Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth
This study explored the association between bullying and cyberbullying, both in victims and bullies, and motivational beliefs toward learning in students aged 10 to 16. A cross-sectional study was conducted with 1690 Spanish students, assessing motivational beliefs through the Motivated Strategies f...
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| Language: | English |
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MDPI AG
2025-05-01
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| Series: | European Journal of Investigation in Health, Psychology and Education |
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| Online Access: | https://www.mdpi.com/2254-9625/15/6/93 |
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| author | Jose Luis Solas-Martínez Rubén Roldán-Roldán María de las Nieves Moyano-Muñoz Emilio J. Martínez-López |
| author_facet | Jose Luis Solas-Martínez Rubén Roldán-Roldán María de las Nieves Moyano-Muñoz Emilio J. Martínez-López |
| author_sort | Jose Luis Solas-Martínez |
| collection | DOAJ |
| description | This study explored the association between bullying and cyberbullying, both in victims and bullies, and motivational beliefs toward learning in students aged 10 to 16. A cross-sectional study was conducted with 1690 Spanish students, assessing motivational beliefs through the Motivated Strategies for Learning Questionnaire (MSLQ) and involvement in bullying using the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q). The results showed that both victims and bullies had lower task value, self-efficacy, and control beliefs, along with higher test anxiety, with cyberbullying having a stronger impact. Victims of cyberbullying exhibited significantly lower task value (up to 9.2% in girls and 5.6% in boys) and had a 4.5- and 2.2-times higher risk of scoring low in this dimension. Among bullies, only girls involved in traditional bullying showed motivational deficits, whereas both male and female cyberbullies had task value scores up to 9.5% lower and were 1.5 to 1.6 times more likely to experience test anxiety. These findings emphasize the need for targeted interventions to reinforce motivational beliefs in victims and bullies, recommending collaborative programs between students, teachers, and families to enhance task value, control beliefs, and self-efficacy while addressing test anxiety. |
| format | Article |
| id | doaj-art-9b2a2d34baaf497d87f07c9bd37ad8de |
| institution | OA Journals |
| issn | 2174-8144 2254-9625 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | European Journal of Investigation in Health, Psychology and Education |
| spelling | doaj-art-9b2a2d34baaf497d87f07c9bd37ad8de2025-08-20T02:24:34ZengMDPI AGEuropean Journal of Investigation in Health, Psychology and Education2174-81442254-96252025-05-011569310.3390/ejihpe15060093Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in YouthJose Luis Solas-Martínez0Rubén Roldán-Roldán1María de las Nieves Moyano-Muñoz2Emilio J. Martínez-López3Department of Didactics of Musical, Plastic and Corporal Expression, University of Jaen, 23071 Jaén, SpainDepartment of Didactics of Musical, Plastic and Corporal Expression, University of Jaen, 23071 Jaén, SpainDepartment of Psychology, University of Jaen, 23071 Jaén, SpainDepartment of Didactics of Musical, Plastic and Corporal Expression, University of Jaen, 23071 Jaén, SpainThis study explored the association between bullying and cyberbullying, both in victims and bullies, and motivational beliefs toward learning in students aged 10 to 16. A cross-sectional study was conducted with 1690 Spanish students, assessing motivational beliefs through the Motivated Strategies for Learning Questionnaire (MSLQ) and involvement in bullying using the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q). The results showed that both victims and bullies had lower task value, self-efficacy, and control beliefs, along with higher test anxiety, with cyberbullying having a stronger impact. Victims of cyberbullying exhibited significantly lower task value (up to 9.2% in girls and 5.6% in boys) and had a 4.5- and 2.2-times higher risk of scoring low in this dimension. Among bullies, only girls involved in traditional bullying showed motivational deficits, whereas both male and female cyberbullies had task value scores up to 9.5% lower and were 1.5 to 1.6 times more likely to experience test anxiety. These findings emphasize the need for targeted interventions to reinforce motivational beliefs in victims and bullies, recommending collaborative programs between students, teachers, and families to enhance task value, control beliefs, and self-efficacy while addressing test anxiety.https://www.mdpi.com/2254-9625/15/6/93aggressorsgender differencesmotivational beliefstest anxietyvictims |
| spellingShingle | Jose Luis Solas-Martínez Rubén Roldán-Roldán María de las Nieves Moyano-Muñoz Emilio J. Martínez-López Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth European Journal of Investigation in Health, Psychology and Education aggressors gender differences motivational beliefs test anxiety victims |
| title | Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth |
| title_full | Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth |
| title_fullStr | Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth |
| title_full_unstemmed | Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth |
| title_short | Bullying and Cyberbullying Are Associated with Low Levels of Motivational Beliefs Toward Learning in Youth |
| title_sort | bullying and cyberbullying are associated with low levels of motivational beliefs toward learning in youth |
| topic | aggressors gender differences motivational beliefs test anxiety victims |
| url | https://www.mdpi.com/2254-9625/15/6/93 |
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