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The aim of the study us to analyze the difference of bullying (traditional bullying and cyberbullying) in rural and urban contexts. A total of 1094 junior and senior high school students (62.5% from urban areas, 37.6% from rural areas) from the region of Castile-La Mancha (Spain) took part herein. The results showed a similar proportion of intervention in all bullying roles and in polybullying in urban and rural context schools. However, victimization and physical bullying perpetration is more frequent in schools in urban areas. In rural schools, aggression is normally aimed at schoolmates. Regression showed the link between context and perpetration role. Victims in rural settings expressed greater distress than victims in schools in urban areas. These results indicate that the size of the population where the schools are located may be a relevant factor for the intervention, as well as the need for intervention at individual, group and community level in collaboration between schools and social services.

El acoso escolar es un grave problema social y para la salud de los menores, por lo que las escuelas deben implicarse desde el inicio de la escolarización en su prevención e intervención. Los álbumes ofrecen narrativas textuales y visuales que reflejan los comportamientos de acoso. La literatura infantil es un medio adecuado para conocer y reflexionar sobre diferentes problemáticas sociales. El primer paso que debemos realizar es llevar a cabo un análisis de contenido de la obra literaria para conocer cómo refleja la situación y qué variables cognitivas, emocionales y comportamentales aparecen reflejadas en la narrativa. El objetivo de este trabajo es ofrecer un instrumento de recogida de información que pueda servir para llevar a cabo el análisis de contenido de un álbum sobre el acoso. Se presenta el análisis de cinco álbumes de calidad a partir del instrumento propuesto.

espanolLos jovenes del siglo xxi han crecido en un contexto sociocultural marcado por las tecnologias de la informacion y la comunicacion, en el que se ha producido una transformacion en los materiales de lectura y en los modos de leer. El objetivo del estudio que aqui se presenta fue establecer una tipologia de lectores basada en el soporte en el que realizan la lectura y analizar el comportamiento lector segun la tipologia. En el estudio, cuantitativo y transversal, participaron 1697 universitarios del ambito socioeducativo, nacidos a partir de 1995, de distintas universidades espanolas. Se establecieron diferentes tipos de lectores segun los soportes de lectura utilizados: impreso, digital y mixto. Los resultados muestran que el lector en soporte impreso se corresponde mas con un lector literario clasico, mientras que el lector digital se dirige, fundamentalmente, a una lectura informativa y vinculada con los temas de actualidad. En conclusion, los datos confirman que, aunque la lectura de libros sigue estando asociada fundamentalmente al formato tradicional, existe una transferencia de la lectura en papel a la lectura literaria en soporte digital, lo cual ha generado a su vez un lector mas completo y multimodal con amplios intereses lectores. EnglishThe young people of the 21st century have grown up in a sociocultural context marked by ict, which has led to a transformation in both reading materials and ways of reading. This study aimed to analyze university students’ ways of reading when using both printed and digital support, and to establish a typolog y of readers based on the support they use. To achieve this goal, this cross-sectional quantitative study included 1697 students from the social and educational fields of various Spanish universities who were born since 1995 and established different types of readers according to the reading format they used: printed, digital and mixed. The results show that the reader using printed media leans towards classic literary reading, while the digital reader is more directed towards an informative type of reading, linked to current issues. In conclusion, the data confirm that, although book reading continues to be fundamentally associated with traditional formats, there is a transfer from paper reading to digital literary reading, which in turn has generated a more complete and multimodal reader, with broader reading interests. francaisLes jeunes du xxie siecle ont grandi dans un contexte socioculturel marque par les tic, ce qui a conduit a une transformation des supports et des modes de lecture. L’objectif de cette etude est d’analyser les modes de lecture des etudiants universitaires sur support imprime et numerique ainsi que d’etablir une typologie des lecteurs en fonction du support sur lequel ils effectuent la lecture. Pour ce faire, cette etude transversale quantitative a inclus 1697 etudiants du domaine socio-educatif, nes depuis 1995, de differentes universites espagnoles. Elle a egalement etabli differents types de lecteurs en fonction des supports de lecture utilises: imprimes, numeriques et mixtes. Les resultats montrent que le lecteur sur support imprime correspond davantage a un lecteur litteraire classique, tandis que le lecteur numerique est oriente, fondamentalement, vers une lecture informative et liee aux enjeux actuels. En conclusion, les donnees confirment que, bien que la lecture de livres continue d’etre fondamentalement associee au format traditionnel, il y a un transfert de la lecture sur papier a la lecture litteraire numerique, qui a son tour a genere un lecteur plus complet et multimodal, aux interets de lecture plus larges.

