Published

2024-04-09

Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying

Propiedades psicométricas de los estilos de la escala de intervención defensiva en el Ciberbullying: sus relaciones con la identidad moral y el Cyberbullying

DOI:

https://doi.org/10.15446/rcp.v33n1.105145

Keywords:

cyberbullying, internal structure, cross-validation, defender bystander (en)
ciberacoso, espectadores defensores, estructura interna, invarianza de medida, validación cruzada (es)

Downloads

Authors

Researchers have a growing interest in measuring the role of bystanders in cyberbullying. Two independent studies with Mexican adolescents (Sample 1 and Sample 2; N1 = 612, N2 = 612) were used to analyze the psychometric properties of the Styles of Bystander Defender Intervention Scale (SBDI) in adolescents. In two samples, confirmatory factorial analyses revealed that a first-order two-dimensional factor structure comprising constructive and aggressive intervention factors was equivalent. The results demonstrated configural, metric, and scalar measurement invariance in the SBDI across gender and education level (secondary vs. high school). Latent mean comparisons indicate differences by gender and education level in the model dimensions. Finally, the results indicate that defenders’ aggressive interventions are positively correlated with cyberbullying and negatively associated with moral identity. On the other hand, constructive interventions were negatively related to cyberbullying and positively related to moral identity. The findings suggest that the SBDI is a helpful measure of the styles of bystander defender intervention in cyberbullying events.

 El interés por la medición del papel del espectador defensor en el ciberacoso es creciente. El presente estudio analizó las propiedades psicométricas de la escala Estilos de Intervención Defensiva de los Espectadores (SBDI), con base en dos estudios independientes con adolescentes mexicanos (Muestra 1 y Muestra 2; N1 = 612, N2 = 612). Los análisis factoriales confirmatorios comprobaron que el modelo bifactorial compuesto por los factores de intervención constructiva y agresiva del espectador defensor se ajusta a los datos. Se confirmó la invariancia de medida por sexo y nivel educativo (secundaria vs. bachillerato) de la escala. El análisis de medias latentes mostró diferencias por sexo y nivel educativo en los factores. La intervención agresiva se asoció positivamente con el ciberacoso y negativamente con la identidad moral, mientras que la intervención constructiva lo hace de forma negativa con ambas variables. Los hallazgos sugieren que la SBDI es útil para medir los estilos de intervención del espectador defensor en eventos de ciberacoso.

References

American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. American Educational Research Association.

Anderson, C. A., & Carnagey, N. L. (2004). Violent evil and the general aggression model. In A. Miller (Ed.), The social psychology of good and evil (pp. 168–192). The Guilford Press.

Ang, C. S. (2017). Internet habit strength and online communication: Exploring gender differences. Computers in Human Behavior, 66, 1–6. https://doi.org/10.1016/j.chb.2016.09.028 DOI: https://doi.org/10.1016/j.chb.2016.09.028

Aquino, K., & Reed, A. LL. (2002). The self-importance of moral identity. Journal of Personality and Social. Psychology, 83(6), 1423–1440. https://doi.org/10.1037/0022-3514.83.6.1423 DOI: https://doi.org/10.1037//0022-3514.83.6.1423

Brown, T. A. (2015). Confirmatory factor analysis for applied research (2th ed.). The Guildford Press.

Buelga, S., Postigo, J., Martínez-Ferrer, B., Cava, M. J., & Ortega-Barrón, J. (2020). Cyberbullying among adolescents: Psychometric properties of the CYBAGS Cyber-Aggressor Scale. International Journal of Environmental Research and Public Health, 17, Article e3090. https://doi.org/10.3390/ijerph17093090 DOI: https://doi.org/10.3390/ijerph17093090

Bussey, K., Luo, A., Fitzpatrick, S., & Allison, R. (2020). Defending victims of cyberbullying: The role of self-efficacy and moral disengagement. Journal of School Psychology, 78, 1–12. https://doi.org/10.1016/j.jsp.2019.11.006 DOI: https://doi.org/10.1016/j.jsp.2019.11.006

Byrne, B. M. (2016). Structural equation modeling with AMOS. Basic concepts, applications, and programming (4th ed.). Routledge. DOI: https://doi.org/10.4324/9781315757421

