Keywords
cyberbullying
primary education
parental mediation
digital technologies acoso escolar
ciberacoso
educación primaria
mediación parental
tecnologías digitales
How to Cite
Abstract
This study examines cyberbullying perpetration among students aged 10 to 12, a phenomenon that remains understudied compared to later developmental stages or cybervictimization. The main objective is to identify how family sociodemographic characteristics and patterns of digital technology use at home jointly influence students’ involvement in cyberbullying behaviors. The sample consisted of 1,169 families. A validated self-administered questionnaire was used (α = .84). Bivariate and multivariate logistic regression models were applied using the stepwise method with R software (version 4.4.0). The multivariate model results indicate that cyberbullying perpetration is significantly associated with a combination of specific family conditions (single-parent household structure and low educational attainment of the parent or legal guardian) and particular technological practices of the child (daily internet access, use of multiple devices, connection from the bedroom, and social-oriented usage). These findings underscore the importance of implementing preventative strategies that strengthen active parental mediation from the earliest educational stages and the need to commit to analytical models that capture the contextual complexity of the phenomenon.
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