espanolEl presente estudio forma parte de un amplio estudio en el que se analiza la prevalencia de fantasmas y de mimo de pan en muestras de adultos espanoles de entre 18 y 40 anos. El estudio se ha dividido en diferentes manuscritos para permitir una mejor organizacion y comprension de los datos obtenidos. En el presente manuscrito, la prevalencia de ghosting y breadcrumbing se examina a fondo junto con la exploracion de las relaciones de ghosting y breadcrumbing pan con practicas de citas en linea. Los resultados mostraron que mas de la mitad de los participantes no estaban familiarizados con los terminos ghosting y breadcrumbing, pero aproximadamente dos de cada 10 participantes informaron haber sufrido e iniciado ghosting y poco mas de tres de cada 10 participantes habian sufrido o iniciado breadcrumbing en los ultimos 12 meses. Los analisis de regresion revelaron que el uso de sitios/aplicaciones de citas en linea, un mayor numero de relaciones a corto plazo y la practica de la vigilancia en linea aumentan la probabilidad de sufrimiento, pero tambien inician, ghosting y breadcrumbing. EnglishThe present study is part of a large study analyzing the prevalence of ghosting and breadcrumbing in sample of Spanish adults aged between 18 and 40 years. The study was split into different papers to better organize and understand the data obtained. The present paper investigated the prevalence of ghosting and breadcrumbing and associations between ghosting and breadcrumbing behavior and online dating practices. The results showed that half the participants were unfamiliar with the terms ghosting and breadcrumbing. However, approximately two in every 10 participants reported having experienced and initiated ghosting, and slightly more than three in every 10 participants had experienced or initiated breadcrumbing in the last 12 months. Regression analyses showed that the use of online dating sites/apps, more short-term relationships, and practicing online surveillance increase the likelihood of experiencing, as well as initiating, ghosting and breadcrumbing.

Bullying is a frequently occurring problem behavior among youths. Some youth are persistently victimized across different school contexts. However, the impact of bullying experiences before and in university on well-being is relatively underexplored. Students who experienced victimization at both time points (before and at university) were classified as chronic victims. This study aimed to explore the prevalence of chronic bullying victimization of university students and examined the relations among chronic bullying victimization, resilience and subjective well-being. This is a cross-sectional study comprising a total of 1122 university students (78% female), aged between 18 and 25 years, in an autonomous community in central Spain. Participants completed a structured survey to assess bullying victimization experiences in university and previous bullying victimization (in Primary and Secondary Schools) experiences. Additionally, participants self-reported subjective well-being and resilience. A considerable proportion of participants (19.2%) reported being chronic bullying victims. The results showed that the chronic bullying victimization group reported the worst emotional well-being. The regression analyses revealed that resilience moderate the association between chronic bullying victimization and emotional well-being. This study provides evidence for significantly deteriorated well-being of university students involved in chronic victimization and the need to deal with bullying from the health network along with education institutions.

