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Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance

Author

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  • Ascensión Palomares-Ruiz

    (Department of Pedagogy, Faculty of Education of Albacete, Universidad de Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

  • Ramón García-Perales

    (Department of Pedagogy, Faculty of Education of Albacete, Universidad de Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

  • Antonio Cebrián-Martínez

    (Department of Pedagogy, Faculty of Education of Albacete, Universidad de Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

  • María Inés Martín-García

    (Department of Pedagogy, Faculty of Education of Albacete, Universidad de Castilla-La Mancha (UCLM), 02071 Albacete, Spain)

Abstract

(1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essential.

Suggested Citation

  • Ascensión Palomares-Ruiz & Ramón García-Perales & Antonio Cebrián-Martínez & María Inés Martín-García, 2021. "Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance," Sustainability, MDPI, vol. 13(13), pages 1-15, June.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7316-:d:585540
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    References listed on IDEAS

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    1. Juan Calmaestra & Antonio J. Rodríguez-Hidalgo & Oswaldo Mero-Delgado & Eva Solera, 2020. "Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background," Sustainability, MDPI, vol. 12(11), pages 1-14, June.
    2. Comi, Simona Lorena & Argentin, Gianluca & Gui, Marco & Origo, Federica & Pagani, Laura, 2017. "Is it the way they use it? Teachers, ICT and student achievement," Economics of Education Review, Elsevier, vol. 56(C), pages 24-39.
    3. María-Jesús Cava & Ester Ayllón & Inés Tomás, 2021. "Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate," Sustainability, MDPI, vol. 13(5), pages 1-17, March.
    4. Daniel Falla & Sergio Sánchez & José A. Casas, 2021. "What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work," Sustainability, MDPI, vol. 13(1), pages 1-18, January.
    5. Aitana Fernández-Sogorb & Ricardo Sanmartín & María Vicent & José Manuel García-Fernández, 2020. "Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
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    Cited by:

    1. Ramón García-Perales & Ascensión Palomares-Ruiz & Lydia Ordóñez-García & Eduardo García-Toledano, 2022. "Rare Diseases in the Educational Field: Knowledge and Perceptions of Spanish Teachers," IJERPH, MDPI, vol. 19(10), pages 1-16, May.
    2. Almudena Castellanos & Beatriz Ortega-Ruipérez & David Aparisi, 2021. "Teachers’ Perspectives on Cyberbullying: A Cross-Cultural Study," IJERPH, MDPI, vol. 19(1), pages 1-12, December.
    3. Houyu Zhou & Qinfei Wang & Shuxu Yu & Quanquan Zheng, 2022. "Negative Parenting Style and Perceived Non-Physical Bullying at School: The Mediating Role of Negative Affect Experiences and Coping Styles," IJERPH, MDPI, vol. 19(10), pages 1-21, May.

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