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Some studies suggest that sexual and ethnic-cultural minority groups are at high risk of cyberbullying, but almost all of them focused on general cyberbullying without including specific bias-based behaviors. This study analyzed psychometric properties of a bias-based cyberbullying measure, described prevalence rates of bias-based cyberbullying in ethnic-cultural and sexual majority and minority groups, and discovered if social and emotional competencies and technology abuse predicted bias-based cyberbullying. A survey was answered by a representative sample of 2,139 adolescents from Andalusia (Spain). The measure of bias-based cyberbullying was found to have good psychometric properties. Bias-based cyberbullying victimization and being a cyberbully/victim were common among the immigrants and sexual minorities. The majority group and Roma ethnicity showed similar prevalence rates, with more perpetration than the immigrants and sexual minorities. Social and emotional competencies were protective, and technology abuse was a risk factor for bias-based cyberbullying. Implications for policy and practice are discussed.

Studies show that different types of antisocial behaviors share similar risk and protective factors related to particular social, emotional and moral competencies. Nevertheless, little is known about the longitudinal relation of social, emotional and moral competencies with patterns of antisocial behaviors in youth. The present study aimed to discover the longitudinal relations between social and emotional competencies, empathy, moral emotions, moral disengagement, and perceived moral disengagement induced by parents, and the patterns of antisocial behaviors and change in these patterns over time. A sample of 898 Spanish students aged between 9 and 17 was followed up for one year. Self-reported data were analyzed using latent transition analyses and multinomial regressions. Results showed that age, several mechanisms of moral disengagement, perceived parental moral disengagement induction, and several social and emotional competencies predicted offenders outside of school and highly antisocial and victimized patterns, including their stability over time. Moreover, males at early ages and perceived parental moral disengagement induction predicted the high bullying victimization pattern. Being a male, with high victim dehumanizing and blaming, predicted stability of the high bullying victimization pattern. Being a male, early ages, and low responsible decision-making predicted changes from the high bullying victimization pattern to the low antisocial pattern. Results are discussed emphasizing the need to conduct prevention and intervention programs from a comprehensive perspective promoting social, emotional and moral competencies. This study could have useful implications for prevention and intervention focused on decreasing risk and increasing protective factors., Author(s): Elena Nasaescu [sup.1] , Izabela Zych [sup.1] , Rosario Ortega-Ruiz [sup.1] , David P. Farrington [sup.2] , Vicente J. Llorent [sup.1] Author Affiliations: (1) grid.411901.c, 0000 0001 2183 9102, [...]

Bullying and cyberbullying have been intensively studied in many countries, and research on the topic has been fruitful. Nevertheless, it is still necessary to advance knowledge on bullying and cyberbullying in many geographical areas and to discover their risk and protective factors. The objective of this study was to describe and compare the involvement in different bullying and cyberbullying roles in Spain and Poland, identifying risk and protective factors such as moral disengagement, social and emotional competencies, moral emotions and empathy. This study was carried out with a sample of 2535 primary and secondary school students from Spain and Poland. More bullying and cyberbullying involvement were found in Poland in comparison with Spain. Different moral disengagement mechanisms were found to be risk factors for involvement in bullying and cyberbullying in both countries. Low moral emotions were a risk factor for bullying and cyberbullying perpetration in Spain and Poland. Different social and emotional competencies were protective against bullying and cyberbullying in both countries. These results suggest the need to design and implement more programs to promote social, emotional and moral competencies in Spain and Poland to protect children against bullying and cyberbullying.

BACKGROUND: The COVID‐19 pandemic triggered a worldwide socio‐sanitary crisis, continuing to impact societies worldwide. With many school systems shifted to online education, the current study presents a unique opportunity to investigate relevant phenomena related to serious health issues during the schooling and later in life, cyberbullying and bullying. This study began just before the COVID‐19 lockdown was declared and resumed 5 months later allowing to explore 2 main objectives: first, to explore whether cyberbullying increased during the lockdown, and second, to analyze transitions from to time of bullying and cyberbullying. METHODS: The participants included 792 students from sixth and seventh years of Primary Education (Meanage = 10.81, SD = 0.85) in Ecuador. This is a quantitative longitudinal study. Cyberbullying and bullying scales were used for data collection before the lockdown in January and February 2020 (T1), and after 5 months of lockdown, at the end of the same academic year in July 2020 (T2). Descriptive, comparative and predictive analyses, a latent transition analysis was used to identify latent status of cyberbullying and bullying behavior at T1 and T2. RESULTS: The results revealed a significant increase of cyberbullying after 5 months of the lockdown. Interestingly, only a small percentage of students who were uninvolved in cyberbullying and bullying in T1 remained uninvolved in T2. CONCLUSIONS: The discussion explores the dynamics of cyberbullying involvement and examines changes in the roles and groups of bullying and cyberbullying after 5 months of lockdown. The political‐ and school‐related implications of these findings are thoroughly discussed. [ABSTRACT FROM AUTHOR]