Calmaestra, J., Rodríguez-Hidalgo, A. J., Mero-Delgado, O., & Solera, E. (2020). Cyberbullying in adolescents from Ecuador and Spain: Prevalence and differences in gender, school year and ethnic-cultural background. Sustainability, 12(11), Article e4597. https://doi.org/10.3390/su12114597 DOI: https://doi.org/10.3390/su12114597

Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice. School Psychology International, 34(6), 575–612. http://doi.org/10.1177/0143034313479697 DOI: https://doi.org/10.1177/0143034313479697

Chan, H. C., & Wong, D. S. W. (2019). Traditional school bullying and cyberbullying perpetration: Examining the psychosocial characteristics of Hong Kong male and female adolescents. Youth & Society, 51(1), 3–29. https://doi.org/10.1177/0044118X16658053 DOI: https://doi.org/10.1177/0044118X16658053

Chester, K. L., Magnusson, J., Klemera, E., Spencer, N. H., & Brooks, F. (2019). The mitigating role of ecological health assets in adolescent cyberbullying victimization. Youth & Society, 51(3), 291–317. https://doi.org/10.1177/0044118X16673281 DOI: https://doi.org/10.1177/0044118X16673281

Colasante, T., Zuffianò, A., & Malti, T. (2015). Do moral emotions buffer the anger-aggression link in children and adolescents? Journal of Applied Developmental Psychology, 41, 1–7. https://doi.org/10.1016/j.appdev.2015.06.001 DOI: https://doi.org/10.1016/j.appdev.2015.06.001

Desmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Cardon, G., & De Bourdeaudhuij, I. (2016). Deciding whether to look after them, to like it, or leave it: A multidimensional analysis of predictors of positive and negative bystander behavior in cyberbullying among adolescents. Computers in Human Behavior, 57, 398–415. https://doi.org/10.1016/j.chb.2015.12.051 DOI: https://doi.org/10.1016/j.chb.2015.12.051

Desmet, A., De Bourdeaudhuij, I., Walrave, M., & Vandebosch, H. (2019). Associations between bystander reactions to cyberbullying and victims’ emotional experiences and mental health. Cyberpsychology, Behavior, and Social Networking, 22(10), 648–656. https://doi.org/10.1089/cyber.2019.0031 DOI: https://doi.org/10.1089/cyber.2019.0031

Desmet, A., Veldeman, C., Poels, K., Bastiaensens, S., Van Cleemput, K., Vandebosch, H., & De Bourdeaudhuij, I. (2014). Determinants of self-reported bystander behavior in cyberbullying incidents amongst adolescents. Cyberpsychology, Behavior, and Social Networking, 17(4), 207–215. https://doi.org/10.1089/cyber.2013.0027 DOI: https://doi.org/10.1089/cyber.2013.0027

Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412. https://doi.org/10.1111/bjop.12046 DOI: https://doi.org/10.1111/bjop.12046

Ferreira, P. C., Veiga Simao, A. M., Paiva, A., & Ferreira, A. (2020). Responsive bystander behavior in cyberbullying: a path through self-efficacy. Behaviour & Information Technology, 39(5), 511–524. https://doi.org/10.1080/0144929X.2019.1602671 DOI: https://doi.org/10.1080/0144929X.2019.1602671

Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202 DOI: https://doi.org/10.1177/2515245919847202

García-Vargas, L., Durán-Aponte, E., & Chaux, E. (2023). The role of third parties in cyber conflicts: The SIMA simulator. Revista Colombiana de Psicología, 32(1), 67–81. https://doi.org/10.15446/rcp.v32n1.96322 DOI: https://doi.org/10.15446/rcp.v32n1.96322

George, D., & Mallery, P. (2001). SPSS for Windows: Step by step (3rd. ed.). Allyn & Bacon.

Gibbs, H. C. (2014). Moral development. Beyond the theories of Kohlberg, Hoffman, and Haidt (3rd ed.). Oxford University Press. DOI: https://doi.org/10.1093/acprof:osobl/9780199976171.001.0001

Graham, R., & Wood, F. R. (2017). Associations between cyberbullying victimization and deviant health risk behaviors. The Social Science Journal, 56(2), 183–188. https://doi.org/10.1016/j.soscij.2018.05.005 DOI: https://doi.org/10.1016/j.soscij.2018.05.005

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson. Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (2nd ed.). Sage.

