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Bullying and Cyberbullying in School: Rapid Review on the Roles of Gratitude, Forgiveness, and Self-Regulation

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  • Wanderlei Abadio de Oliveira

    (Graduate Program in Psychology, School of Life Sciences, Pontifical Catholic University of Campinas, Avenida John Boyd Dunlop, Jardim Ipaussurama, Campinas 13060904, SP, Brazil)

  • Antonio Marcos Neves Esteca

    (Graduate Program in Psychology, School of Life Sciences, Pontifical Catholic University of Campinas, Avenida John Boyd Dunlop, Jardim Ipaussurama, Campinas 13060904, SP, Brazil)

  • Solange Muglia Wechsler

    (Graduate Program in Psychology, School of Life Sciences, Pontifical Catholic University of Campinas, Avenida John Boyd Dunlop, Jardim Ipaussurama, Campinas 13060904, SP, Brazil)

  • Ersilia Menesini

    (Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Via San Salvi 12, Padiglione 26, 50135 Florence, Italy)

Abstract

This study aims to assist decision-making in anti-bullying interventions by highlighting the importance of positive factors such as gratitude, forgiveness, and self-regulation in mitigating the negative impacts of bullying/cyberbullying. The objective was to examine and synthesize available evidence on the impact of gratitude, forgiveness, and self-regulation practices in the school context regarding bullying/cyberbullying phenomena. Three databases were consulted (Web of Science, Scopus, and Scielo), and the results include 14 articles. The three character strengths were associated with psychological well-being, life and school satisfaction, improved mental health, increased likelihood of engaging in pro-social behavior, and reduced involvement in bullying/cyberbullying situations. These strengths have the potential to enhance overall well-being and decrease risk behaviors, leading to more positive outcomes in experiences of violence. These results underscore the importance of considering students’ individual strengths and the possible interventions to promote healthy school environments.

Suggested Citation

  • Wanderlei Abadio de Oliveira & Antonio Marcos Neves Esteca & Solange Muglia Wechsler & Ersilia Menesini, 2024. "Bullying and Cyberbullying in School: Rapid Review on the Roles of Gratitude, Forgiveness, and Self-Regulation," IJERPH, MDPI, vol. 21(7), pages 1-12, June.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:7:p:839-:d:1423457
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    References listed on IDEAS

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    1. Xavier Oriol & Jorge Varela & Rafael Miranda, 2021. "Gratitude as a Protective Factor for Cyberbullying Victims: Conditional Effects on School and Life Satisfaction," IJERPH, MDPI, vol. 18(5), pages 1-15, March.
    2. Cirenia Quintana-Orts & Lourdes Rey & María Teresa Chamizo-Nieto & Everett L. Worthington, 2020. "A Serial Mediation Model of the Relationship between Cybervictimization and Cyberaggression: The Role of Stress and Unforgiveness Motivations," IJERPH, MDPI, vol. 17(21), pages 1-13, October.
    3. María Teresa Chamizo-Nieto & Lourdes Rey & John Pellitteri, 2020. "Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model," IJERPH, MDPI, vol. 17(12), pages 1-10, June.
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