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oai:riuma.uma.es:10630/394102026-02-03T10:49:46Zcom_10630_2254col_10630_37953

Chamizo-Nieto, María Teresa Wallace-Ruíz, Agustín Rey-Peña, Lourdes 2025-07-18T09:31:44Z 2025-07-18T09:31:44Z 2024 Chamizo-Nieto, M. T., Wallace, A. y Rey, L. (2024). Anti-cyberbullying interventions at school: Comparing the effectiveness of gratitude and psychoeducational programmes. The Journal of Positive Psychology, 19(2), 291-300. https://doi.org/10.1080/17439760.2023.2170821 https://hdl.handle.net/10630/39410 10.1080/17439760.2023.2170821 Previous studies evidence the benefits of gratitude and psychoeducation to diminish the performing of aggressive behaviours. The aim of this study was to assess the effectiveness of a brief gratitude programme and a brief psychoeducational programme to prevent cyberaggression in adolescents. A sample of 483 adolescents (11–17 years old) participated in the study, being assigned to one of the following three groups: gratitude programme, psychoeducational programme and the control. Both programmes comprised four one-hour sessions. All participants completed the cyberaggression subscale of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) at three time points: pre-test, post-test and three-month follow-up. Significant decreases in cyberaggression were found at post-test in the psychoeducational group and at the three-month follow-up in the gratitude group. These findings provide the first evidence of the benefits of gratitude training in adolescents to prevent cyberaggression over time. eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Agresividad en adolescentes Gratitud - Aspectos psicológicos Ciberacoso - Prevención Anti-cyberbullying interventions at school: comparing the effectiveness of gratitude and psychoeducational programmes journal article