[en] In this study, a non-experimental, cross-sectional design with a descriptive-correlational scope was used to examine the relationship between cyber victimization and school engagement. There were 391 students who participated, 51.7% male and 48.3% female, aged 13 to 18 years (M=15.3, SD=0.895), from third (24.5%), fourth (38.8%), and fifth (36.5%) grades of secondary school from three private schools in Lima. For data collection, the School Cybervictimization Scale (ECE) and the School Involvement Scale (EIE-A) were applied. Among the results, high levels of cyberbullying victimization were found in 16% and very high levels in 21.7% of students, as well as low levels of school engagement in 20.5% and very low levels in 19.4% of students. Likewise, a statistically significant and inverse relationship was found, with a small effect size, between the variables (p &lt;.01, rs = -.18, r2 = .03). In addition, student engagement showed statistically significant and inverse correlations, with small effect sizes, regarding the dimensions of cyber victimization: harassment (p &lt; .05, rs = -.19, r2 = .036), invasion of privacy (p &lt; .05, rs = -.15, r2 = .022), and denigration (p &lt; .05, rs = -.12, r2 = .014). Similarly, cybervictimization showed statistically significant and inverse correlations, with small effect sizes, regarding the dimensions of school involvement: behavioral (p &lt; .05, rs = -.15, r2 = .022), emotional (p &lt; .05, rs = -.10, r2 = .010), and cognitive (p &lt; .05, rs = -.15, r2 = .022). In summary, cybervictimization is inversely related to student engagement.

[es] En este estudio de diseño no experimental-transversal y de alcance descriptivo-correlacional se examinó la relación entre cibervictimización e involucramiento escolar. Participaron 391 escolares, 51.7% hombres y 48.3% mujeres, de 13 a 18 años (M=15.3, DE=0.895), de tercero (24.5%), cuarto (38.8%, y quinto (36.5%) grado de secundaria de tres colegios privados de Lima. Para la recolección de datos se aplicaron la Escala de Cibervictimización Escolar (ECE) y la Escala de Involucramiento Escolar (EIE-A). Entre los resultados, se encontraron altos niveles de cibervictimización en 16% y muy altos en 21.7% de estudiantes, así como bajos niveles de involucramiento escolar en 20.5% y muy bajos en 19.4% de alumnos. Asimismo, se halló una relación estadísticamente significativa e inversa, con tamaño del efecto pequeño, entre las variables (p &lt; .01, rs = -.18, r2 = .03). Además, el involucramiento escolar mostró correlaciones estadísticamente significativas e inversas, con tamaños del efecto pequeño, con respecto a las dimensiones de cibervictimización: acoso (p &lt; .05, rs = -.19, r2 = .036), invasión a la privacidad (p &lt; .05, rs = -.15, r2 = .022) y denigración (p &lt; .05, rs = -.12, r2 = .014). Igualmente, la cibervictimización mostró correlaciones estadísticamente significativas e inversas, con tamaños del efecto pequeño, con respecto a las dimensiones de involucramiento escolar: conductual (p &lt; .05, rs = -.15, r2 = .022), emocional (p &lt; .05, rs = -.10, r2 = .010) y cognitivo (p &lt; .05, rs = -.15, r2 = .022). En síntesis, la cibervictimización se relaciona inversamente con el involucramiento escolar.