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Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample

Author

Listed:
  • Joaquín González-Cabrera

    (Faculty of Education, Universidad Internacional de La Rioja (UNIR), Avenida de la Paz, 137, 26006 Logroño, La Rioja, Spain)

  • Javier Tourón

    (Faculty of Education, Universidad Internacional de La Rioja (UNIR), Avenida de la Paz, 137, 26006 Logroño, La Rioja, Spain)

  • Juan Manuel Machimbarrena

    (Faculty of Psychology, University of the Basque Country (UPV/EHU), Avenida de Tolosa, 70, 20018 Donostia, Spain)

  • Mónica Gutiérrez-Ortega

    (Faculty of Education, Universidad Internacional de La Rioja (UNIR), Avenida de la Paz, 137, 26006 Logroño, La Rioja, Spain)

  • Aitor Álvarez-Bardón

    (Faculty of Education, Universidad Internacional de La Rioja (UNIR), Avenida de la Paz, 137, 26006 Logroño, La Rioja, Spain)

  • Maite Garaigordobil

    (Faculty of Psychology, University of the Basque Country (UPV/EHU), Avenida de Tolosa, 70, 20018 Donostia, Spain)

Abstract

The differential characteristics of gifted students can make them vulnerable to cyberbullying. There is very little empirical evidence about cyberbullying and giftedness. In the Spanish context, it is unexplored. The main goal of this work is to determine the prevalence of cyberbullying, its distribution in the different roles, and its relationship with other psychological variables. A cross-sectional study was performed with 255 gifted students (M = 11.88 years, SD = 2.28 years) in Spain (155 males, 60.8%). We used the cyberbullying test and the Spanish versions of the DASS-21, ISEL, KIDSCREEN-10, and the SWLS. The results indicate that 25.1% of the students are pure-cybervictims, 3.9% pure-cyberbullies, and 6.6% cyberbully-victims. Pure-cybervictims and cyberbully-victims present worse scores ( p < 0.001) in health-related quality of life, depression, life satisfaction and stress than the uninvolved individuals. The results suggest that the gifted sample presents more cybervictimization and less cyberbullying than observed in other studies of the general population.

Suggested Citation

  • Joaquín González-Cabrera & Javier Tourón & Juan Manuel Machimbarrena & Mónica Gutiérrez-Ortega & Aitor Álvarez-Bardón & Maite Garaigordobil, 2019. "Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample," IJERPH, MDPI, vol. 16(12), pages 1-15, June.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:12:p:2173-:d:241335
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    References listed on IDEAS

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    3. Evans, Caroline B.R. & Smokowski, Paul R. & Cotter, Katie L., 2014. "Cumulative bullying victimization: An investigation of the dose–response relationship between victimization and the associated mental health outcomes, social supports, and school experiences of rural ," Children and Youth Services Review, Elsevier, vol. 44(C), pages 256-264.
    4. Page Moore & E. Huebner & Kimberly Hills, 2012. "Electronic Bullying and Victimization and Life Satisfaction in Middle School Students," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 107(3), pages 429-447, July.
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    Cited by:

    1. Mónica Rodríguez-Enríquez & Miquel Bennasar-Veny & Alfonso Leiva & Aina M. Yañez, 2019. "Alcohol and Tobacco Consumption, Personality, and Cybervictimization among Adolescents," IJERPH, MDPI, vol. 16(17), pages 1-10, August.
    2. Ko Ling Chan, 2019. "Child Victimization in the Context of Family Violence," IJERPH, MDPI, vol. 16(19), pages 1-5, September.
    3. Ana María Casino-García & Josefa García-Pérez & Lucía Inmaculada Llinares-Insa, 2019. "Subjective Emotional Well-Being, Emotional Intelligence, and Mood of Gifted vs. Unidentified Students: A Relationship Model," IJERPH, MDPI, vol. 16(18), pages 1-18, September.
    4. Ana María Casino-García & María José Llopis-Bueno & Lucía Inmaculada Llinares-Insa, 2021. "Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students," IJERPH, MDPI, vol. 18(3), pages 1-23, January.

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