Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments

Cyberbullying in students: forms of aggression,... | F1000Research "use strict";function _typeof(t){return(_typeof="function"==typeof Symbol&&"symbol"==typeof Symbol.iterator?function(t){return typeof t}:function(t){return t&&"function"==typeof Symbol&&t.constructor===Symbol&&t!==Symbol.prototype?"symbol":typeof t})(t)}!function(){var t=function(){var t,e,o=[],n=window,r=n;for(;r;){try{if(r.frames.__tcfapiLocator){t=r;break}}catch(t){}if(r===n.top)break;r=r.parent}t||(!function t(){var e=n.document,o=!!n.frames.__tcfapiLocator;if(!o)if(e.body){var r=e.createElement("iframe");r.style.cssText="display:none",r.name="__tcfapiLocator",e.body.appendChild(r)}else setTimeout(t,5);return!o}(),n.__tcfapi=function(){for(var t=arguments.length,n=new Array(t),r=0;r 3&&2===parseInt(n[1],10)&&"boolean"==typeof n[3]&&(e=n[3],"function"==typeof n[2]&&n[2]("set",!0)):"ping"===n[0]?"function"==typeof n[2]&&n[2]({gdprApplies:e,cmpLoaded:!1,cmpStatus:"stub"}):o.push(n)},n.addEventListener("message",(function(t){var e="string"==typeof t.data,o={};if(e)try{o=JSON.parse(t.data)}catch(t){}else o=t.data;var n="object"===_typeof(o)&&null!==o?o.__tcfapiCall:null;n&&window.__tcfapi(n.command,n.version,(function(o,r){var a={__tcfapiReturn:{returnValue:o,success:r,callId:n.callId}};t&&t.source&&t.source.postMessage&&t.source.postMessage(e?JSON.stringify(a):a,"*")}),n.parameter)}),!1))};"undefined"!=typeof module?module.exports=t:t()}(); dataLayer = dataLayer || []; // Standard GTM initialization - Google Consent Mode handles consent automatically (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl+ '>m_auth=hzk0Vc3qFsQYhCrIoHz68A>m_preview=env-1>m_cookies_win=x';f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer','GTM-MWFK8L5J'); ;window.NREUM||(NREUM={});NREUM.init={distributed_tracing:{enabled:true},privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]}}; ;NREUM.loader_config={accountID:"438030",trustKey:"438030",agentID:"772317073",licenseKey:"97f8f67f26",applicationID:"772317073"} ;NREUM.info={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net",licenseKey:"97f8f67f26",applicationID:"772317073",sa:1} ;/*! For license information please see nr-loader-spa-1.236.0.min.js.LICENSE.txt */ (()=>{"use strict";var e,t,r={5763:(e,t,r)=>{r.d(t,{P_:()=>l,Mt:()=>g,C5:()=>s,DL:()=>v,OP:()=>T,lF:()=>D,Yu:()=>y,Dg:()=>h,CX:()=>c,GE:()=>b,sU:()=>_});var n=r(8632),i=r(9567);const o={beacon:n.ce.beacon,errorBeacon:n.ce.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.D)(t,o),(0,n.Qy)(e,a[e],"info")}var u=r(7056);const d=()=>{const e={blockSelector:"[data-nr-block]",maskInputOptions:{password:!0}};return{allow_bfcache:!0,privacy:{cookies_enabled:!0},ajax:{deny_list:void 0,enabled:!0,harvestTimeSeconds:10},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},session:{domain:void 0,expiresMs:u.oD,inactiveMs:u.Hb},ssl:void 0,obfuscate:void 0,jserrors:{enabled:!0,harvestTimeSeconds:10},metrics:{enabled:!0},page_action:{enabled:!0,harvestTimeSeconds:30},page_view_event:{enabled:!0},page_view_timing:{enabled:!0,harvestTimeSeconds:30,long_task:!1},session_trace:{enabled:!0,harvestTimeSeconds:10},harvest:{tooManyRequestsDelay:60},session_replay:{enabled:!1,harvestTimeSeconds:60,sampleRate:.1,errorSampleRate:.1,maskTextSelector:"*",maskAllInputs:!0,get blockClass(){return"nr-block"},get ignoreClass(){return"nr-ignore"},get maskTextClass(){return"nr-mask"},get blockSelector(){return e.blockSelector},set blockSelector(t){e.blockSelector+=",".concat(t)},get maskInputOptions(){return e.maskInputOptions},set maskInputOptions(t){e.maskInputOptions={...t,password:!0}}},spa:{enabled:!0,harvestTimeSeconds:10}}},f={};function l(e){if(!e)throw new Error("All configuration objects require an agent identifier!");if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function h(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");f[e]=(0,i.D)(t,d()),(0,n.Qy)(e,f[e],"config")}function g(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");var r=l(e);if(r){for(var n=t.split("."),i=0;i {r.d(t,{D:()=>i});var n=r(50);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.Z)("Setting a Configurable requires an object as input");if(!t||"object"!