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Bully-victims in bullying and cyberbullying: An analysis of school-level risk factors

Authors:
Cirenia Quintana-Orts at University of Malaga
Cirenia Quintana-Orts
Joaquin Mora-Merchan at University of Seville
Joaquin Mora-Merchan
Noelia Muñoz-Fernández at University of Seville
Noelia Muñoz-Fernández
Rosario Del Rey at University of Seville
Rosario Del Rey
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Considering the increasing rates of bullying in adolescence, more empirical evidence on how multiple factors work together in relation to the bully-victim role is needed. This study aims to explore individual and perceived school-level factors associated with the bully-victim role in the context of traditional bullying and cyberbullying, based on the social-ecological model. Factors such as aggressive conflict resolution, normative adjustment, emotional dysregulation, peer social network, teacher apathy, teacher support, and school connectedness were analyzed. Gender differences were also examined. Participants were 854 students (402 girls) between 11 and 18 years of age (M = 13.65; SD = 1.36) from four secondary schools. Results indicated common factors associated with the bully-victim role in both traditional bullying and cyberbullying, such as aggressive conflict resolution, normative adjustment, and school connectedness. Whereas higher teacher support was associated with the bully-victim role in traditional bullying, lower peer social network was associated with the cyberbully-victim role. Gender interaction effects were found in traditional bullying, with the likelihood of being a bully-victim being higher for girls with higher levels of teacher support and lower school connectedness. Our results highlight that individual factors affect bully-victims in traditional bullying and cyberbullying, and act in concert with perceived environmental conditions in the education context. Discipline and norm adjustment, as well as socio-emotional competencies such as emotional regulation and adequate conflict resolution, are important for preventing bully-victim involvement. Key factors in the school context to prevent double-role involvement are discussed.
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Social Psychology of Education (2024) 27:587–609
https://doi.org/10.1007/s11218-023-09846-3
Abstract
Considering the increasing rates of bullying in adolescence, more empirical evi-
dence on how multiple factors work together in relation to the bully-victim role is
needed. This study aims to explore individual and perceived school-level factors as-
sociated with the bully-victim role in the context of traditional bullying and cyber-
bullying, based on the social-ecological model. Factors such as aggressive conict
resolution, normative adjustment, emotional dysregulation, peer social network,
teacher apathy, teacher support, and school connectedness were analyzed. Gender
dierences were also examined. Participants were 854 students (402 girls) between
11 and 18 years of age (M = 13.65; SD = 1.36) from four secondary schools. Results
indicated common factors associated with the bully-victim role in both traditional
bullying and cyberbullying, such as aggressive conict resolution, normative ad-
justment, and school connectedness. Whereas higher teacher support was associated
with the bully-victim role in traditional bullying, lower peer social network was
associated with the cyberbully-victim role. Gender interaction eects were found
in traditional bullying, with the likelihood of being a bully-victim being higher for
girls with higher levels of teacher support and lower school connectedness. Our
results highlight that individual factors aect bully-victims in traditional bullying
and cyberbullying, and act in concert with perceived environmental conditions in
the education context. Discipline and norm adjustment, as well as socio-emotional
competencies such as emotional regulation and adequate conict resolution, are im-
portant for preventing bully-victim involvement. Key factors in the school context
to prevent double-role involvement are discussed.
Keywords Aggressiveness victims · Victimization · Aggression · Ecological
approach · School-level factors · Adolescence
Received: 18 October 2022 / Accepted: 6 September 2023 / Published online: 16 October 2023
© The Author(s), under exclusive licence to Springer Nature B.V. 2023
Bully-victims in bullying and cyberbullying: An analysis of
school-level risk factors
CireniaQuintana-Orts1· Joaquín A.Mora-Merchán1,2 ·
NoeliaMuñoz-Fernández1· Rosario DelRey1
Extended author information available on the last page of the article
1 3
Content courtesy of Springer Nature, terms of use apply. Rights reserved.
... This framing highlights the sociological implications of digital environments, where anonymity, permanence, and wide visibility can exacerbate harmful [19]. The increased dependence on digital platforms has further highlighted the vulnerabilities of adolescents, particularly those in the bully/victim role [20]. ...
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