Numerous studies have analyzed the reading habits of university students, demonstrating the benefits of voluntary reading for academic performance. It is thus paradoxical that a large fraction of university students only read instrumentally and are far from adopting stable reading habits. This general situation is repeated among future professionals in the education field, whose personal reading experiences have been proven to have a decisive influence on their training and professional practice. Students on information and documentation degree courses are among the group of future professionals who are strongly linked to reading and who must attain competence in reading and comprehension. The main aim of this study is to use a sample of 214 students on information and documentation degree courses at five Spanish universities to analyze the professional profiles of most interest to them and their relationship with reading, both at a global level and depending on their chosen profile. The results reveal that many students have not identified a clearly defined professional profile. We also confirm findings from other studies on reading habits and behaviors, where it is evident that voluntary reading is not part of their lifestyle, albeit with some differences here between students depending on the professional profile selected. These results support the idea that, although some of these competences do not seem to have a strictly information or documentation nature, given the importance given to them in professional opportunities related to these studies, their reinforcement should be considered in future revisions of such degrees.

El bullying es un problema presente en la escuela, ampliándose a formas más novedosas como el cyberbullying. El objetivo de este trabajo fue identificar la prevalencia de ambos fenómenos en los futuros maestros, identificando las variables género y titulación (infantil y primaria), y analizar la relación del comportamiento actual con la participación en etapas previas de la educación, debido al papel central que tendrán en un futuro cercano, por su influencia en la afectividad creada en el aula y por el modelo de aprendizaje ofrecido al alumnado. La muestra estuvo compuesta por 1.122 maestros en formación de la Universidad de Castilla La Mancha (España). Los resultados mostraron tasas de victimización en los estudiantes de magisterio del 57.1 %, con mayor prevalencia de victimización y agresión en varones y en la titulación de primaria. En las mujeres se relacionó significativamente la victimización y la agresión en primaria con el resto de etapas escolares, mientras que en los hombres la relación sólo se estableció entre la etapa de secundaria y la universitaria. La conclusión obtenida refuerza la idea de que el acoso está presente en la universidad, y es necesario trabajar sobre él e influir en la identidad profesional del futuro maestro.

Psychological aggressions are difficult to detect. For instance, different forms of micro male behaviours normally are so subtle that they go unnoticed. According to Intimate Partner Violence perspective, partner violence is bidirectional. Moreover, some authors have reported that partner violence is associated with low levels of satisfaction with the relationship. The objective of this study is cognisance of the incidence of subtle psychological abuse among couples of university students through micro male behaviours and to analyse how it is perceived, taking the sex and the role played into account (perpetrator, victim or both) and the differences depending on the strategies of psychological violence used. University students (N = 1156) from 28 universities from all over Spain, throughout an academic course, participated in this cross-sectional non-experimental study. In order to identify subtle psychological violence, the Questionnaire on Micro Male Conducts of Ferrer et al. (2008) was adapted to a self-report on behaviours used towards the partner (perpetration) and received from him/her (victimisation). Behaviours are grouped into five strategies. We have verified that the couples of young university students report high levels of involvement in micro male behaviours and confirm that aggressions are bidirectional. As far as satisfaction with the partner is concerned, the strategies of psychological violence of confinement to a traditional role and generating insecurity go unnoticed among men. An important difference is found, as women definitely are sensitive towards victimisation of insecurity by their partners. There is a common pattern in terms of strategies of invading spaces and underestimating; in both cases, they have an important impact on satisfaction with the partner and reduce the level thereof. These findings suggest that victims do not properly value the information received. In order to reduce psychological violence among couples, it is important that young people identify abusive behaviours and the level of violence they may be facing.

