<p>Cyberbullying and self-concept in physical education school children <sub>[Ciberacoso y autoconcepto en escolares de Educación Física]</sub></p>
Authors: Rojo-Ramos Jorge , Calero-Morales Santiago , Gómez-Paniagua Santiago , Galán-Arroyo Carmen 
Published: March 2024

Cyberbullying is a highly complex phenomenon resulting from the continuous and inexhaustible evolution of Information and Communication Technologies (ICTs). Factors are sought that are associated with this phenomenon as emotional self-efficacy, self-esteem and empathy have been shown to be. Thus, the objectives were: (1) to analyze scores on the Cyberbullying (ECIPQ) and Self-Concept (AF-5) questionnaires as a function of gender and educational stage, (2) to explore the correlations between cyberbullying and self-concept as a function of gender and educational stage. A cross-sectional study was designed with a total of 1155 participants, 48.8% boys and 51.2% girls, where 75.9% studied compulsory secondary education (CSE) and 24.1% Baccalaureate. Significant inverse mean correlations were shown between cyberbullying dimensions with total self-concept for both sexes (r = -0.15 - -0.11; p < 0.01) and for CSE students (r = -0.13 - -0.12; p < 0.01), with these correlations being observed in high school students for cybervictimization (r = -0.14; p = 0.02). Significant inverse mean correlations were observed between academic (r = -0.25 - -0.22; p < 0.01 - 0.04) and family self-concept (r = -0.27 - -0.26; p < 0.01) with cyberbullying for both sexes and both educational stages. Direct and significant mean correlations were also shown between emotional self-concept and cyberbullying for both sexes (r = 0.19 - 0.20; p < 0.01) and for both educational stages (r = 0.17 - 0.21; p < 0.01). Self-concept is shown to be a protective factor for cyberbullying, therefore, addressing and working on it through the different dimensions can combat adolescent cyberbullying arising from the advance of technology and traditional bullying itself.
Resumen
El ciberacoso es un fenómeno muy complejo derivado de la continua e inagotable evolución de las tecnologías de la información y la comunicación (TIC). Se buscan factores asociados a este fenómeno como la autoeficacia emocional, la autoestima y la empatía. Así, los objetivos fueron: (1) analizar las puntuaciones en los cuestionarios de Ciberacoso (ECIPQ) y Autoconcepto (AF-5) en función del género y la etapa educativa, (2) explorar las correlaciones entre el ciberacoso y el autoconcepto según el género y la etapa educativa. Se diseñó un estudio transversal con un total de 1155 participantes, 48,8% chicos y 51,2% chicas, donde el 75,9% cursaba Educación Secundaria Obligatoria (ESO) y el 24,1% Bachillerato. Se mostraron correlaciones medias inversas significativas entre las dimensiones del ciberacoso con el autoconcepto total para ambos sexos (r = -0,15 -0,11; p < 0,01) y para los estudiantes de ESO (r = -0,13 -0,12; p < 0,01), observándose estas correlaciones en los estudiantes de Bachillerato para la cibervictimización (r = -0,14; p = 0,02). Se observaron correlaciones medias inversas significativas entre el autoconcepto académico (r = -0,25 -0,22; p < 0,01 - 0,04) y familiar (r = -0,27 -0,26; p < 0,01) con el ciberacoso para ambos sexos y ambas etapas educativas. También se mostraron correlaciones medias directas y significativas entre el autoconcepto emocional y el ciberacoso para ambos sexos (r = 0,19 - 0,20; p < 0,01) y para ambas etapas educativas (r = 0,17 - 0,21; p < 0,01). El autoconcepto se muestra como un factor protector frente al ciberacoso, por lo que abordarlo y trabajarlo a través de las diferentes dimensiones puede combatir el ciberacoso adolescente derivado del avance de la tecnología y el propio acoso tradicional.