000151230 001__ 151230
000151230 005__ 20251017144649.0
000151230 0247_ $$2doi$$a10.1007/s44322-024-00025-6
000151230 0248_ $$2sideral$$a143013
000151230 037__ $$aART-2025-143013
000151230 041__ $$aeng
000151230 100__ $$0(orcid)0000-0003-2515-9029$$aCebollero-Salinas, Ana$$uUniversidad de Zaragoza
000151230 245__ $$aSocio-emotional e-competencies, cyberaggression, and cybervictimisation in adolescents: differences according to sex and academic year
000151230 260__ $$c2025
000151230 5060_ $$aAccess copy available to the general public$$fUnrestricted
000151230 5203_ $$aThe socialisation of adolescent boys and girls takes place primarily online in virtual environments, where cyberbullying is one of the greatest current social dangers faced by that age group. Socio-emotional e-competencies (i.e., competencies that apply specifically to online environments) are a protective factor against cyberaggression and cybervictimisation, and research has shown that the variables of sex and academic year (age) play a relevant role in that interaction. Although such socio-emotional e-competencies have been shown to play an adaptive role in further types of online behaviour, they have not yet been studied specifically in relation to cyberaggression and cybervictimisation. Our study’s goal was thus to ascertain whether socio-emotional e-competencies have a predictive value for cyberaggression and cybervictimisation, and whether differences can be observed according to sex or academic year. Participants were 945 Spanish adolescents (56.5% female, 43.5% male) ages 12 to 16 (mean age: 13.80, DE = 1.27) enrolled in 13 secondary schools. Data were collected via self-report questionnaires (European Cyberbullying Intervention Project Questionnaire [ECIP-Q] and Socio-Emotional E-Competencies Questionnaire [e-COM]). We observed differences according to sex and academic year in cyberbullying behaviour and socio-emotional e-competencies. Moreover, significant relationships can be established between socio-emotional e-competencies, on the one hand, and cyberaggression and cybervictimisation, on the other, with differences among groups as revealed by SEM multigroup analysis. The levels of emotional e-regulation in girls and e-self-control of impulsivity in boys across all academic years explain most instances of cybervictimisation and cyberaggression, especially in younger-aged groups. These findings provide a new focus to help prevent cyberbullying.
000151230 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S57-23R$$9info:eu-repo/grantAgreement/ES/UZ/UZ-SANTANDER/270313
000151230 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000151230 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000151230 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, Santos$$uUniversidad de Zaragoza
000151230 700__ $$0(orcid)0000-0001-8422-9213$$aCano-Escoriaza, Jacobo$$uUniversidad de Zaragoza
000151230 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000151230 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000151230 773__ $$g14, 5 (2025), 21 pp.$$tJournal of New Approaches in Educational Research$$x2254-7339
000151230 8564_ $$s1614386$$uhttps://zaguan.unizar.es/record/151230/files/texto_completo.pdf$$yVersión publicada
000151230 8564_ $$s2072964$$uhttps://zaguan.unizar.es/record/151230/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000151230 909CO $$ooai:zaguan.unizar.es:151230$$particulos$$pdriver
000151230 951__ $$a2025-10-17-14:35:50
000151230 980__ $$aARTICLE