Datos de investigación disponibles en: http://hdl.handle.net/10396/35856, Cyberbullying is one of the most disturbing characteristics regarding the relationship between adolescents on the Internet. Although a longitudinal overview of the trajectories that adolescents may develop has been established, there is a lack of understanding of these when both perpetration and victimization are considered together. The present study aimed to analyze the joint trajectories between cyberbullying perpetration and victimization among highly involved adolescents and to examine whether these profiles are associated with social adjustment, need for popularity and perceived popularity (off and online). A total of 3012 adolescents (MAgeT1 =13.15, SD = 1.09; 50% girls) aged 11-16 participated in the study at four time points (each six months apart). The results of growth mixture modelling yielded a four-class solution for cyberbullying victimization and perpetration separately for those adolescents highly involved. When unified in a parallel process, this resulted in three distinct profiles: decrease both, increase perpetration, and increase both. Finally, multi-group growth mixture models indicated that these profiles showed differences in baseline and evolution of social adjustment, need for popularity and popularity. The findings support the relevance of considering the evolution of both perpetration and victimization when preventing cyberbullying, as well as addressing the psychosocial adjustment and motivations for behavior of those involved.

Embargado hasta 03/02/2028., La adolescencia constituye una etapa crucial en el desarrollo humano, tanto desde la dimensión neurofisiológica y biológica (Modabbernia et al., 2021), como en el plano emocional, social y moral (Andrews et al., 2021). En las sociedades occidentales, los adolescentes durante este periodo evolutivo pasan gran parte de su tiempo en los centros educativos, donde establecen relaciones entre iguales que se complejizan en un entramado de interacciones interpersonales de mayor o menor intensidad y que irán dejando atrás su dependencia del vínculo familiar y tejerá las apasionantes redes de la amistad, el compañerismo, las filias y las fobias sociales, en las que circula la mutualidad moral y también la transgresión ética autoconsciente (Bravo et al., 2022). Esto además se complejiza porque a los contextos presenciales se unen los que emergen del uso generalizado de dispositivos digitales, los cuales facilitan la comunicación y la construcción de redes sociales en los entornos online (Benvenuti et al., 2023).
Pese a los esfuerzos de las instituciones educativas por fomentar relaciones solidarias y sostenibles entre compañeros y compañeras dentro y fuera del aula, en las escuelas persisten dinámicas de exclusión, hostilidad y violencia entre iguales (Ariani et al., 2025; Livingston et al., 2019; Salmivalli & Peets, 2018). Entre los fenómenos más preocupantes destacan el bullying y el cyberbullying, entendidos como formas de agresión entre iguales caracterizadas por un desequilibrio de poder, en las que uno o varios estudiantes ejercen dominio o control sobre otro u otros, de manera presencial o digital, con la intención deliberada de causar sufrimiento, exclusión o humillación a una víctima de manera repetida y sostenida en el tiempo.
La literatura científica ha mostrado que la activación o inhibición de determinadas emociones morales puede llevar a algunos estudiantes a defender a las víctimas, mientras que en otros puede propiciar la participación en conductas agresivas (Malti et al., 2021). Sin embargo, aún se conoce poco sobre cómo estas emociones, en interacción con los procesos cognitivos morales, puede dar lugar a una fractura moral que predispone a los escolares a involucrarse en agresiones injustas y dañinas, tanto en contextos presenciales como a través de los dispositivos digitales. En este marco se plantea la presente tesis doctoral, compuesta por cuatro artículos independientes pero interrelacionados, que persiguen dos objetivos principales. En primer lugar, diseñar y desarrollar instrumentos psicométricamente válidos, fiables y contextualizados a las situaciones de acoso y ciberacoso en las que se manifiestan emociones morales como la alegría maliciosa y la ira moral entre escolares, y comprobar su relación con los comportamientos de agresión y de defensa, respectivamente. En segundo lugar, explorar, desde una perspectiva integradora, cómo la alegría maliciosa, junto con los procesos de desconexión moral, tanto a nivel individual como de clase, pueden motivar determinados comportamientos inmorales dentro del grupo. Se espera que los resultados obtenidos contribuyan al diseño y desarrollo de programas de prevención e intervención orientados a promover estrategias para el fortalecimiento y la gestión de la competencia social, emocional y moral, necesarias para que las relaciones que se establecen entre los iguales, tanto en los centros educativos como en los entornos digitales, sean seguras, solidarias y libres de violencia., Adolescence constitutes a crucial stage in human development, both from neurophysiological and biological perspectives (Modabbernia et al., 2021) and from emotional, social, and moral dimensions (Andrews et al., 2021). In Western societies, during this developmental period, adolescents spend a large part of their time in educational settings, where they establish peer relationships that become increasingly complex within a network of interpersonal interactions of varying intensity. These relationships gradually lead them to move beyond dependence on family bonds, weaving the intricate networks of friendship, companionship, and social affinities and aversions, within which moral mutuality as well as self-conscious ethical transgression circulate (Bravo et al., 2022). This dynamic becomes even more complex due to the coexistence of face-to-face contexts with those that emerge from the widespread use of digital devices, which facilitate communication and the construction of social networks in online environments (Benvenuti et al., 2023).
Despite the efforts of educational institutions to promote supportive and sustainable relationships among peers both inside and outside the classroom, dynamics of exclusion, hostility, and peer violence persist in schools (Ariani et al., 2025; Livingston et al., 2019; Salmivalli & Peets, 2018). Among the most concerning phenomena are bullying and cyberbullying, understood as forms of peer aggression characterized by a power imbalance, in which one or more students exercise dominance or control over another, either in person or through digital means, with the deliberate intention of causing suffering, exclusion, or humiliation to the victim repeatedly and over time.
Scientific literature has shown that the activation or inhibition of certain moral emotions may lead some students to defend victims, while in others it may foster participation in aggressive behaviors (Malti et al., 2021). However, little is still known about how these emotions, in interaction with moral cognitive processes, may give rise to a moral fracture that predisposes students to engage in unjust and harmful aggression, both in face-to-face contexts and through digital devices. Within this framework, the present doctoral thesis is composed of four independent but interrelated articles pursuing two main objectives. First, to design and develop psychometrically valid, reliable, and contextually grounded instruments for assessing bullying and cyberbullying situations in which moral emotions such as malicious joy and moral anger are manifested among students, and to examine their relationship with aggressive and defensive behaviors, respectively. Second, to explore, from an integrative perspective, how malicious joy, together with moral disengagement processes at both the individual and classroom levels, may motivate certain immoral behaviors within the group. The expected results aim to contribute to the design and development of prevention and intervention programs focused on promoting strategies for strengthening and managing social, emotional, and moral competence—essential skills for ensuring that peer relationships, both in educational contexts and digital environments, are safe, supportive, and free from violence.

