Exploring sociodemographic and academic characteristics associated with different types of cyberaggressions carried out at the university

Abstract

INTRODUCTION. Currently, cyberaggressions represent a problem that causes negative consequences in peer relationships and even toward teachers, and therefore can occur at any educational stage, including university, where this phenomenon has been less addressed compared to other levels. METHOD. Based on this premise, the aim of the study is to determine whether university students commit cyberaggressions against their peers and teachers. The research is quantitative, using a questionnaire that gathers information about cyberaggressions carried out by university students both toward teachers and classmates. It follows a cross-sectional, ex post facto design. Data were collected from 512 undergraduate students at the University of Huelva (Spain). RESULTS. The results showed evidence of the presence of cyberaggressions in the university context, with a predominance of visual, verbal, content-manipulation, and social exclusion types. Additionally, gender differences were identified in visual and extortion cyberaggressions, with males being the predominant group. Furthermore, verbal and social cyberaggressions were associated with students who intend to abandon their university studies and who use their mobile phones in class without an educational purpose. DISCUSSION. The conclusions illustrate that cyberaggressions are a phenomenon present at the university level, affecting both teachers and students, and therefore require immediate attention through the design, implementation, and evaluation of detection, prevention, and intervention measures. These measures include action protocols, psychological support services, training on responsible technology use, and the promotion of research projects addressing this topic.