The analysis ofthese data allowed to conclude, for example, that exists independencebetween to be bully and the school grade but, for the opposite, that the statusof bully or victim vary with gender