Bullying and cyberbullying: Variables that influence university dropout

 Ana B. Bernardo, University of Oviedo (Spain)

 Ellián Tuero, University of Oviedo (Spain)

 Antonio Cervero, University of Oviedo (Spain)

 Alejandra Dobarro, University of Oviedo (Spain)

 Celia Galve-González, University of Oviedo (Spain)

https://doi.org/10.3916/C64-2020-06

Keywords

Higher education, university students, intention to drop out, persistence, violence, bullying, cyberbullying, social integration

Abstract

The increase in dropout rates in higher education is a phenomenon that has generated a lot of interest because of the need to deal with its economic, personal, and social consequences, and because of its prevalence, estimated around 30% in Spain. There is a similar interest in violent behavior in university classrooms, which has also been seen to have increased in recent years. Given that, and the fact that research has shown personal variables to be more influential in dropout from higher education, the aim of this study is to explore whether those students who are the victims of bullying (both traditional and cyberbullying) are closer to dropping out from their degree courses. To that end, 1,653 first-year students doing various degree courses in the north of Spain were asked to complete a questionnaire. The results of a Bayesian analysis showed that students who were victims of bullying were more likely to consider dropping out than students who were not victims of bullying. In addition, variables related to social integration (support from friends and teachers) exhibited a moderating effect. These findings raise the urgent need to include intervention strategies in relation to bullying in university plans to prevent dropout.

References

Aguado, J.C. (2017). Can MOOCs promote learning by reducing university dropout rates? Revista Iberoamericana de Educación a Distancia, 20(1), 125-143. https://doi.org/10.5944/ried.20.1.16684

Link DOI | Link Google Scholar

Aina, C. (2013). Parental background and university dropout in Italy. Higher Education, 65, 437-456. https://doi.org/10.1007/s10734-012-9554-z

Link DOI | Link Google Scholar

Alban, M., & Mauricio, D. (2019). Factors that influence undergraduate university desertion according to students perspective. International Journal of Engineering and Technology, 10(6), 1585-1602. https://doi.org/10.21817/ijet/2018/v10i6/181006017

Link DOI | Link Google Scholar

Álvarez-García, D., Barreiro-Collazo, A., & Núñez, J.C. (2017). Civeraggression among adolescents: Prevalence and gender differences. [Ciberagresión entre adolescentes: prevalencia y diferencias de género]. Comunicar, 50, 89-97. https://doi.org/10.3916/C50-2017-08

Link DOI | Link Google Scholar

Álvarez-García, D., Núñez, J. C., Dobarro, A., & Rodríguez, C. (2015). Risk factors associated with cybervictimization in adolescence. International Journal of Clinical and Health Psychology, 15(3), 226-235. https://doi.org/10.1016/j.ijchp.2015.03.002

Link DOI | Link Google Scholar

Álvarez-Pérez, P.R., & López-Aguilar, D. (2017). Estudios sobre deserción académica y medidas orientadoras de prevención en la Universidad de La Laguna (España). Paradigma, 38(1), 48-71. https://bit.ly/3bsthMQ

Link Google Scholar

Arriaga, J., Burillo, V., Carpeño, A., & Casaravilla, A. (2011). Caracterización de los tipos de abandono. Dividamos el problema y venceremos fácilmente. Nicaragua.

Link Google Scholar

Avilés, J.M., & Alonso, N. (2011). El papel de los equipos de ayuda en la convivencia escolar y en la lucha contra el bullying. Revista Amazõnica, 6(1), 133-141. https://bit.ly/2QHxZi2

Link Google Scholar

Bernardo, A., Cervero, A., Esteban, M., Fernández, A., Solano, P., & Agulló, E. (2018). Variables related to the university dropout intention during the transition period. Revista d´Innovació Docent Universitària, 10, 122-130. https://doi.org/10.1344/RIDU2018.10.11

Link DOI | Link Google Scholar

Bernardo, A., Cervero, A., Esteban, M., Fernández, E., & Núñez, J.C. (2016). Influencia de variables relacionales y de integración social en la decisión de abandonar los estudios universitarios en educación superior. Psicologia, Educação e Cultura, 20(1), 138-151. https://bit.ly/2QDTgJk

Link Google Scholar

Broc, M.Á. (2011). Motivation to study, effort management, efficient time management, and academic performance of university students. Revista de Investigación Educativa, 29(1), 171-185. https://bit.ly/33MaABm

Link Google Scholar

Casanova, J.R., Cervero, A., Núñez, J.C., Almeida, L.S., & Bernardo, A. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30(4), 408-414. https://doi.org/10.7334/psicothema2018.155

