Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

David Aparisi, Beatriz Delgado, Rosa M. Bo and María Carmen Martínez-Monteagudo
Additional contact information
David Aparisi: Department of Developmental Psychology and Didactic, Faculty of Education, University of Alicante, 03080 Alicante, Spain
Beatriz Delgado: Department of Developmental Psychology and Didactic, Faculty of Education, University of Alicante, 03080 Alicante, Spain
Rosa M. Bo: Department of Research and Diagnostic Methods in Education, Faculty of Philosophy and Educational Sciences, University of Valencia, 46010 Valencia, Spain
María Carmen Martínez-Monteagudo: Department of Developmental Psychology and Didactic, Faculty of Education, University of Alicante, 03080 Alicante, Spain

IJERPH, 2021, vol. 18, issue 20, 1-12

Abstract: Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students.

Keywords: cyberbullying; academic motivation; learning strategies; ability to adapt to university; academic performance (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

Downloads: (external link)
https://www.mdpi.com/1660-4601/18/20/10646/pdf (application/pdf)
https://www.mdpi.com/1660-4601/18/20/10646/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:18:y:2021:i:20:p:10646-:d:653696

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().