Hamm, M. P., Newton, A. S., Chisholm, A., Shulhan, J., Milne, A., Sundar, P., Ennis, H., Scott, S. D., & Hartling, L. (2015). Prevalence and effect of cyberbullying on children and young people: A scoping review of social media studies. JAMA Pediatrics, 169(8), 770–777. http://doi.org/10.1001/jamapediatrics.2015.0944 DOI: https://doi.org/10.1001/jamapediatrics.2015.0944

Hardy, S. A., & Carlo, G. (2011). Moral identity: What is it, how does it develop, and is it linked to moral action? Child Development Perspectives, 5(3), 212–218. https://doi.org/10.1111/j.1750-8606.2011.00189.x DOI: https://doi.org/10.1111/j.1750-8606.2011.00189.x

Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29(2), 129–156. https://doi.org/10.1080/01639620701457816 DOI: https://doi.org/10.1080/01639620701457816

Holfeld, B. (2014). Perceptions and attributions of bystanders to cyber bullying. Computers in Human Behavior, 38, 1–7. https://doi.org/10.1016/j.chb.2014.05.012 DOI: https://doi.org/10.1016/j.chb.2014.05.012

Iranzo, B., Buelga, S., Cava., M-J., & Ortega-Barón, J. (2019). Cyberbullying, psychosocial adjustment, and suicidal ideation in adolescence. Psychosocial Intervention, 28(2), 75–81. https://doi.org/10.5093/pi2019a5 DOI: https://doi.org/10.5093/pi2019a5

Luo, A., & Bussey, K. (2019). The selectivity of moral disengagement in defenders of cyberbullying: Contextual moral disengagement.Computers in Human Behavior, 93, 318–325. https://doi.org/10.1016/j.chb.2018.12.038 DOI: https://doi.org/10.1016/j.chb.2018.12.038

Machackova, H., & Pfetsch, J. (2016). Bystanders’ responses to offline bullying and cyberbullying: The role of empathy and normative beliefs about aggression. Scandinavian Journal of Psychology, 57(2), 169–176. https://doi.org/10.1111/sjop.12277 DOI: https://doi.org/10.1111/sjop.12277

Madrid-López, E. J., Valdés-Cuervo, A. A., Urías, M., Torres-Acuña, G. M., & Parra-Pérez, L. G. (2020). Factores asociados al ciberacoso en adolescentes. Una perspectiva ecológico-social [Factors associated with cyberbullying in adolescents. An ecological-social perspective].Perfiles Educativos, 42(167), 68–83. https://doi.org/10.22201/iisue.24486167e.2019.167.59128 DOI: https://doi.org/10.22201/iisue.24486167e.2019.167.59128

Mallmann, C. L., Lisboa, C. S. M., & Calza, T. Z. (2017). Cyberbullying and early maladaptive schema in Brazilian adolescents. Revista Colombiana de Psicología, 26(2), 313–328. https://doi.org/10.15446/rcp.v26n2.60631 DOI: https://doi.org/10.15446/rcp.v26n2.60631

Malta, D. C., Oliveira, W. A., Prates, E, J. S., Mello, F. C. M., Moutinho, C. S., & Silva, M. A. I. (2022). Bullying among Brazilian adolescents: evidence from the National Survey of School Health. Revista Latino-Americana de Enfermagem, 30, Article e3678. https://doi.org/10.1590/1518-8345.6278.3678 DOI: https://doi.org/10.1590/1518-8345.6278.3677

Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2019). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, Article e104647. https://doi.org/10.1016/j.childyouth.2019.104647 DOI: https://doi.org/10.1016/j.childyouth.2019.104647

Moxey, N., & Bussey, K. (2020). Styles of bystander intervention in cyberbullying incidents. International Journal of Bullying Prevention, 2, 6–15. https://doi.org/10.1007/s42380-019-00039-1 DOI: https://doi.org/10.1007/s42380-019-00039-1

National Institute of Statistic and Geography (2020). Encuesta Nacional sobre Disponibilidad y uso de Tecnologías de la Información en los Hogares (ENDUTIH) 2020 [National Survey on Availability and use of Information Technologies in Households (ENDUTIH) 2020]. https://www.inegi.org.mx/contenidos/saladeprensa/boletines/2021/OtrTemEcon/ENDUTIH_2020.pdf