Link DOI | Link Google Scholar

Cava, M.J. (2011). Family, teachers, and peers: Keys for ssuporting victims of bullying. Psychosocial Intervention, 20(2), 183-192. https://doi.org/10.5093/in2011v20n2a6

Link DOI | Link Google Scholar

Cava, M.J., Buelga, S., Musitu, G., & Murgui, S. (2010). School violence between adolescents and their implications in the psychosocial adjustment: A longitudinal study. Revista de Psicodidáctica, 15(1), 21-34. https://bit.ly/2JcysEs

Link Google Scholar

Cleophas T.J., & Zwinderman A.H. (2018). Modern bayesian statistics in clinical research. Springer.

Link DOI | Link Google Scholar

Cox, L. (2016). Student absence in university halls. Contextos, 35, 69-80. https://bit.ly/3bnt9OT

Link Google Scholar

Da Re, L., Álvarez-Pérez, P., & Clerici, R. (2015). Adaptación al contexto universitario italiano del modelo de tutoría formativa para la prevención del abandono y la mejora del rendimiento académico. In AIDIPE (Ed.), Investigar con y para la sociedad (pp. 721-730). Bubok.

Link Google Scholar

De-Vries, W., León, P., Romero, J.F., & Hernández, I. (2011). ¿Desertores o decepcionados? Distintas causas para abandonar los estudios universitarios. Revista de la Educación Superior, 40(160), 29-49. https://bit.ly/33ES7q3

Link Google Scholar

Dobarro, A., Carbajal, R., Ayala, I., Herrero, F.J., & Bernardo, A. (2017). Ciberbullying and violence at university, how does it affect dropout? Revista de Estudios e Investigación en Psicología y Educación, 14, 182-185. https://doi.org/10.17979/reipe.2017.0.14.2737

Link DOI | Link Google Scholar

Dobarro, A., Tuero, E., Bernardo, A., Herrero, F.J., & Álvarez-García, D. (2018). An innovative study on ciberbullying in university students. Revista d´Innovació Docent Universitària, 10, 131-142. https://doi.org/10.1344/RIDU2018.10.12

Link DOI | Link Google Scholar

Duque, L.C. (2014). A framework for analyzing higher education performance: Students’ satisfaction, perceived learning outcomes, and dropout intention. Total Quality Management and Business Excellence, 25(1), 1-21. https://doi.org/10.1080/14783363.2013.807677

Link DOI | Link Google Scholar

Esteban, M. Bernardo, A., & Rodríguez-Muñiz, L.J. (2016). Persistence in university studies: The importance of a good start. Aula Abierta, 44(1), 1-6. https://doi.org/10.1016/j.aula.2015.04.001

Link DOI | Link Google Scholar

Estévez, E., Emler, N., & Wood, C. (2009). Violent offending: An analysis of family, school and community risk factors. In O. Sahin & J. Maier (Eds.), Delinquency: Causes, reduction and prevention (pp. 275-324). Nova Sciences.

Link Google Scholar

Feixás, M., Muñoz, J.L., Gairín, J., Rodríguez-Gómez, D., & Navarro, M. (2015). Towards a comprehension of university dropout in Catalonia: The case of Universitat Autonoma de Barcelona. Estudios sobre Educación, 28, 117-138. https://doi.org/10.15581/004.28.117-138

Link DOI | Link Google Scholar

Figuera, P., & Álvarez, M. (2014). Guidance and tutorial intervention in adaptation and persistence of students in university. Revista de Orientación Educacional, 28(54), 31-49. https://bit.ly/3bijLf7

Link Google Scholar

Garaigordobil, M. (2011). Prevalencia y consecuencias del cyberbullying: Una revisión. International Journal of Psychology and Psychological Therapy, 11(2), 233-254. https://bit.ly/2UuDVvN

Link Google Scholar

García, M.V., & Ascensio, C.A. (2015). Bullying y violencia escolar: Diferencias, similitudes, actores, consecuencias y origen. Revista Intercontinental de Psicología y Educación, 17(2), 9-38. https://bit.ly/3dqeJ20

Link Google Scholar

Garzón, A., & Gil-Flores, J. (2017). The role of academic procrastination as factor of university abandonment. Revista Complutense de Educación, 28(1), 307-324. https://doi.org/10.5209/rev_RCED.2017.v28.n1.49682