=typeof t)return(0,n.Z)("Setting a Configurable requires a model to set its initial properties");const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.Z)("An error occurred while setting a property of a Configurable",e)}return r}catch(e){(0,n.Z)("An error occured while setting a Configurable",e)}}},6818:(e,t,r)=>{r.d(t,{Re:()=>i,gF:()=>o,q4:()=>n});const n="1.236.0",i="PROD",o="CDN"},385:(e,t,r)=>{r.d(t,{FN:()=>a,IF:()=>u,Nk:()=>f,Tt:()=>s,_A:()=>o,il:()=>n,pL:()=>c,v6:()=>i,w1:()=>d});const n="undefined"!=typeof window&&!!window.document,i="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),o=n?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),a=""+o?.location,s=/iPad|iPhone|iPod/.test(navigator.userAgent),c=s&&"undefined"==typeof SharedWorker,u=(()=>{const e=navigator.userAgent.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),d=Boolean(n&&window.document.documentMode),f=!!navigator.sendBeacon},1117:(e,t,r)=>{r.d(t,{w:()=>o});var n=r(50);const i={agentIdentifier:"",ee:void 0};class o{constructor(e){try{if("object"!=typeof e)return(0,n.Z)("shared context requires an object as input");this.sharedContext={},Object.assign(this.sharedContext,i),Object.entries(e).forEach((e=>{let[t,r]=e;Object.keys(i).includes(t)&&(this.sharedContext[t]=r)}))}catch(e){(0,n.Z)("An error occured while setting SharedContext",e)}}}},8e3:(e,t,r)=>{r.d(t,{L:()=>d,R:()=>c});var n=r(2177),i=r(1284),o=r(4322),a=r(3325);const s={};function c(e,t){const r={staged:!1,priority:a.p[t]||0};u(e),s[e].get(t)||s[e].set(t,r)}function u(e){e&&(s[e]||(s[e]=new Map))}function d(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:"",t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:"feature";if(u(e),!e||!s[e].get(t))return a(t);s[e].get(t).staged=!0;const r=[...s[e]];function a(t){const r=e?n.ee.get(e):n.ee,a=o.X.handlers;if(r.backlog&&a){var s=r.backlog[t],c=a[t];if(c){for(var u=0;s&&u {let[t,r]=e;return r.staged}))&&(r.sort(((e,t)=>e[1].priority-t[1].priority)),r.forEach((e=>{let[t]=e;a(t)})))}function f(e,t){var r=e[1];(0,i.D)(t[r],(function(t,r){var n=e[0];if(r[0]===n){var i=r[1],o=e[3],a=e[2];i.apply(o,a)}}))}},2177:(e,t,r)=>{r.d(t,{c:()=>f,ee:()=>u});var n=r(8632),i=r(2210),o=r(1284),a=r(5763),s="nr@context";let c=(0,n.fP)();var u;function d(){}function f(e){return(0,i.X)(e,s,l)}function l(){return new d}function h(){u.aborted=!0,u.backlog={}}c.ee?u=c.ee:(u=function e(t,r){var n={},c={},f={},g=!1;try{g=16===r.length&&(0,a.OP)(r).isolatedBacklog}catch(e){}var p={on:b,addEventListener:b,removeEventListener:y,emit:v,get:x,listeners:w,context:m,buffer:A,abort:h,aborted:!1,isBuffering:E,debugId:r,backlog:g?{}:t&&"object"==typeof t.backlog?t.backlog:{}};return p;function m(e){return e&&e instanceof d?e:e?(0,i.X)(e,s,l):l()}function v(e,r,n,i,o){if(!1!==o&&(o=!0),!u.aborted||i){t&&o&&t.emit(e,r,n);for(var a=m(n),s=w(e),d=s.length,f=0;fn,p:()=>i});var n=r(2177).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},4322:(e,t,r)=>{r.d(t,{X:()=>o});var n=r(5546);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.E,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.E);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3239:(e,t,r)=>{r.d(t,{bP:()=>s,iz:()=>c,m$:()=>a});var n=r(385);let i=!1,o=!1;try{const e={get passive(){return i=!0,!1},get signal(){return o=!0,!1}};n._A.addEventListener("test",null,e),n._A.removeEventListener("test",null,e)}catch(e){}function a(e,t){return i||o?