National Institute of Statistic and Geography (2021). Modulo sobre el ciberacoso MOCIBA 2021 [Module on cyberbullying MOCIBA 2021]. https://www.inegi.org.mx/contenidos/saladeprensa/boletines/2022/mociba/MOCIBA2021.pdf

Olenik-Shemesh, D., Heiman, T., & Eden, S. (2017). Bystanders’ behavior in cyberbullying episodes: Active and passive patterns in the context of personal–socioemotional factors. Journal of Interpersonal Violence, 32, 23–48. https://doi.org/10.1177/0886260515585531 DOI: https://doi.org/10.1177/0886260515585531

Organisation for Economic Co-operation and Development (2019). PISA 2021 ICT framework. https://www.oecd.org/pisa/sitedocument/PISA-2021-ICTFramework.pdf

Organisation for Economic Co-operation and Development, United Nations, & European Union (2020).

Latin American Outlook 2020. Digital transformation for building back better. https://www.oecd-ilibrary.org/docserver/e6e864fb-en.pdf?expires=1674073558&id=id&accname=guest&checksum=D1C7D1CA C5F0815AEBD349B719022743

Ortega, J., & González, D. (2016). El ciberacoso y su relación con el rendimiento académico [Cyberbullying and its relationship to academic performance]. Innovación Educativa, 16(71), 17–37. https://produccioncientificaluz.org/index.php/rvg/article/view/35176

Pengpid, S., & Peltzer, K. (2022). Combined victimization of face-to-face and cyberbullying and adverse health outcomes among school-age adolescents is Argentina. Psychology, Health & Medicine, 13, 1–12. https://doi.org/10.1080/13548506.2022.2147556 DOI: https://doi.org/10.1080/13548506.2022.2147556

Powell, D. A., & Schafer, W. D. (2001). The robustness of the likelihood ratio chi-squared test for structural equation models: A meta-analysis. Journal of Educational and Behavioral Statistics, 26(1), 105–132. https://doi.org/10.3102%2F10769986026001105 DOI: https://doi.org/10.3102/10769986026001105

Pozzoli, T., & Gini, G. (2020). Behavior during cyberbullying episodes: Initial validation of a new self-report scale. Scandinavian Journal of Psychology, 61(1), 22–29. https://doi.org/10.1111/sjop.12517 DOI: https://doi.org/10.1111/sjop.12517

Pronk, J., Olthof, T., Goossens, F. A., & Krabbendam, L. (2019). Differences in adolescents’ motivations for indirect, direct, and hybrid peer defending. Social Development, 28(2), 414–429. https://doi.org/10.1111/sode.12348 DOI: https://doi.org/10.1111/sode.12348

Reijntjes, A., Vermande, M., Olthof, T., Goossens, F. A., Aleva, L., & van der Meulen, M. (2016). Defending victimized peers: Opposing the bully, supporting the victim, or both? Aggressive Behavior, 42(6), 585–597. https://doi.org/10.1002/ab.21653 DOI: https://doi.org/10.1002/ab.21653

Rice, E., Petering, R., Rhoades, H., Winetrobe, H., Goldbach, J., Plant, A., Montoya, J., & Kordic, T. (2015). Cyberbullying perpetration and victimization among middle-school students. American Journal of Public Health, 105(3), 66–72. http://doi.org/10.2105/AJPH.2014.302393 DOI: https://doi.org/10.2105/AJPH.2014.302393

Salmivalli, C., Lagerspatz, K., Björkqvist, K., Österman, K., & Kaukianen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15. https://doi.org/10.1002/(SICI)1098-2337(1996)22:1%3C1::AID-AB1%3E3.0.CO;2-T DOI: https://doi.org/10.1002/(SICI)1098-2337(1996)22:1<1::AID-AB1>3.0.CO;2-T

Santos, D., Mateos-Pérez, E., Cantero, M., & GámezGaudix, M. (2021). Cyberbullying in adolescents: resilience as a protective factor of mental health outcomes. Cyberpsychology, Behavior, and Social Networking, 24(6), 414–420. https://doi.org/10.1089/cyber.2020.0337 DOI: https://doi.org/10.1089/cyber.2020.0337