Background: A growing body of research has shown that children behave aggressively from an early age. In recent decades, such behaviour has become a focus of scientific interest, not only because of the adverse consequences of these interactions, but also because high levels of aggression, especially at an early age, may be a risk factor for the use of other forms of aggression, such as bullying, later on during their development. These behaviours are related not only to individual characteristics, but also to peer relationships, teacher behaviours, school variables, family factors and cultural influences. Method: In order to find out which family variables have been researched in relation to preschool aggression and which family variables are associated with perpetration and victimisation, a scoping review was conducted in accordance with the PRISMA guidelines. Four databases (Web of Science, Scopus, PubMed and PsycINFO) were used to map the studies published between 2000 and 2022. Results: This scoping review included 39 peer-reviewed articles from an initial sample of 2002 of them. The majority of studies looked only at perpetration behaviours. The main family variables covered in the articles concern parental behaviours, adverse childhood experiences in the family environment, and the household structural and sociodemographic characteristics. Conclusion: This scoping review shows that different factors within the family environment increase the risk of developing aggressive and victimising behaviours in the preschool setting. However, the relationship between the family variables and preschool aggression is complex, and it may be mediated by other factors such as gender, child–teacher closeness or parent–child dyads.

Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context.

Gender research on the role of technology use in dating abuse during adolescence focuses on analyzing which gender is more involved in digital victimization and perpetration. Results from international research have shown mixed results, and it is difficult to conclude that digital abuse is a gender-specific behavior in adolescents’ romantic relationships. However, gender research should not be limited to the analysis of gender differences. In this chapter, we examine how gender has been included in international research moving from the analysis of mean scores to explore the way that cultural gender beliefs and norms are related with digital abuse in adolescents’ romantic relationships. First, this chapter reviews contemporary research examining gender differences in digital abuse involvement. Second, the literature on gender-related beliefs is revised. Third, research on digital dating abuse experiences of lesbian, gay, bisexual, and transgender youth is examined. Finally, prevention and intervention measures from a gender perspective are described.

Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.

Objective To analyse the influence of resilience on the different dimensions of health-related quality of life in a group of adolescents in Cuenca. Method A descriptive, cross-sectional, multicentre and multistage study was carried out in five secondary schools during the 2015–2016 school year. Instruments A self-administered questionnaire, which included sociodemographic characteristics and the CD-RISC 10 scale to assess resilience together with the KIDSCREEN-52 questionnaire to measure health-related quality of life. Results Data were obtained from 844 students, of whom 54% were girls and the mean age was 16.36 ± 1.05 years. Higher resilience scores were observed in boys. Health-related quality of life was lower in girls (except in the dimension of social acceptance) and in the oldest group. Resilience was significantly associated with all KIDSCREEN-52 dimensions and proved to be a relevant predictor, especially in the dimensions related with mental health and all those that measure social relationships. Conclusion Our study provides evidence on the synergy between health-related quality of life and resilience in adolescents. Resilience is associated with higher levels of quality of life in adolescents and as the scores are lower in girls, it could be one of the explanatory factors for their poorer health-related quality of life.

The present study used quantitative data to address two gaps in cyberbullying research. First, to examine the relationship between fatalism and cyberbullying victimization in an adolescent sample not previously explored. Second, despite investigating these relationships from a main effects perspective, the present study extended research by examining fatalism from an interaction effects perspective. Specifically, this study examined adolescents' resilience as a moderator of the relationship between cyberbullying victimization and fatalism. A total of 643 adolescents (Mage = 14.56; SD = 1.45) from grades 7 to 10 of compulsory education participated in this study. Cyberbullying was associated with higher levels of fatalism. The key finding was that resilience was a moderator of the relationship between cyberbullying victimization and fatalism. These findings emphasize the importance of the protective function of resilience in cyberbullying victimization outcomes.

The use of psychological aggressive tactics in intimate relationships has become a critical target of research in the social sciences in recent years. The goal of the present study is to analyse the prevalence of covert violence in intimate partner relationships, in general and differentiated by gender, using micro sexist aggressions. The objective of this research was to compare differences within each status category (victim, perpetrator, and mutual). A second aim of the study was to explore the influence of the dominance in the cover violence. A total of 1889 youths, from 28 universities participated in the survey, 81.8% of which were female. The results indicate a high prevalence of covert violence in interpersonal relationships, revealing not important differences between the sexes. The mutual violence was the most frequent pattern in the global cover violence (66.7%). The lineal regression analyses reveal that dominance predicts multi-violence in young partners. These data provide an objective view of mutual violence in Spanish community samples and serve as a reference point for prevention and intervention programs.

