2026-05-29T23:46:10Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/311992026-02-03T11:37:05Zcom_10630_2254col_10630_20092

00925njm 22002777a 4500 dc Quintana-Orts, Cirenia Luz author Mérida-López, Sergio author Gómez-Hombrados, Jorge author Rey-Peña, Lourdes author 2024-05-03 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. https://hdl.handle.net/10630/31199 10.24310/riuma.31199 Ciberacoso Inteligencia emocional Adolescentes - Psicología Familia Dataset_EI_Family_School in Cyberbullying roles.