Cyber Aggression and Its Relationship with School Context Factors and Subjective Well-Being
DOI:
https://doi.org/10.5294/edu.2024.27.1.2Keywords:
Educational environment, student well-being, cyber aggression, student behavior, elementary educationAbstract
Given the rise in cyber aggression cases and the increasing exposure of children and adolescents to information and communication technologies, it is essential to address the complexity of cyberbullying with an ecological approach. This perspective is based on the premise that individual behavior is influenced by various systems surrounding the individual. Key constructs that significantly impact the school environment, such as school climate, and personal factors like subjective well-being, must be considered. This study aims to analyze the relationship between personal data, subjective well-being, and perceived school climate, along with the roles of different individuals involved in cyber aggression among elementary school students. The research follows a quantitative, non-experimental, ex post facto design with a cross-sectional approach. The sample consisted of 1,505 students (796 girls = 52.9% and 709 boys = 47.1%) from 101 public elementary schools. One of the most significant findings is a marked tendency for mean values to decrease as students’ progress through grade levels, leading to a decline in the positive aspects of school climate and subjective well-being dimensions. This highlights the importance of studying both contextual and personal factors to gain a more comprehensive understanding of the cyberbullying phenomenon.
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Copyright (c) 2025 José Ángel Vera Noriega, Claudia Karina Rodríguez Carvajal, Ivett Alejandra Bustamante Castro, César Alan Flores Partida
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Consejo Nacional de Ciencia y Tecnología
Grant numbers proyecto 289195 "Validez y nivel de explicación de un modelo de evaluación de la violencia en la escuela secundaria en Sonora" del Centro de Investigación en Alimentación y Desarrollo AC×