INTRODUCCIÓN. El bullying es una conducta de violencia entre iguales caracterizada por la persistencia, la intencionalidad y el desequilibrio de poder entre agresores y víctimas. Cuando los ataques se producen a través de las TIC hablamos de ciberbullying. El rol del padre y de la madre en el bullying podría trasladarse al ciberbullying, aunque todavía no hay muchos estudios sobre esta temática. Los estudios sobre la familia en relación con el ciberbullying se han centrado, básicamente, en dos aspectos: su papel de mediación en el uso de las TIC y la influencia de la comunicación familiar. Este trabajo tiene como objetivo analizar la influencia de la mediación del padre y de la madre en el uso de las TIC y la comunicación familiar, incorporando la percepción de los padres y de las madres de la comunicación con los hijos, sobre la victimización en el ciberbullying. MÉTODO. En estudio han participado 938 padres y madres de estudiantes de Enseñanza Obligatoria Secundaria y 1º de Bachillerato. Los adolescentes han completado el Cuestionario de Ciber- Bullying-Victimización y el Cuestionario de Evaluación de la Comunicación Familiar, los padres el Cuestionario de Evaluación de la Comunicación Familiar adaptado para padres y una escala de Mediación Parental. RESULTADOS. Los resultados ponen de manifiesto una relación lineal significativa entre las variables familiares y la victimización en el ciberbullying. Indican un patrón diferencial según el sexo de los adolescentes y la significación, en ambos casos, de la comunicación evitativa de los hijos. DISCUSIÓN. Los resultados, que destacan la relevancia del contexto familiar en los comportamientos de acoso online en los hijos, tienen implicaciones para la intervención de los profesionales de la intervención socioeducativa.

La edicion 15 de nuestro Tendencia Editorial ha sido dedicada al lector del libro universitario desde el enfoque de investigadores y academicos quienes brindan no solo un estado del arte, sino que proyectan estrategias y retos para que este tipo de comunicacion genere verdaderos resultados y beneficios para los involucrados.

The ability to empathize with patients has a positive effect on health outcomes and quality of care. This study aimed to evaluate the psychometric characteristics of the Spanish version of the Jefferson Scale of Empathy-Health Profession Student version (JSE-HPS) in a sample of 422 nursing students and to compare their factorial structure with that of the original scale. In this study, the Cronbach α value was 0.828. These analyses showed that the scale has a factorial structure with three dimensions and all the items loaded adequately (>0.36) except for item 18 (0.266). The main factor, ̔Perspective taking̕ grouped 10 items; the second factor, ̔Compassionate care̕, grouped 6 items, and the third factor, ̔Standing in the patient's shoes̕, grouped 3 items; 42.2% of the variance was explained. The results of the confirmatory factor analysis suggest that the Spanish version of the JSE-HPS is a valid and reliable way to evaluate the empathic capacity of nursing students.

Objectives: Previous research has shown that children and youths in residential childcare are exposed to different aggressive behaviors, including peer violence. However, research that has analyzed prevalence of bullying and its relation with psychological distress in this vulnerable group is scarce. Our study was designed to extend previous research, help explain the role of the residential childcare context in bullying behaviors, and explore the relation of bullying with psychological distress among youths in residential childcare in Spain. Method: Fifty-six youths living in residential childcare facilities and 1481 living consistently with at least one biological parent participated. Their age range was 10-15 years. The Bullyharm scale was used to measure bullying. Psychological distress was measured by the Kessler Scale (K10). Results: Youths living in residential childcare reported higher levels of victimization and perpetration than their peers living with their biological parents. The regressions analyses revealed that living in residential childcare facilities positively correlated with psychological distress and perpetration. Conclusions: The residential childcare context is important for understanding individual differences in bullying participation and psychological distress. Future research should continue examining the factors related to bullying in this vulnerable group.