{capture:!!e,passive:i,signal:t}:!!e}function s(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;window.addEventListener(e,t,a(r,n))}function c(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;document.addEventListener(e,t,a(r,n))}},4402:(e,t,r)=>{r.d(t,{Ht:()=>u,M:()=>c,Rl:()=>a,ky:()=>s});var n=r(385);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n._A?.crypto||n._A?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(31))),i.split("").map((e=>"x"===e?o(t,++r).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n._A?.crypto||n._A?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(31)));const a=[];for(var s=0;s {r.d(t,{Bq:()=>n,Hb:()=>o,oD:()=>i});const n="NRBA",i=144e5,o=18e5},7894:(e,t,r)=>{function n(){return Math.round(performance.now())}r.d(t,{z:()=>n})},7243:(e,t,r)=>{r.d(t,{e:()=>o});var n=r(385),i={};function o(e){if(e in i)return i[e];if(0===(e||"").indexOf("data:"))return{protocol:"data"};let t;var r=n._A?.location,o={};if(n.il)t=document.createElement("a"),t.href=e;else try{t=new URL(e,r.href)}catch(e){return o}o.port=t.port;var a=t.href.split("://");!o.port&&a[1]&&(o.port=a[1].split("/")[0].split("@").pop().split(":")[1]),o.port&&"0"!==o.port||(o.port="https"===a[0]?"443":"80"),o.hostname=t.hostname||r.hostname,o.pathname=t.pathname,o.protocol=a[0],"/"!==o.pathname.charAt(0)&&(o.pathname="/"+o.pathname);var s=!t.protocol||":"===t.protocol||t.protocol===r.protocol,c=t.hostname===r.hostname&&t.port===r.port;return o.sameOrigin=s&&(!t.hostname||c),"/"===o.pathname&&(i[e]=o),o}},50:(e,t,r)=>{function n(e,t){"function"==typeof console.warn&&(console.warn("New Relic: ".concat(e)),t&&console.warn(t))}r.d(t,{Z:()=>n})},2587:(e,t,r)=>{r.d(t,{N:()=>c,T:()=>u});var n=r(2177),i=r(5546),o=r(8e3),a=r(3325);const s={stn:[a.D.sessionTrace],err:[a.D.jserrors,a.D.metrics],ins:[a.D.pageAction],spa:[a.D.spa],sr:[a.D.sessionReplay,a.D.sessionTrace]};function c(e,t){const r=n.ee.get(t);e&&"object"==typeof e&&(Object.entries(e).forEach((e=>{let[t,n]=e;void 0===u[t]&&(s[t]?s[t].forEach((e=>{n?(0,i.p)("feat-"+t,[],void 0,e,r):(0,i.p)("block-"+t,[],void 0,e,r),(0,i.p)("rumresp-"+t,[Boolean(n)],void 0,e,r)})):n&&(0,i.p)("feat-"+t,[],void 0,void 0,r),u[t]=Boolean(n))})),Object.keys(s).forEach((e=>{void 0===u[e]&&(s[e]?.forEach((t=>(0,i.p)("rumresp-"+e,[!1],void 0,t,r))),u[e]=!1)})),(0,o.L)(t,a.D.pageViewEvent))}const u={}},2210:(e,t,r)=>{r.d(t,{X:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},1284:(e,t,r)=>{r.d(t,{D:()=>n});const n=(e,t)=>Object.entries(e||{}).map((e=>{let[r,n]=e;return t(r,n)}))},4351:(e,t,r)=>{r.d(t,{P:()=>o});var n=r(2177);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}}}},3960:(e,t,r)=>{r.d(t,{K:()=>a,b:()=>o});var n=r(3239);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.bP)("load",e,t)}function a(e){if(i())return e();(0,n.iz)("DOMContentLoaded",e)}},8632:(e,t,r)=>{r.d(t,{EZ:()=>u,Qy:()=>c,ce:()=>o,fP:()=>a,gG:()=>d,mF:()=>s});var n=r(7894),i=r(385);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return i._A.NREUM||(i._A.NREUM={}),void 0===i._A.newrelic&&(i._A.newrelic=i._A.NREUM),i._A.NREUM}function s(){let e=a();return e.o||(e.o={ST:i._A.setTimeout,SI:i._A.setImmediate,CT:i._A.clearTimeout,XHR:i._A.XMLHttpRequest,REQ:i._A.Request,EV:i._A.Event,PR:i._A.Promise,MO:i._A.MutationObserver,FETCH:i._A.fetch}),e}function c(e,t,r){let i=a();const o=i.initializedAgents||{},s=o[e]||{};return Object.keys(s).length||(s.initializedAt={ms:(0,n.z)(),date:new Date}),i.initializedAgents={...o,[e]:{...s,[r]:t}},i}function u(e,t){a()[e]=t}function d(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},7956:(e,t,r)=>{r.d(t,{N:()=>i});var n=r(3239);function i(e){let t=arguments.length>1&&void 0!