Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents

The aim of this study was to analyze the relationships between sociometric types in the classroom-rejected, preferred, neglected, controversial and average-and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent's gender. 2398 adolescents of both sexes part...

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Bibliographic Details
Published in:International journal of environmental research and public health 2020-12, Vol.18 (1), p.108
Main Authors: León Moreno, Celeste, Musitu Ochoa, Gonzalo, Cañas Pardo, Elizabeth, Estévez López, Estefanía, Callejas Jerónimo, Juan Evaristo
Format: Article
Language:English
Subjects:
Adjustment
Adolescent
Adolescents
Aggression
Aggressive behavior
Aggressiveness
Anxiety
Behavior
Child
Children & youth
Classrooms
Cognition & reasoning
Consent
Cyberbullying
Female
Gender
Girls
Humans
Integration
Male
Peers
Personal Satisfaction
Psychological stress
Psychosocial Functioning
Questionnaires
Schools
Social Integration
Social research
Students
Teenagers
Variance analysis
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Summary:The aim of this study was to analyze the relationships between sociometric types in the classroom-rejected, preferred, neglected, controversial and average-and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent's gender. 2398 adolescents of both sexes participated in the study (49.8% girls), aged between 12 and 18 years ( = 16.03, = 1.91). Multivariate analyses of variance were performed. The results showed significant relationships between sociometric types, life satisfaction and cyber-aggression. Rejected adolescents also showed less satisfaction with life and greater cyber-aggression. Furthermore, the boys, regardless of their sociometric type in the classroom, displayed less psychological distress and less involvement in cyber-aggression. Controversial adolescents also showed greater involvement in cyber-aggression. Finally, programs should be promoted for the prevention of social difficulties in the school, based on the promotion of social integration, not only in the classroom, but also on the Internet.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph18010108