Objetivo:Determinar la prevalencia de ser víctima de bullying y analizar la influencia de factores personales y sociales sobre este fenómeno en una población de adolescentes. Metodología: Estudio descriptivo, transversal y multicéntrico, realizado entre alumnos de 15–18 años en cinco institutos de educación secundaria de Cuenca durante el curso académico 2015-1016. Las variables de estudio se recogieron mediante un cuestionario autoadministrado que incluyó: edad, sexo, diferentes subescalas del cuestionario KIDSCREEN-52 y la escala de resiliencia CD-RISC 10.Resultados: Se recogieron datos de 844 estudiantes (54% chicas), la edad media de la muestra fue de 16,36 años. La prevalencia de víctimas de bullying fue de 29,5%. El análisis multivariante para los factores personales, mostró que ser chica, ser más resiliente, tener mejor autopercepción y bienestar psicológico, protegen frente a ser víctimas. Mientras que el modelo de factores sociales indicó que tienen también un efecto protector los recursos económicos, las relaciones con los padres, amigos y entorno escolar. Conclusión: El bullying es un fenómeno complejo de elevada prevalencia y gran repercusión social. En nuestro trabajo, las características propias de los adolescentes tales como la capacidad de resistencia y el control emocional, así como las relacionadas con su red social de apoyo, son factores protectores frente al bullying. Las políticas de prevención deben ser multisectoriales y multidisciplinares implicando a la familia, entorno escolar y asistencialy red social. Las enfermeras de atención primaria y especialmente la enfermera escolar, podrían facilitar una mayor coordinación entre los distintos sectores y aunar esfuerzos para promover entornos seguros para nuestros jóvenes. ABSTRACT: Objective: To determine the prevalence of bullying victimization and to analyze personal and social factors influence over this phenomenon in an adolescent population.Methodology:A descriptive, cross-sectional and multicenter study was carried out in 15-18 years old pupils in five secondary schools of Cuenca during the 2015-16 school year. The variables were collected through a self-administered questionnaire and included age, gender, different subscales of the KIDSCREEN-52 questionnaire and the resilience scale CD-RISC 10.Results:Data were obtained from 844 students (of whom 54% were girls) whose average age was 16.36 years old. The prevalence of bullying victimization was 29,5%. The multivariate analysis for the personal factors showed that being girl, more resilient, having better self-perception and psychological well-being, protect from being victims. Whereas the social factors model indicated that financial resources, parents and peers ́ relations and school environment do also have a protective effect.Conclusion: Bullying is a complex phenomenon with high prevalence and great social impact. In our work, adolescents ́ specific characteristics such as resistance capacity and emotional control, as well as the ones related to their social support, are protective factors against bullying. Prevention polices should be multisectoral and multidisciplinary involving the family, school and health environment and social network. Primary care nurses and especially the school nurse could provide greater coordination among the different sectors and join efforts to promote safe environments for our young people.

Ghosting is a relationship dissolution strategy in which the ghoster elects to cease all forms of communication with their partner without explanation. The partner tends to be unaware that they are being ghosted. As a result, the ghosted partner is left to manage and understand what lack of his/her partner’s communication means. The present study was designed to explore if people who are ghosted are more likely to ghost others by analyzing to what extent ghosting initiation is correlated with ghosting victimization, and by also examining to what extent intentions to ghost are related to ghosting behaviors (both being ghosted and being a ghoster). It also examined the relations between ghosting initiation behavior and intention and individual, interpersonal and relationship factors, such as self-esteem, sense of power, moral disengagement, assertiveness, empathy concern and conflict resolution styles. Data were collected from 626 adults (mean age = 29.64 years; SD = 8.84) using online surveys. This study confirmed a close connection between ghosting initiation and ghosting victimization, and a moderate one between ghosting initiation and intentions to ghost. However, the majority of the examined factors did not correlate with ghosting behavior and intention, or displayed weak relations. The present findings suggest that ghosting is an emerging phenomenon in modern communication that warrants further investigation.

