Citation

González-Cabrera J, Tourón J, Machimbarrena JM, Gutiérrez-Ortega M, Álvarez-Bardón A, Garaigordobil M. Int. J. Environ. Res. Public Health 2019; 16(12): e16122137.

Affiliation

Faculty of Psychology, University of the Basque Country (UPV/EHU), Avenida de Tolosa, 70, 20018 Donostia, Spain. maite.garaigordobil@ehu.eus.

Copyright

(Copyright © 2019, MDPI: Multidisciplinary Digital Publishing Institute)

DOI

10.3390/ijerph16122173

PMID

31248205

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.

Language: en

Keywords

anxiety; cyberbullying; depression; gifted; health-related quality of life; stress