Link DOI | Link Google Scholar

González-Ramírez, T., & Pedraza-Navarro, I. (2017). Social and families’ variables associated with university drop-out. Educatio Siglo XXI, 35(2), 365-388. https://doi.org/10.6018/j/298651

Link DOI | Link Google Scholar

Gury, N. (2011). Dropping out of higher education in France: A micro-economic approach using survival analysis. Education Economics, 19(1), 51-64. https://doi.org/10.1080/09645290902796357

Link DOI | Link Google Scholar

Heublein, U. (2014). Student Drop-out from German higher education institutions. European Journal of Education, 49(4), 497-513. https://doi.org/10.1111/ejed.12097

Link DOI | Link Google Scholar

León, B., Polo, M.I., Gozalo, M., & Mendo, S. (2016). Relevancia del aprendizaje cooperativo sobre los diferentes perfiles de la dinámica bullying. Un análisis mediante pruebas de tamaño del efecto. Anales de Psicología, 32(1), 80-88. https://doi.org/10.6018/analesps.32.1.183141

Link DOI | Link Google Scholar

Luengo, J.A. (2017). Promover la convivencia en los centros educativos: El protagonismo del alumno. Revista de Estudios de Juventud, 115, 97-114. https://bit.ly/3dt6UZN

Link Google Scholar

Marraccini, M., Brick, L.A., & Weyandt, L.L. (2018). Instructor and peer bullying in college students: Distinct typologies based on latent class analysis. Journal of American College Health, 66(1), 1-37. https://doi.org/10.1080/07448481.2018.1454926

Link DOI | Link Google Scholar

Mendoza, L., Mendoza, U., & Romero, D. (2014). Academic tenure: A concern of the institutions of higher education. Escenarios, 12(2), 130-137. https://doi.org/10.15665/esc.v12i2.320

Link DOI | Link Google Scholar

Ministerio de Ciencia, Innovación y Universidades (Ed.) (2019). Datos y cifras del Sistema Universitario Español. Publicación 2018-2019. Ministerio de Ciencia, Innovación y Universidades. https://bit.ly/2ULtC6J

Link Google Scholar

Nansel, T.R., Craig, W., Overpeck, M.D., Saluja, G., & Ruan, W.J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 158, 730-736. https://doi.org/10.1001/archpedi.158.8.730

Link DOI | Link Google Scholar

Nocentini, A., Calmaestra, J., Schultze-Krumbholz, A., Scheithauer, H., Ortega, R., & Menesini, E. (2010). Cyberbullying: Labels, behaviours and definition in three European countries. Australian Journal of Guidance & Counselling, 20(2), 129-142. https://doi.org/10.1375/ajgc.20.2.129

Link DOI | Link Google Scholar

Prieto, M.T., Carrillo, J.C., & Lucio, L.A. (2015). Virtual violence and bullying among university students: The dark side of social networks. Innovación Educativa, 15(68), 33-47. https://bit.ly/2JaQZ45

Link Google Scholar

Reijntjes, A., Kamphuis, J.H., Prinzie, P., & Telch, M.J. (2010). Peer victimization and internalizing problems in children: A meta-analysis of longitudinal studies. Child Abuse & Neglect, 34(4), 244-252. https://doi.org/10.1016/j.chiabu.2009.07.009

Link DOI | Link Google Scholar

Roso-Bas, F., Pades, A., García-Buades, E. (2016). Emotional variables, dropout and academic performance in Spanish nursing students. Nurse Education Today, 37, 53-58. https://doi.org/10.1016/j.nedt.2015.11.021

Link DOI | Link Google Scholar

Rueger, S.Y., Malecki, C.K., & Demaray, M.K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39(1), 47-61. https://doi.org/10.1007/s10964-008-9368-6

Link DOI | Link Google Scholar

Sosu, E.M., & Pheunpha, P. (2019). Trajectory of university dropout: Investigating the cumulative effect of academic vulnerability and proximity to family support. Frontiers in Education, 4(6), 1-10. https://doi.org/10.3389/feduc.2019.00006

Link DOI | Link Google Scholar

Strom, R., & Savage, M. (2014). Assessing the relationships between perceived support from close others, goal commitment, and persistence decisions at the College Level. Journal of College Student Development, 55(6), 531-547. https://doi.org/10.1353/csd.2014.0064

Link DOI | Link Google Scholar

Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28. https://doi.org/10.1027/1864-9335/a000325

Link DOI | Link Google Scholar

Tinto, V. (1975). Dropout from Higher Education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125. https://doi.org/10.3102/00346543045001089

