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dc.contributor.authorQuintana-Orts, Cirenia Luz
dc.contributor.authorRey-Peña, Lourdes 
dc.contributor.authorMérida-López, Sergio
dc.contributor.authorSánchez-Álvarez, Nicolás 
dc.contributor.authorExtremera-Pacheco, Natalio 
dc.date.accessioned2019-09-19T08:06:47Z
dc.date.available2019-09-19T08:06:47Z
dc.date.created2019
dc.date.issued2019-09-19
dc.identifier.urihttps://hdl.handle.net/10630/18405
dc.description.abstractThe aim of this study was to identify differences in cognitive emotion regulation strategies regarding the involvement in traditional bullying (i.e. perpetrators, victims, bully-victims and non-involved). Participants were 1277 secondary school students (52.4% girls) whose age ranged between 12 and 16 years. Results showed that only maladaptive cognitive emotion regulation strategies differed by bullying roles. Perpetrators, bully-victims and victims scored high in maladaptive cognitive coping (i.e. rumination, self-blaming, blaming others and catastrophizing), whereas there were no significant differences between involved and uninvolved students in relation to adaptive strategies. Controlling for age and gender, high blaming others and high self-blaming were independently related to be a victim and being a bully-victim. Solely high scores in blaming others were related to be a perpetrator. Although further analyses are needed to establish causal associations, these findings suggest possible targets for intervention such that assessment of maladaptive coping strategies may protect adolescents against bullying.en_US
dc.description.sponsorshipPPIT.UMA.B1.2017/23 Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectAdolescentes (Psicología)en_US
dc.subjectEmocionesen_US
dc.subjectAdolescentes-Trastornos de la conductaen_US
dc.subject.otherBullyingen_US
dc.subject.otherCognitive emotion regulation strategiesen_US
dc.subject.otherAdolescenceen_US
dc.titleCognitive emotion regulation strategies in adolescence: are there differences in traditional bullying roles?en_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Psicología y Logopediaen_US
dc.relation.eventtitleInternational society for the study of the individual differencesen_US
dc.relation.eventplaceFlorenciaen_US
dc.relation.eventdate29 Julio 2019en_US
dc.rights.ccAttribution-NonCommercial-NoDerivatives 4.0 Internacional*


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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