Previous research shows that classmates supporting victims&rsquo, defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim&rsquo, s classmates respond and what variables can determine their helping behaviour. Moral disengagement has been demonstrated to be a factor that explains behaviour when faced with bullying. Emotions have also been shown to be relevant for bullying behaviour. This research aimed to gain knowledge of how adolescents behave when faced with bullying and to analyse how their behaviour relates to moral disengagement and both positive and negative emotions, specifically supportive behaviour for victims. In the present study 1029 students participated, all of whom came from Secondary Education, Training Cycles and Higher Secondary Education Stages in Spain. The regression analysis confirmed that being male increased the likelihood of performing active and passive behaviours. Conversely, being female involved displaying more proactive behaviours. Feeling positive/pleasant emotions about bullying increased active behaviour. Feeling negative/unpleasant emotions about bullying increased behaviour in the proactive behavior group. Adolescents should be aware that stopping bullying is their personal responsibility, which depends on their behaviour with the victim. Interventions must aim to reduce moral disengagement and positive emotions about bullying by increasing negative emotions about such behaviour.

While preliminary research supports the association of interpersonal difficulties with cyberbullying victimization in adolescence, it remains unclear how cyber-relationship motives and strategies for coping with stressful peer situations in “real settings” differ between victims and non-victims of cyberbullying. The purpose of this study was to verify whether there are differences between groups of cyberbullying victims (severe, occasional and non-victims) in regards to cyber-relationship motives and coping strategies for handling problems with peers among 1058 preadolescents aged 10–12 years. The results show that cyberbullying victims use the Internet to create new relationships, search for anonymity, escape the real world and to compensate for their lack of social skills to a greater extent than non-victims. Severe victims of cyberbullying also use less effective strategies to handle problems with peers than non-victims and occasional victims. The results of this study represent a new stimulus to thoroughly understand the psychological and behavioral factors associated with cyberbullying victimization and to identify key recommendations to develop more effective interventions and prevent cyberbullying episodes.

The present study aimed to examine differences in three psychological constructs (satisfaction with life, loneliness, and helplessness) among adults experiencing ghosting and breadcrumbing. A sample of 626 adults (303 males and 323 females), aged from 18 to 40 years, completed an online survey asking to indicate whether someone they considered a dating partner had ghosted or breadcrumbed them in the last year and to complete three different scales regarding satisfaction with life, loneliness, and helplessness. The results showed than those participants who had indicated experiencing breadcrumbing or the combined forms (both breadcrumbing and ghosting) reported less satisfaction with life, and more helplessness and self-perceived loneliness. The results from the regression models showed that suffering breadcrumbing would significantly increase the likelihood of experiencing less satisfaction with life, and of having more feelings of loneliness and helplessness. However, no significant relation was found between ghosting and any of the examined psychological correlates.

The present study examined the relations among poly-bullying victimization (experiencing multiple forms of peer bullying), resilience and subjective well-being. This study specifically examined late adolescents&prime, resilience as a moderator of the relation between poly-bullying victimization and subjective well-being. In a region of central Spain, 1430 undergraduate students (64% females, 36% males), aged between 18 and 22 years, completed three self-reported measures, including bullying victimization experiences, self-reported subjective well-being and resilience. A substantial proportion of the participants (16.9%) reported being victims of poly-bullying. The results showed that the poly-bullying victimization group reported the poorest subjective well-being and the lowest resilience levels. The regression analyses revealed that resilience was significantly and positively associated with subjective well-being, and resilience moderated the association between poly-bullying victimization and subjective well-being. However, the relation was very weak and accounted for only an additional 1% of variance in the participants&rsquo, subjective well-being. Future research should assess resilience trajectories of youth exposed to multiple forms of bullying victimization in order to better understand the potential protective effect of resilience over negative mental health outcomes.