Sarmiento A., Herrera-López M., & Zych, I. (2019). Is cyberbullying a group process? Online and offline bystanders of cyberbullying act as defenders, reinforcers and outsiders. Computers in Human Behavior, 99, 328–334. https://doi.org/10.1016/j.chb.2019.05.037 DOI: https://doi.org/10.1016/j.chb.2019.05.037

Sass, D. A., & Schmitt, T. A. (2013). Testing measurement and structural invariance. In T. Teo (Eds.), Handbook of quantitative methods for educational research (pp. 315–345). Sense Publishers. DOI: https://doi.org/10.1007/978-94-6209-404-8_15

Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85, 49–58. https://doi.org/10.1016/j.compedu.2015.02.004 DOI: https://doi.org/10.1016/j.compedu.2015.02.004

Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. The Journal of Child Psychology and Psychiatry, 49(4), 376–385. https://doi.org/10.1111/j.1469-7610.2007.01846.x DOI: https://doi.org/10.1111/j.1469-7610.2007.01846.x

Song, J., & Oh, I. (2018). Factors influencing bystanders’ behavioral reactions in cyberbullying situations. Computers in Human Behavior, 78, 273–282. https://doi.org/10.1016/j.chb.2017.10.008 DOI: https://doi.org/10.1016/j.chb.2017.10.008

Torgal, C., Espegale, D. L., Polanin, J. R., Ingram, K. M., Robinson, L. E., El Sheikh, A. J., & Valido, A. (2023). A meta-analysis of school-based cyberbullying prevention programs’ impact on cyber-bystander behavior. School Psychology Review. Advanced online. https://doi.org/10.1080/2372966X.2021.1913037 DOI: https://doi.org/10.1080/2372966X.2021.1913037

Trucco, D., & Palma, A. (2020). Childhood and adolescence on digital age. A comparative report of Kids Online survey in Brazil, Chile, Costa Rica and Uruguay. United Nations publication. https://repositorio.cepal.org/bitstream/handle/11362/45835/1/S2000333_en.pdf

Valdés-Cuervo, A. A., Alcántar-Nieblas, C., Parra-Pérez, L. G., Torres-Acuña, G. M., Álvarez-Montero, F. J., & Reyes-Sosa, H. (2021). Unique and interactive effects of guilt and sympathy on bystander aggressive intervention in cyberbullying: The mediation of selfregulation. Computers in Human Behavior, 122, Article e106842. https://doi.org/10.1016/j.chb.2021.106842 DOI: https://doi.org/10.1016/j.chb.2021.106842

Van de Schoot, R., Schmidt, P., De Beuckelaer, A., Lek, K., & Zondervan Zwijnenburg, M. (2015). Editorial: Measurement invariance. Frontiers in Psychology, 6, Article e1064. https://doi.org/10.3389/fpsyg.2015.01064 DOI: https://doi.org/10.3389/fpsyg.2015.01064

Vrieze, S. I. (2012). Model selection and psychological theory: A discussion of the differences between the Akaike information criterion (AIC) and the Bayesian information criterion (BIC). Psychological Methods, 17(2), 228–243. https://doi.org/10.1037/a0027127 DOI: https://doi.org/10.1037/a0027127

Yudes-Gómez, C., Baridon-Chauvie, D., & GonzálezCabrera, J.-M. (2018). Cyberbullying and problematic Internet use in Colombia, Uruguay and Spain: Crosscultural study. Comunicar, 26(56), 49–58. https://doi.org/10.3916/C56-2018-05 DOI: https://doi.org/10.3916/C56-2018-05

Zumbo, B. D., Chan, E. K. H., Chen, M. Y., Zhang, W., Darmawanti, I., & Mulyana, O. P. (2014). Reporting of measurement validity in articles published in Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-life measurement. In B. D. Zumbo & E. K. H. Chan (Eds.), Validity and validation in social, behavioral, and health sciences (pp. 27–34). Springer. DOI: https://doi.org/10.1007/978-3-319-07794-9_3

Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors again bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4–19. https://doi.org/10.1016/j.avb.2018.06.008 DOI: https://doi.org/10.1016/j.avb.2018.06.008

How to Cite

APA

Alcántar-Nieblas, C., Valdés Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J. and García-Vázquez, F. I. (2024). Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145

ACM

[1]
Alcántar-Nieblas, C., Valdés Cuervo, A.A., Parra-Pérez, L.G., Álvarez-Montero, F.J. and García-Vázquez, F.I. 2024. Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying. Revista Colombiana de Psicología. 33, 1 (Jun. 2024), 29–46. DOI:https://doi.org/10.15446/rcp.v33n1.105145.

