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The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers

Author

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  • Marta de las Heras

    (Department of Psychology, Faculty of Education, University of Castilla-La Mancha, Campus Universitario s/n, 16071 Cuenca, Spain)

  • Santiago Yubero

    (Department of Psychology, Faculty of Education and Humanities, University of Castilla-La Mancha, Avda de los Alfares, 42, 16071 Cuenca, Spain)

  • Raúl Navarro

    (Department of Psychology, Faculty of Education and Humanities, University of Castilla-La Mancha, Avda de los Alfares, 42, 16071 Cuenca, Spain)

  • Elisa Larrañaga

    (Department of Psychology, Faculty of Social Work, University of Castilla-La Mancha, Camino Pozuelo, s/n, 16071 Cuenca, Spain)

Abstract

Cyberbullying behaviours begin at primary school, so the actions taken by pre-teachers will play a key role in achieving the goals in the 2030 Agenda for Sustainable Development. More specifically, active coping strategies are essential in reducing victimisation. The aim of this study was to identify the coping strategies considered effective by pre-service teachers and to analyse the perceived appropriateness of active and passive strategies in relation to personal variables. The participants were 1122 students on the Bachelor’s Degree in Education at the University of Castile-La Mancha in Spain. The study measured the perceived appropriateness of five active coping strategies and four passive coping strategies, moral disengagement, experiences of bullying and cyberbullying, emotions in response to bullying and gender stereotypes. The results show that more than 25% of pre-service teachers are not prepared to manage cyberbullying effectively. Prior experiences of victimisation, personal masculinity in men and moral emotions in women are related to active strategies, while moral disengagement, and pleasant emotions in women, are related to passive strategies. Universities must implement initiatives to ensure that pre-service teachers receive training on effective coping strategies and reflect on the personal factors influencing their decisions.

Suggested Citation

  • Marta de las Heras & Santiago Yubero & Raúl Navarro & Elisa Larrañaga, 2022. "The Relationship between Personal Variables and Perceived Appropriateness of Coping Strategies against Cybervictimisation among Pre-Service Teachers," Sustainability, MDPI, vol. 14(9), pages 1-22, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5575-:d:809404
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    References listed on IDEAS

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    2. María-Jesús Cava & Ester Ayllón & Inés Tomás, 2021. "Coping Strategies against Peer Victimization: Differences According to Gender, Grade, Victimization Status and Perceived Classroom Social Climate," Sustainability, MDPI, vol. 13(5), pages 1-17, March.
    3. Karen J. S. Bell & W. Grant Willis, 2016. "Teachers’ perceptions of bullying among youth," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 159-168, March.
    4. Tatiana Begotti & Martina Bollo & Daniela Acquadro Maran, 2020. "Coping Strategies and Anxiety and Depressive Symptoms in Young Adult Victims of Cyberstalking: A Questionnaire Survey in an Italian Sample," Future Internet, MDPI, vol. 12(8), pages 1-13, August.
    5. Patrizia Grifoni & Alessia D’Andrea & Fernando Ferri & Tiziana Guzzo & Maurizio Angeli Felicioni & Andrea Vignoli, 2021. "Against Cyberbullying Actions: An Italian Case Study," Sustainability, MDPI, vol. 13(4), pages 1-15, February.
    6. Navarro, Raúl & Yubero, Santiago & Larrañaga, Elisa, 2018. "Cyberbullying victimization and fatalism in adolescence: Resilience as a moderator," Children and Youth Services Review, Elsevier, vol. 84(C), pages 215-221.
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