Emotional regulation and prevention of cyberbullying in Educational Units of the City of Quito, Ecuador
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Cyberbullying represents a growing problem in Latin American educational settings, with significant repercussions on the mental health and academic performance of adolescents. This research examines the relationship between emotional regulation and the prevalence of cyberbullying in educational units of the Metropolitan District of Quito, Ecuador. A quantitative, non-experimental, descriptivecorrelational, cross-sectional design was employed. The sample consisted of 423 students (53.4% female; 46.6% male), aged between 12 and 17 years (M = 14.6; SD = 1.49), selected through proportional stratified sampling from six public and private educational units in Quito. The European Cyberbullying Intervention Project Questionnaire (ECIPQ), the Difficulties in Emotion Regulation Scale (DERS), and the Emotion Regulation Questionnaire (ERQ) were applied. Results reveal that 34.5% of students have been victims of some form of cyberbullying during the past year, while 18.2% have engaged in aggressive behaviors in digital environments. Significant negative correlations were found between adaptive emotional regulation and cyberbullying victimization scores (r = -0.47; p < 0.001). Multiple regression analysis indicated that emotional regulation strategies significantly predict both victimization (β = -0.38; p < 0.001) and cyberbullying aggression (β = -0.29; p < 0.001). Implications for the design of socio-emotional intervention programs in the Ecuadorian educational context are discussed.
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