The current study aims to fill the existing research gaps by investigating the role of teacher care in protecting African American adolescents in under-resourced neighborhoods from negative outcomes of adverse life events. The study included 638 adolescents from four under-resourced neighborhoods in Chicago's Southside who were assessed to determine the moderating role of caring teachers on the relationship between adverse adolescent experiences and risky sexual behaviors, substance use, bullying perpetration, and violent behaviors. Caring teachers had a significant moderating effect on the association between adverse experiences and both bullying perpetration and violent behaviors. Adolescents who perceived their teachers as caring showed lower tendencies towards bullying and violence, even if they had adverse experiences. These results highlight the crucial role of teacher care in supporting African American adolescents from under-resourced neighborhoods who have experienced adverse life events. It emphasizes educators' role in shaping our youth's future, especially those facing adversity and at a crossroads in their lives. Plain language summary: Despite adverse life events, adolescents who perceived their teachers as caring were less at risk of engaging in bullying and violence. Caring teachers are especially important for African American adolescents in under-resourced neighborhoods. [ABSTRACT FROM AUTHOR]

Trajectories of stability and change in bullying roles were examined through a longitudinal prospective study of 916 school students followed up biannually from age 11 to 17. Perpetrators and victims had relatively stable trajectories with most of the children remaining in the same role over time or becoming uninvolved. Bully/victim was the most unstable role with frequent transitions to perpetrators or victims. Developmental change in bullying roles was found with a decrease in physical forms over time in bullies and victims but with persistently high perpetration and victimization in bully/victims. These findings open new horizons in research and practice related to bullying and can be useful for its early detection or design of targeted interventions.

In this paper we highlight the similarities and differences between Christianity and Islam, on the social functions of women based on the sacred texts of both, references to a hidden social curriculum in the history. Faced with the growing religious pluralism in contemporary societies, we believe that the debate on how the two main religions in the history of mankind, have had and continue to have an enormous influence on the lives of millions of women, is an important topic.

The purpose of this research is to test the validity of commonly used measures of exposure to and production of online extremism. Specifically, we investigate if a definition of hate influences survey responses about the production of and exposure to online hate. To explore the effects of a definition, we used a split experimental design on a sample of 18 to 25-year-old Americans where half of the respondents were exposed to the European Union's definition of hate speech and the other half were not. Then, all respondents completed a survey with commonly used items measuring exposure to and perpetration of online hate. The results reveal that providing a definition affects self-reported levels of exposure and perpetration, but the effects are dependent on race. The findings provide evidence that survey responses about online hate may be conditioned by social desirability and framing biases. The findings that group differences exist in how questions about hate are interpreted when definitions of it are not provided mean we must be careful when using measures that try to capture exposure to and the production of hate. While more research is needed, we recommend providing a clear, unambiguous definition when using surveys to measure online hate. [ABSTRACT FROM AUTHOR]

The number of studies on school violence and bullying is increasing but research on the topic in Poland and other Central and Eastern European countries is in its early stages. This survey was answered by 904 Polish adolescents from six upper secondary schools in three cities. The results showed that victimization of any type was suffered by 18.7% of the participants, perpetration was reported by 13.1% of the students and a high percentage of students reported being perpetrators and victims at the same time (44.1% with mild and severe frequencies). Involvement in any bullying role was more common in boys and in technical and vocational schools. Victimization was related to lower academic performance. Occasional victims and students involved in both victimization and perpetration (victim/perpetrator) reported ignoring, telling friends or not doing anything when attacked. Fighting back was the most common reaction in severe victim/perpetrators. Only a small percentage of bystanders told the adults about bullying (5%) and only 38.6% never witnessed aggression towards peers. Given the small number of studies on the topic in this geographic area, it is necessary to conduct more research and compare findings among different studies. Violence is common in Polish schools and it is important to design and conduct interventions to eradicate it.