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Previous research shows that classmates supporting victims' defence is fundamental to combat bullying. To find a suitable response for the bullying problem, we must bear in mind how all the victim'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.

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., Author(s): Santiago Yubero [sup.1] , Marta de las Heras [sup.2] , Raúl Navarro [sup.1] , Elisa Larrañaga [sup.1] Author Affiliations: (1) grid.8048.4, 0000 0001 2194 2329, Department of Psychology, Faculty [...]

Research on the characteristics shown by children who cyberbully others is scarce. The objective of this research is to know the variables that predict the involvement of youngsters in cyberbullying perpetration. The current study examined the relation between socio-cognitive and emotional variables and cyberbullying perpetration. It examined the cyberbullies' beliefs about moral disengagement towards cyberbullying. It tested also the social support and emotional reactions to cyberbullying with the aim of understanding their association with cyberbullying perpetration. A number of 1,062 teenagers (54% girls) between 12 and 19 years old (M = 15.20, SD = 1.91), from six public secondary schools in Castilla-La Mancha (Spain), participated in the study. Results suggest that students who engage in cyberbullying perpetration have higher levels of cyberbullying victimization and bullying aggression when compared with their peers who do not engage in cyberbullying. The findings show that socio-cognitive and emotional variables are important to understand individual differences in engagement in cyberbullying. Result of regressions indicated that perpetration of cyberbullying was positively associated with cyberbullying victimization, bullying aggression, moral disengagement towards cyberbullying, social support and satisfaction expression. In contrast, perpetration of cyberbullying was not associated with negative emotions. Gender and age did not play a significant role in the prediction on perpetration of cyberbullying. Future research should continue to examine predictive factors associated with cyberbullying perpetration.

Drawing on social cognitive theory, three main research objectives have been addressed. In the first instance, we examined the relationship between parental proviolence attitudes and aggressive behaviour in preschool children. Secondly, we analysed the relationship between parental moral disengagement and aggressive behaviour in preschool children. Third and finally, we evaluated the moderating role of teacher--child closeness in the relationship between family variables and aggressive behaviour in preschoolers. Using a sample of 388 children (47.2% girls, 52.8% boys), mothers and fathers rated their own proviolence attitudes and propensity to morally disengage. Teachers completed a questionnaire to rate their closeness to each student in their class. Four months later, the teachers in each participating class were asked to provide ratings of overt and relational aggression for each participating child. Hierarchical regression analyses showed a positive significant relationship between maternal proviolence attitudes, both maternal and paternal moral disengagement and overt aggression in preschool children, but no relationship was found for relational aggression. It was also found that medium/high teacher--child closeness moderated the relationship between parental proviolence attitudes, parental moral disengagement, and overt aggressive behaviour in children, but only in the case of mothers. [ABSTRACT FROM AUTHOR]

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., Author(s): Raúl Navarro [sup.1] , Elisa Larrañaga [sup.2] , Santiago Yubero [sup.1] Author Affiliations: (Aff1) 0000 0001 2194 2329, grid.8048.4, Department of Psychology, Faculty of Education and Humanities, University of [...]