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Cyberbullying, Self-concept and Academic Goals in Childhood

Published online by Cambridge University Press:  11 November 2019

Beatriz Delgado ,
Raquel Escortell ,
María Carmen Martínez-Monteagudo Open the ORCID record for María Carmen Martínez-Monteagudo [Opens in a new window] ,
Alicia Ferrández-Ferrer  and
Ricardo Sanmartín
Beatriz Delgado
Affiliation:
Universitat d’Alacant (Spain)
Raquel Escortell
Affiliation:
Universidad Internacional de La Rioja (Spain)
María Carmen Martínez-Monteagudo*
Affiliation:
Universitat d’Alacant (Spain)
Alicia Ferrández-Ferrer
Affiliation:
Universitat d’Alacant (Spain)
Ricardo Sanmartín
Affiliation:
Universidad Internacional de La Rioja (Spain)
*
*Correspondence concerning this article should be addressed to María Carmen Martínez-Monteagudo. Universitat d’Alacant. Departament Psicologia Evolutiva i Didàctica. 03690 Alicante (Spain). E-mail: maricarmen.martinez@ua.es
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Abstract

Cyberbullying has aroused scientific interest given the impact it has on the lives of young people. The present study proposes to analyze the relationship between self-concept (Self-Description Questionnaire I), academic goals (Achievement Goals Tendencies Questionnaire), and the participation of the roles of victim, bully and bystander in cyberbullying (Cyberbullying. Screening for peer bullying and cyberbullying), by gender and grade. The sample was composed of 548 students (49.8% girls) in 5th and 6th grade of Primary Education (Mage = 10.95, SD = 0.7). Logistic regression analyses showed the explicative role of social self-concept and learning goals in the three roles, highlighting the academic self-concept and achievement goals in the victims, as well as the high social reinforcement goals in bullies and bystanders. This relation varied slightly according to gender and grade, being the motivational orientation towards school achievement a protector of victimization in girls and 6th grade students. The findings are discussed, pointing out their involvement in the development of preventive cyberbullying programs in preadolescence.

Keywords

academic goalschildhoodcyberbullyingself-concept
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 22 , 2019 , E46
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2019 

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Footnotes

How to cite this article:

Delgado, B., Escortell, R., Martínez-Monteagudo, M. C., Ferrández-Ferrer, A., & Sanmartín, R. (2019). Cyberbullying, self-concept and academic goals in childhood. The Spanish Journal of Psychology, 22. e46. Doi:10.1017/SJP.2019.46

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