Citation

Moyano N, Ayllón E, Antoñanzas JL, Cano J. Front. Psychol. 2019; 10: e643.

Affiliation

Facultad de Educación, Departamento de Ciencias de la Educación, Universidad de Zaragoza, Zaragoza, Spain.

Copyright

(Copyright © 2019, Frontiers Research Foundation)

DOI

10.3389/fpsyg.2019.00643

PMID

30967823

PMCID

PMC6440379

Abstract

The aim was to investigate the factors associated with the diverse bullying forms suffered by a victim (relational, aggressive and cyberbullying) by considering the mediating role of the quality of coexistence in school: social integration and perception about relationships among peers. We evaluated data about 42 schools (79.5% public) in a sample of 3,407 students (47.6% boys and 52.4% girls) from the Primary Education. The mediational analyses indicated that, to predict all the bullying forms, a greater sense of social integration and a perception of low negative relationships were mediators, and social integration was the factor that most strongly correlated with bullying, especially relational bullying. We found that the number of good friends and negative relationships together predicted social integration, and the school type predicted negative relationships and number of good friends. The implications for education programs and policy are discussed.

Language: en

Keywords

bullying; coexistence; cyberbullying; negative relationships; social integration