Cyberbullying en las aulas de Educación Secundaria

Resumo

The massive access to new technologies has enabled a new context of socialization among teenagers, but also a new way of victimization and harassment, the cyberbullying. The aim of this study is to understand the perceptions of high school students of different sexes, academic courses and school achievement levels in relation to the dynamics of cyberbullying in which they may be involved, representing the victim profile or exercising the role of aggressor. For this, the Cyberbullying Victimization Questionnaire Aggression was designed based on the Cyberbullying Questionnaire (Ortega, Calmaestra & Mora-Merchán 2007), the Scale CYB-AG (Buelga & Pons, 2012) and the Scale CYB-VIC (Buelga, Cava & Musitu, 2012) and which evaluates cyberbullying through mobile phone and Internet services to 153 students from 1st to 4th of Secondary Education with high, medium and low school achievement levels. The results show that the prevalence of cyberbullying is greater when it is performed by mobile phone than Internet services. Considering the course, a growing trend is observed from 1st to 4th year, being the first courses where further victimization is shown while in higher grades higher cyber aggression behaviours are manifested. According to sex, some differences are apparent in terms of the form of harassment, men are the most victimized in conducts involving persecution or violation of privacy while it is women who show greater victimization of bullying behaviours. Statistically significant results were not obtained in relation to the variable of school achievement. These results have been contrasted with those obtained from previous studies, in addition, they allow identifying dynamics of cyberbullying in classrooms knowing its impact in order to propose preventive measures or, where appropriate, acting through anti-bullying programs.