Datos de investigación disponibles en: http://hdl.handle.net/10396/35856, Bystanders shape bullying dynamics, yet little is known about how their behaviors change over time and related socio-moral factors. This study adopted a person-centered longitudinal approach to examine joint trajectories of bystander behaviors and their co-evolution with moral disengagement and conformity to peer pressure. A sample of 994 Spanish adolescents (48% girls; Mage T1 = 12.5, SD = 0.6) was surveyed across three waves. Parallel-process Latent Class Growth Analysis identified three trajectories: Sustained Defending (defending declined slightly at the end of secondary education), Increase Pro-bullying (pro-bullying gradually increased), and Decrease Pro-bullying (pro-bullying decreased from the first wave). These behavioral shifts were linked to specific socio-moral mechanisms: in the Increase Pro-bullying profile, persistently high moral disengagement and rising conformity co-occurred with the transition from passivity to pro-bullying, while in the Decrease Pro-bullying profile, reductions in both processes co-occurred with the shift toward defending. Findings provide evidence of the variability in behaviors adopted by bystanders across adolescence, with a significant change in pro-bullying patterns from 8th to 9th Grade. The identification of bystanders’ trajectories and the coevolution of sociomoral processes support the reconceptualization of bystanding as a dynamic developmental phenomenon shaped by intrapersonal and interpersonal forces and highlighting targets for long-term intervention.

Being a victim of bullying or cyberbullying can be linked to participating less in
physical activity. Considering that physical self-concept can play an important
role in the relationship between both constructs, this study aims to analyse the
mediating effect of physical self-concept between victimization/cybervictimization
and physical activity, considering the moderating effect of gender. A total
of 870 schoolchildren aged 12 to 19 from southern Spain participated in this
explanatory cross-sectional study. We studied the variables of victimization,
cyber-victimization, physical self-concept and organized physical activity
through self-reports, and analysed the moderated mediation using the
Process macro. Negative relationship was found between physical activity and
both victimization and cybervictimization, and this association was mediated by
physical self-concept. In turn, moderating analyses showed that physical selfconcept
had a stronger relationship on physical activity in boys. In conclusion,
a positive physical self-concept can mediate in victims of bullying or cyberbullying
opting not to participate in physical activities, especially in boys.

