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Assessing Cyberbullying in Adolescence: New Evidence for the Spanish Version of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q)

Author

Listed:
  • Ildefonso Álvarez-Marín

    (Faculty of Humanities and Social Sciences, Universidad Isabel I, 09003 Burgos, Spain)

  • Alicia Pérez-Albéniz

    (Department of Educational Sciences, University of La Rioja, 26006 Logroño, Spain)

  • Beatriz Lucas-Molina

    (Department of Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain)

  • Vanesa Martínez-Valderrey

    (Faculty of Education, University of Valladolid, 46010 Valencia, Spain)

  • Eduardo Fonseca-Pedrero

    (Department of Educational Sciences, University of La Rioja, 26006 Logroño, Spain)

Abstract

The prevention of cyberbullying at school requires assessing its prevalence by means of brief measurement instruments with adequate psychometric properties. The present study aims to study the psychometric properties of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) in a sample of 1777 Spanish adolescents (54.1% women, M = 15.71 years; SD = 1.26), selected by stratified random cluster sampling. The two-factor model (victimization and aggression) displayed appropriate goodness of-fit indices. Configural measurement invariance model across gender was found. The omega reliability coefficient for the victimization subscale was 0.82, and for the aggression subscale was 0.68. The ECIP-Q scores were negatively associated with self-esteem and prosocial behavior, and positively associated with depression symptoms and emotional and behavioral difficulties. Significant differences were found between victim and non-victim groups, and between aggressor and non-aggressor groups on the same variables. Victims and aggressors scored lower on self-esteem, and higher on depression symptoms and emotional and behavioral difficulties than those not involved in cyberbullying situations. These findings contribute to demonstrate the satisfactory psychometric quality of the ECIP-Q scores as an assessment tool for cyberbullying in Spanish adolescents.

Suggested Citation

  • Ildefonso Álvarez-Marín & Alicia Pérez-Albéniz & Beatriz Lucas-Molina & Vanesa Martínez-Valderrey & Eduardo Fonseca-Pedrero, 2022. "Assessing Cyberbullying in Adolescence: New Evidence for the Spanish Version of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q)," IJERPH, MDPI, vol. 19(21), pages 1-14, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:21:p:14196-:d:958170
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    References listed on IDEAS

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    1. Juan de D. Benítez-Sillero & José M. Armada Crespo & Esther Ruiz Córdoba & Javier Raya-González, 2021. "Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents," IJERPH, MDPI, vol. 18(4), pages 1-12, February.
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    3. Maria Lidia Mascia & Mirian Agus & Maria Assunta Zanetti & Maria Luisa Pedditzi & Dolores Rollo & Mirko Lasio & Maria Pietronilla Penna, 2021. "Moral Disengagement, Empathy, and Cybervictim’s Representation as Predictive Factors of Cyberbullying among Italian Adolescents," IJERPH, MDPI, vol. 18(3), pages 1-12, January.
    4. Twardowska-Staszek, Estera & Zych, Izabela & Ortega-Ruiz, Rosario, 2018. "Bullying and cyberbullying in Polish elementary and middle schools: Validation of questionnaires and nature of the phenomena," Children and Youth Services Review, Elsevier, vol. 95(C), pages 217-225.
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