ACS

(1)
Alcántar-Nieblas, C.; Valdés Cuervo, A. A.; Parra-Pérez, L. G.; Álvarez-Montero, F. J.; García-Vázquez, F. I. Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying. Rev. colomb. psicol. 2024, 33, 29-46.

ABNT

ALCÁNTAR-NIEBLAS, C.; VALDÉS CUERVO, A. A.; PARRA-PÉREZ, L. G.; ÁLVAREZ-MONTERO, F. J.; GARCÍA-VÁZQUEZ, F. I. Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying. Revista Colombiana de Psicología, [S. l.], v. 33, n. 1, p. 29–46, 2024. DOI: 10.15446/rcp.v33n1.105145. Disponível em: https://revistas.unal.edu.co/index.php/psicologia/article/view/105145. Acesso em: 2 aug. 2024.

Chicago

Alcántar-Nieblas, Carolina, Angel Alberto Valdés Cuervo, Lizeth Guadalupe Parra-Pérez, Francisco José Álvarez-Montero, and Fernanda Inéz García-Vázquez. 2024. “Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying”. Revista Colombiana De Psicología 33 (1):29-46. https://doi.org/10.15446/rcp.v33n1.105145.

Harvard

Alcántar-Nieblas, C., Valdés Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J. and García-Vázquez, F. I. (2024) “Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying”, Revista Colombiana de Psicología, 33(1), pp. 29–46. doi: 10.15446/rcp.v33n1.105145.

IEEE

[1]
C. Alcántar-Nieblas, A. A. Valdés Cuervo, L. G. Parra-Pérez, F. J. Álvarez-Montero, and F. I. García-Vázquez, “Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying”, Rev. colomb. psicol., vol. 33, no. 1, pp. 29–46, Jun. 2024.

MLA

Alcántar-Nieblas, C., A. A. Valdés Cuervo, L. G. Parra-Pérez, F. J. Álvarez-Montero, and F. I. García-Vázquez. “Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying”. Revista Colombiana de Psicología, vol. 33, no. 1, June 2024, pp. 29-46, doi:10.15446/rcp.v33n1.105145.

Turabian

Alcántar-Nieblas, Carolina, Angel Alberto Valdés Cuervo, Lizeth Guadalupe Parra-Pérez, Francisco José Álvarez-Montero, and Fernanda Inéz García-Vázquez. “Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying”. Revista Colombiana de Psicología 33, no. 1 (June 12, 2024): 29–46. Accessed August 2, 2024. https://revistas.unal.edu.co/index.php/psicologia/article/view/105145.

Vancouver

1.
Alcántar-Nieblas C, Valdés Cuervo AA, Parra-Pérez LG, Álvarez-Montero FJ, García-Vázquez FI. Psychometrics Properties of the Styles of Bystander Defender Intervention Scale in Cyberbullying: Its Relationships with Moral Identity and Cyberbullying. Rev. colomb. psicol. [Internet]. 2024 Jun. 12 [cited 2024 Aug. 2];33(1):29-46. Available from: https://revistas.unal.edu.co/index.php/psicologia/article/view/105145

Download Citation

CrossRef Cited-by

CrossRef citations0

Dimensions

PlumX

Article abstract page views

198

Downloads

Download data is not yet available.

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The RCP is published under the Creative Commons license and can be copied and reproduced according to the conditions of this license (http://creativecommons.org/licenses/by-nc-nd/2.5). RCP articles are available online at https://revistas.unal.edu.co/index.php/psicologia/issue/archive. If you would like to subscribe to the RCP as reader, please go to https://revistas.unal.edu.co/index.php/psicologia/information/readers and follow the instructions mentioned in the webpage. Additionally, a limited number of print journals are available upon request. To request print copies, please email revpsico_fchbog@unal.edu.co.