Datos de investigación disponibles en: http://hdl.handle.net/10396/35856, Objective: Numerous studies have found that socioemotional and moral variables
such as empathy and moral disengagement strategies are related to cyberbullying
perpetration. However, it is necessary to explore whether an inverse association exists, as
well as to identify possible variables that may mediate this relationship. The purpose of this
study was to test whether cyberbullying perpetration was associated with moral
disengagement strategies one year later and whether affective and cognitive empathy mediate
this relationship. Method: A total of 1199 students (51.2% girls; M age = 13.46; SD = 0.751)
were surveyed via self-report measures in a longitudinal study, in three-time waves separated
by six-month intervals. Results: The data indicated that cyberbullying perpetration was
related to all four moral disengagement strategies one year later, although only affective
empathy mediated the relationship between cyberbullying perpetration and cognitive
restructuring and minimization of responsibility, whereas cognitive empathy had not a
mediating effect. Conclusions: This study underscores that aggressive online behaviors are
associated with individuals' moral disengagement strategies and reinforces the importance of
its prevention to ensure social well-being in adolescents. Future intervention programs to
prevent cyberbullying should promote affective empathy and strategies to avoid the lack of
moral responsibility or justification for transgressive behavior, which can be associated with
continued cyberbullying perpetration.

Datos de investigación disponibles en: http://hdl.handle.net/10396/35856, Background: Schadenfreude is a moral emotion consisting of enjoyment when seeing other people suffer, and whose activation has been related to transgressive behaviour in adulthood. Despite this, the study of this emotion in aggression phenomena among schoolchildren has received little scientific attention, possibly due to a lack of instruments. We aimed to design and provide evidence of the validity and reliability of a scale for measuring schadenfreude in situations of online and offline bullying. Methods: The sample consisted of 3,183 primary and secondary school pupils (48.4% girls; M age = 12.76; SD = 1.52). Results: The data confirmed that the two-dimensional model was the best fit (χ2 S-B = 81.800; CFI = .984; SRMR = .036; RMSEA = .049). Scale scores were shown to be invariant with regard to gender and age, and evidence was provided of predictive validity, with a clear relationship found between schadenfreude, bullying and cyberbullying. Conclusions: These findings confirm the validity of the instrument scores, which may be useful for measuring this emotion in educational contexts and guiding psycho-educational interventions aimed at improving moral emotion regulation and preventing bullying and cyberbullying., Antecedentes: La alegría maliciosa es una emoción moral que conlleva el disfrute ante el sufrimiento ajeno y cuya activación se ha relacionado con conductas transgresoras en la edad adulta. Pese a ello, el estudio de esta emoción en fenómenos de agresión entre escolares ha tenido una menor atención científica, posiblemente por la falta de instrumentos. Se propuso diseñar y proporcionar evidencias de validez y fiabilidad de una escala que midiera la alegría maliciosa en situaciones de agresión online y offline. Método: La muestra estuvo formada por 3,183 estudiantes de educación primaria y secundaria (48.4% chicas; Medad = 12.76; DT = 1.52). Resultados: Los datos confirmaron que el modelo bidimensional fue el que mejor ajuste obtuvo (χ2 S-B = 81.800; CFI = .984; SRMR = .036; RMSEA = .049). Las puntuaciones de la escala demostraron ser invariantes independientemente del género y la edad y se obtuvieron evidencias de validez predictiva, al encontrar relación entre alegría maliciosa, agresión y ciberagresión. Conclusiones: Estos hallazgos confirman la validez de las puntuaciones del instrumento, que puede ser útil para medir esta emoción en el contexto educativo y orientar intervenciones psicoeducativas destinadas a mejorar la regulación de emociones morales y prevenir el acoso y ciberacoso.

Matriz de datos del proyecto "Toma de decisiones y sensibilidad moral en el marco de las redes de iguales y el fenómeno del acoso: un estudio longitudinal (TOMI)", Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/31827, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/34936, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/34940, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/29804, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/34931, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/35855, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/35091, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/34781, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/34717, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/34937, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/35341, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/29619, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/35854, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/35581, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/35658, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/30550, Datos de investigación asociados al artículo:
http://hdl.handle.net/10396/30472, Se incluyen los datos procedentes de un estudio longitudinal desarrollado a lo largo de cuatro cursos académico con estudiantes desde 5º de Educación Primaria hasta 4º de Educación Secundaria Obligatoria. Se incluyen datos sociodemográficos básicos, edad y género. Asimismo, se presentan datos derivados de cuestionarios estandarizados y validados con adolescentes españoles, que evaluaron distintas variables psicosociales relevantes en el ámbito educativo y del desarrollo adolescente. Estos instrumentos incluyeron escalas con formato de respuesta tipo Likert y nominaciones de los compañeros y compañeras de clase en relación a variables sociométricas relacionadas con el estatus social. De estas matrices de datos se han generado diversos resultados científicos recogidos en publicaciones académicas y tesis doctorales. Las tesis doctorales resultantes se encuentran depositadas en el repositorio institucional Helvia, conforme a la normativa universitaria en materia de acceso abierto y preservación digital. No se incorpora ningún dato personal identificativo para garantizar el anonimato. Los datos se presentan en formato .sav y .RData podrán abrirse mediante SPSS o R.