569
Views
3
CrossRef citations to date
0
Altmetric
Articles

Cyberbullying in first-year university students and its influence on their intentions to drop out

, , &
Pages 275-289 | Received 14 May 2021, Accepted 09 Mar 2022, Published online: 20 Apr 2022

References

  • Álvarez-García, D., Barreiro-Collazo, A., & Núñez, J. C. (2017). Ciberagresión entre adolescentes: prevalencia y diferencias de género [Cyberaggression among Adolescents: Prevalence and Gender Differences]. Comunicar, 25(50), 89–97. https://doi.org/10.3916/C50-2017-08
  • Barratt-Pugh, L. G. B., & Krestelica, D. (2018). Bullying in higher education: Culture change requires more than policy. Perspectives: Policy and Practice in Higher Education, 23(2–3), 109–114. https://doi.org/10.1080/13603108.2018.1502211
  • Berlanga, V., Rubio, M. J., & Vilà, R. (2013). Cómo aplicar árboles de decisión en SPSS [How to Apply Decision Trees in SPSS]. Revista d'Innovació i Recerca en Educació (REIRE), 6(1), 65–79. http://doi.org/10.1344/reire2013.6.1615
  • Bernardo, A. B., Cerezo, R., Núñez, J. C., Tuero, E., & Esteban, M. (2015). Predicción del abandono universitario: Variables explicativas y medidas de prevención [Prediction of university drop-out: Explanatory variables and preventive measures]. Revista Fuentes, 16, 63–84. https://doi.org/10.12795/revistafuentes.2015.i16.03
  • Bernardo, A. B., Cervero, A., Esteban, M., Fernández-González, A., Solano, P., & Agulló, E. (2018). Variables relacionadas con la intención de abandono universitario en el periodo de transición [Variables related to the university dropout intention during the transition period]. Revista D’Innovació Docent Universitària, 10, 122–130. https://doi.org/10.1344/RIDU2018.10.11
  • Bernardo, A. B., Tuero, E., Cervero, A., Dobarro, A., & Galve-González, C. (2020). Bullying and cyberbullying: Variables that influence university dropout. Comunicar, 64. https://doi.org/10.3916/C64-2020-06
  • Bethencourt, J. T., Cabrera, L., Hernández-Cabrera, J. A., Álvarez-Pérez, P., & González-Afonso, M. (2008). Variables psicológicas y educativas en el abandono universitario [Psychological and educational variables in university dropout]. Revista Electrónica de Investigación Psicoeducativa, 6(16), 603–622. https://doi.org/10.25115/ejrep.v6i16.1298
  • Björklund, C., Vaez, M., & Jensen, I. (2020). Early work-environmental indicators of bullying in an academic setting: A longitudinal study of staff in a medical university. Studies in Higher Education, https://doi.org/10.1080/03075079.2020.1729114
  • Casanova, J. R., Vasconcelos, R., Bernardo, A. B., & Almeida, L. S. (2021). University dropout in engineering: Motives and student trajectories. Psicothema, 33(4), 595–601. https://doi.org/10.7334/psicothema2020.363
  • Chan, H. C., & Wong, D. S. W. (2020). The overlap between cyberbullying perpetration and victimisation: Exploring the psychosocial characteristics of Hong Kong adolescents. Asia Pacific Journal of Social Work and Development, 30(3), 164–180. https://doi.org/10.1080/02185385.2020.1761436
  • Creswell, J. W. (2004). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Díaz-Mujica, A., Pérez-Villalobos, M. V., Bernardo, A. B., Cervero, A., & González-Pienda, J. A. (2019). Affective and cognitive variables involved in structural prediction of university dropout. Psicothema, 31(4), 429–436. https://doi.org/10.7334/psicothema2019.124
  • Dobarro, A., López-Carbajal, R., Ayala, I., Herrero, J., & Bernardo, A. B. (2017). Ciberbullying y violencia en la universidad, ¿cómo afecta al abandono? [Cyberbullying and violence at university, how does it affect dropout?] Revista de Estudios e Investigación En Psicología y Educación, Extr, 14, 182–185. https://doi.org/10.17979/reipe.2017.0.14.2737
  • Dobarro, A., Tuero, E., Bernardo, A. B., Herrero, F. J., & Álvarez-García, D. (2018). An innovative study on ciberbullying in university students. Revista d ́Innovació Docent Universitària, 10, 131–142. https://doi.org/10.1344/RIDU2018.10.12
  • Fourie, C. M. (2018). Risk factors associated with first-year students’ intention to drop out from a university in South Africa. Journal of Further and Higher Education, 44(2), 201–215. https://doi.org/10.1080/0309877X.2018.1527023
  • Gairín, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P., & Torrado, M. (2014). Student dropout rates in Catalan universities: Profile and motives for disengagement. Quality in Higher Education, 20(2), 165–182. https://doi.org/10.1080/13538322.2014.925230
  • Gury, N. (2011). Dropping out of higher education in France: A micro-economic approach using survival analysis. Education Economics, 19(1), 51–64. https://doi.org/10.1080/09645290902796357
  • Johansson, S., & Englund, G. (2020). Cyberbullying and its relationship with physical, verbal, and relational bullying: A structural equation modelling approach. Educational Psychology, https://doi.org/10.1080/01443410.2020.1769033
  • Lee, E. (2019). Effects of school violence on depression and suicidal ideation in multicultural adolescents. Iranian Journal of Public Health, 48(2), 262–269. https://doi.org/10.18502/ijph.v48i2.824
