RT Generic
T1 Dataset_EI_Family_School in Cyberbullying roles.
A1 Quintana-Orts, Cirenia Luz
A1 Mérida-López, Sergio
A1 Gómez-Hombrados, Jorge
A1 Rey-Peña, Lourdes
K1 Ciberacoso
K1 Inteligencia emocional
K1 Adolescentes - Psicología
K1 Familia
AB This research explored the relationship between family and school factors, emotional intelligence facets, and cyberbullying roles in a sample of 2,883 adolescents (aged 12–18; M = 14.11, SD = 1.42). Findings from logistic regression revealed shared factors associated with cybervictims, cyberbullies, and cyberbully-victims, including lower use of emotion, higher family conflict, and reduced teacher support. Lower emotion regulation and weaker family cohesion were linked to cyberbully-victim and cyberbully roles, while self-emotion appraisal was relevant for cyberbullies, and other-emotion appraisal was significant for cybervictims. Furthermore, student support was particularly significant for cybervictims. These results underscore the importance of reducing family conflict, enhancing teacher support, and promoting emotional intelligence as preventive measures against cyberbullying. Implications for family and school-based interventions are discussed.
PB Universidad de Málaga
YR 2024
FD 2024-05-03
LK https://hdl.handle.net/10630/31199
UL https://hdl.handle.net/10630/31199
LA eng
NO This research was partially supported by the Spanish Ministry of Science and Innovation (R+D+i project PID2020-117006RB-I00), and the PAIDI Group CTS-1048 (Junta de Andalucía). The first author was supported by a Postdoctoral Research Fellowship Grant (POSTDOC_21_00364) from the Junta de Andalucía.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026