English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Cyberbullying is a recent phenomenon that has a great impact on the development and well-being of children. The objective of the present study is to analyze the differences in cyberbullying (victims, bullies, and bystanders) according to the sex and grade of the participants. The sample consisted of 548 students from 5th and 6th grade of primary education. The results indicate that girls are significantly more victimized than boys, and score higher on five victimizing behaviors, seven bullying behaviors, and four behaviors of observation of cyberbullying. The students of the two courses present similar scores in being a victim, a bully, and a bystander of cyberbullying. However, 6th-graders are more victimized through manipulated videos and death threats and perform more behaviors related to blackmailing to not reveal secrets through the Internet, whereas 5th-gradersstand out due to more blackmail or threats through calls or messages. In relation to the bystanders, 5th-graders claim they observe more anonymous calls and sexual harassment. The evidence found is discussed, establishing possible directions for future studies, as well as the practical implications for the development of effective intervention programs.

Diferencias de sexo y curso en cyberbullying en estudiantes españoles de 5º y 6º de educación primaria