  • Lee, J., Chun, J., Kim, J., & Lee, J. (2020). Cyberbullying victimisation and school dropout intention among South Korean adolescents: The moderating role of peer/teacher support. Asia Pacific Journal of Social Work and Development, 30(3), 195–211. https://doi.org/10.1080/02185385.2020.1774409
  • Monks, C. P., Robinson, S., & Worlidge, P. (2012). The emergence of cyberbullying: A survey of primary school pupils’ perceptions and experiences. School Psychology International, 33(5), 477–491. https://doi.org/10.1177/0143034312445242
  • Nocentini, A., Calmaestra, J., Schultze-Krumbholz, A., Scheithauer, H., Ortega, R., & Menesini, E. (2010). Cyberbullying: Labels, behaviours and definition in three European countries. Australian Journal of Guidance & Counselling, 20(2), 129–142. https://doi.org/10.1375/ajgc.20.2.129
  • OECD. (2019). Education at a glance 2019. OECD Publishing.
  • Peled, Y. (2019). Cyberbullying and its influence on academic, social, and emotional development of undergraduate students. Heliyon, 5(01393), 1–22. https://doi.org/10.1016/j.heliyon.2019.e01393
  • Pérez-Padilla, J. (2015). Expectativas, satisfacción y rendimiento académico en alumnado universitario [Expectation, satisfaction and academic achievement in university students]. Revista de Psicología y Educación, 10(1), 11–32.
  • Reijntjes, A., Kamphuis, J. H., Prinzie, P., & Telch, M. J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse and Neglect, 34, 244–252. https://doi.org/10.1016/j.chiabu.2009.07.009
  • Rodríguez-Gómez, D., Feixas, M., Gairín, J., & Muñoz, J. L. (2014). Understanding Catalan university dropout from a cross-national approach. Studies in Higher Education, 40(4), 690–703. https://doi.org/10.1080/03075079.2013.842966
  • Rump, M., Esdar, W., & Wild, E. (2017). Individual differences in the effects of academic motivation on higher education students’ intention to drop out. European Journal of Higher Education, 7(4), 341–355. https://doi.org/10.1080/21568235.2017.1357481
  • Sandoval-Palis, I., Naranjo, D., Vidal, J., & Gilar-Corbi, R. (2020). Early dropout prediction model: A case study of university leveling course students. Sustainability, 12, 9314. https://doi.org/10.3390/su12229314
  • Sinkkonen, H. M., Puhakka, H., & Meriläinen, M. (2014). Bullying at a university: Students’ experiences of bullying. Studies in Higher Education, 39(1), 153–165. https://doi.org/10.1080/03075079.2011.649726
  • Smith, R. L., Rose, A. J., & Schwartz-Mette, R. A. (2010). Relational and overt aggression in childhood and adolescence: Clarifying mean-level gender differences and associations with peer acceptance. Social Development, 19(2), 243–269. https://doi.org/10.1111/j.1467-9507.2009.00541.x
  • Souza, S. B., Veiga Simão, A. M., Ferreira, A. I., & Ferreira, P. C. (2017). University students’ perceptions of campus climate, cyberbullying and cultural issues: Implications for theory and practice. Studies in Higher Education, 43(11), https://doi.org/10.1080/03075079.2017.1307818
  • Taherdoost, H. (2016). Sampling methods in research methodology; How to choose a Sampling technique for research. International Journal of Academic Research in Management, 5(2), 18–27. https://doi.org/10.2139/ssrn.3205035
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277–287. https://doi.org/10.1016/j.chb.2009.11.014
  • Tuero, E., Ayala, I., Urbano, A., Herrero, F. J., & Bernardo, A. B. (2020a). Intención de abandonar la carrera: Influencia de variables personales y familiares [Dropout Intention at University: Influence of Personal and Family Variables]. Revista Fuentes, 22(2), 142–152. https://doi.org/10.12795/revistafuentes.2020.v22.i2.05
  • Tuero, E., Cervero, A., Bernardo, Á, Galve-González, C., & Blanco, E. (2020b). Acoso escolar y digital: Su efecto sobre el abandono [Bullying and Cyberbullying: its effect on dropout]. In A. B. Bernardo, E. Tuero, L. S. Almeida, & J. C. Núñez (Eds.), Motivos y factores explicativos del abandono de los estudios. Claves y estrategias para superarlo [Reasons and explanatory factors for dropping out studies. Keys and strategies to overcome it] (pp. 175–191). Pirámide.
  • Vergel, M., Martínez-Lozano, J. J., & Zafra, S. L. (2016). Factores asociados al bullying en instituciones de educación superior [Factors associated with bullying in higher education institutions]. Revista Criminalidad, 58(2), 197–208.
  • Washington, E. T. (2015). An overview of cyberbullying in higher education. Adult Learning, 26(1), 21–27. https://doi.org/10.1177/1045159514558412
  • Wolke, D., Lee, K., & Guy, A. (2017). Cyberbullying: A storm in a teacup? European Child & Adolescent Psychiatry, 26, 899–908. https://doi.org/10.1007/s00787-017-0954-6
  • Zwierzynska, K., Wolke, D., & Lereya, T. S. (2013). Peer victimization in childhood and internalizing problems in adolescence: A prospective longitudinal study. Journal of Abnormal Child Psychology, 41(2), 309–323. https://doi.org/10.1007/s10802-012-9678-8

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.