Link DOI | Link Google Scholar

Tippett, N., & Wolke, D. (2014). Socioeconomic status and bullying: A meta-analysis. American Journal of Public Health, 104(6), 48-59. https://doi.org/10.2105/AJPH.2014.301960

Link DOI | Link Google Scholar

Torrego, J.C. (2006). Modelo integrado de mejora de la convivencia: Estrategias de mediación y tratamiento de conflictos. Graó. https://bit.ly/2UhIOtf

Link Google Scholar

Torrego, J.C. (2008). El plan de convivencia. Fundamentos y recursos para su elaboración y desarrollo. Alianza. https://bit.ly/2vKjFOj

Link Google Scholar

Torrego, J.C., & Martínez, C. (2014). Keys for development of a plan for living together with harmony in schools, from an integral intervention framework. Qualitative Research in Education, 3(1), 83-113. https://doi.org/10.4471/qre.2014.37

Link DOI | Link Google Scholar

Tuero, E., Cervero, A., Esteban, M., & Bernardo, A. (2018). Why do university students drop out? Influencing variables regarding the appproach and consolidation of drop out. Educación XX1, 21(2), 131-154. https://doi.org/10.5944/educxx1.20066

Link DOI | Link Google Scholar

Vázquez-Alonso, Á., & Manassero-Mas, M.A. (2016). The voice of first-year students from six countries: Evaluation of their experiences in higher scientific and engineering studies. Ciência & Educação, 22(2), 391-411. https://doi.org/10.1590/1516-731320160020008

Link DOI | Link Google Scholar

Veenstra, R., Lindenberg, S., Oldehinkel, A.J., De-Winter, A.F., Verhulst, F.C., & Ormel, J. (2005). Bullying and victimization in elementary schools: A comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41(4), 672-682. https://doi.org/10.1037/0012-1649.41.4.672

Link DOI | Link Google Scholar

Vergara, J.R., Boj, E., Barriga, O.A., & Díaz-Larenas, C. (2017). Explanatory factors the student teachers drop-out rates. Revista Complutense de Educación, 28(2), 609-630. https://doi.org/10.5209/rev_RCED.2017.v28.n2.50009

Link DOI | Link Google Scholar

Vergel, M., Martínez, J., & Zafra, S. (2016). Factors associated with bullying in higher education institutions. Revista Criminalidad, 58(2), 197-208. https://bit.ly/2UaMBsc

Link Google Scholar

Villanueva, L., Usó, I., & Adrián, J.E. (2013). Los programas de mediación entre iguales: Una herramienta eficaz para la convivencia escolar. Apuntes de Psicología, 31(2), 165-171. https://bit.ly/2WG1Bjt

Link Google Scholar

Winsper, C., Lereya, T., Zanarini, M., & Wolke, D. (2012). Involvement in bullying and suicide-related behavior at 11 years: A prospective birth cohort study. Journal of the American Academy of Child & Adolescent Psychiatry, 51(3), 271-282. https://doi.org/10.1016/j.jaac.2012.01.001

Link DOI | Link Google Scholar

Yubero S., Navarro R., Elche M., Larrañaga E., & Ovejero A. (2017). Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students. Computers in Human Behavior, 75, 439-449. https://doi.org/10.1016/j.chb.2017.05.037

Link DOI | Link Google Scholar

Zwierzynska, K., Wolke, D., & Lereya, T.S. (2013). Peer victimization in childhood and internalizing problems in adolescence: A prospective longitudinal study. Journal of Abnormal Child Psychology, 41(2), 309-323. https://doi.org/10.1007/s10802-012-9678-8

Link DOI | Link Google Scholar

Fundref

This study received support from the Aid Program GRUPIN 2018-2020, from the Employment, Industry and Tourism Counsel of the Principality of Asturias (FC-GRUPINIDI/2018/000199) and from the University of Oviedo via its research plan (PAPI-18 EMERG-7).

Crossmark

Technical information

Received: 22-12-2019

Revised: 21-01-2020

Accepted: 10-03-2020

OnlineFirst: 15-04-2020

Publication date: 01-07-2020

Article revision time: 30 days | Average time revision issue 64: 36 days

Article acceptance time: 79 days | Average time of acceptance issue 64: 91 days

Preprint editing time: 147 days | Average editing time preprint issue 64: 158 days

Article editing time: 192 days | Average editing time issue 64: 203 days

Metrics

Metrics of this article

Views: 71611

Abstract readings: 67317

PDF downloads: 4294

Full metrics of Comunicar 64

Views: 735857

Abstract readings: 672026

PDF downloads: 63831

Cited by