==arguments[1]&&arguments[1],r=arguments.length>2?arguments[2]:void 0,i=arguments.length>3?arguments[3]:void 0;return void(0,n.iz)("visibilitychange",(function(){if(t)return void("hidden"==document.visibilityState&&e());e(document.visibilityState)}),r,i)}},1214:(e,t,r)=>{r.d(t,{em:()=>v,u5:()=>N,QU:()=>S,_L:()=>I,Gm:()=>L,Lg:()=>M,gy:()=>U,BV:()=>Q,Kf:()=>ee});var n=r(2177);const i="nr@original";var o=Object.prototype.hasOwnProperty,a=!1;function s(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");var a,s,c,u="-"===n.charAt(0);for(c=0;c 2?n-2:0),o=2;o {r(A[T],e,w),r(E[T],e,w)})),r(l._A,"fetch",y),t.on(y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(y+"done",[null,r],n)}else t.emit(y+"done",[e],n)})),t}const O={},j=["pushState","replaceState"];function S(e){const t=function(e){return(e||n.ee).get("history")}(e);return!l.il||O[t.debugId]++||(O[t.debugId]=1,s(t).inPlace(window.history,j,"-")),t}var P=r(3239);const C={},R=["appendChild","insertBefore","replaceChild"];function I(e){const t=function(e){return(e||n.ee).get("jsonp")}(e);if(!l.il||C[t.debugId])return t;C[t.debugId]=!0;var r=s(t),i=/[?&](?:callback|cb)=([^&#]+)/,o=/(.*)\.([^.]+)/,a=/^(\w+)(\.|$)(.*)$/;function c(e,t){var r=e.match(a),n=r[1],i=r[3];return i?c(i,t[n]):t[n]}return r.inPlace(Node.prototype,R,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var n=(a=e.src,s=a.match(i),s?s[1]:null);var a,s;if(!n)return;var u=function(e){var t=e.match(o);if(t&&t.length>=3)return{key:t[2],parent:c(t[1],window)};return{key:e,parent:window}}(n);if("function"!=typeof u.parent[u.key])return;var d={};function f(){t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}function l(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",f,(0,P.m$)(!1)),e.addEventListener("error",l,(0,P.m$)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}var k=r(5763);const H={};function L(e){const t=function(e){return(e||n.ee).get("mutation")}(e);if(!l.il||H[t.debugId])return t;H[t.debugId]=!0;var r=s(t),i=k.Yu.MO;return i&&(window.MutationObserver=function(e){return this instanceof i?new i(r(e,"fn-")):i.apply(this,arguments)},MutationObserver.prototype=i.prototype),t}const z={};function M(e){const t=function(e){return(e||n.ee).get("promise")}(e);if(z[t.debugId])return t;z[t.debugId]=!0;var r=n.c,o=s(t),a=k.Yu.PR;return a&&function(){function e(r){var n=t.context(),i=o(r,"executor-",n,null,!1);const s=Reflect.construct(a,[i],e);return t.context(s).getCtx=function(){return n},s}l._A.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return a.toString()},Object.setPrototypeOf(e,a),["all","race"].forEach((function(r){const n=a[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=a[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=a.prototype;const n=a.prototype.then;a.prototype.then=function(){var e=this,i=r(e);i.promise=e;for(var a=arguments.length,s=new Array(a),c=0;c e())),t};function m(e,t){i.inPlace(t,["onreadystatechange"],"fn-",E)}function b(){var e=this,t=r.context(e);e.readyState>3&&!t.resolved&&(t.resolved=!0,r.emit("xhr-resolved",[],e)),i.inPlace(e,f,"fn-",E)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,p),p.prototype=o.prototype,i.inPlace(p.prototype,J,"-xhr-",E),r.on("send-xhr-start",(function(e,t){m(e,t),function(e){h.push(e),a&&(y?y.then(A):u?u(A):(w=-w,x.data=w))}(t)})),r.on("open-xhr-start",m),a){var y=c&&c.resolve();if(!u&&!c){var w=1,x=document.createTextNode(w);new a(A).observe(x,{characterData:!0})}}else t.on("fn-end",(function(e){e[0]&&e[0].type===d||A()}));function A(){for(var e=0;e {r.d(t,{t:()=>n});const n=r(3325).D.ajax},6660:(e,t,r)=>{r.d(t,{A:()=>i,t:()=>n});const n=r(3325).D.jserrors,i="nr@seenError"},3081:(e,t,r)=>{r.d(t,{gF:()=>o,mY:()=>i,t9:()=>n,vz:()=>s,xS:()=>a});const n=r(3325).D.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},4649:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageAction},7633:(e,t,r)=>{r.d(t,{Dz:()=>i,OJ:()=>a,qw:()=>o,t9:()=>n});const n=r(3325).D.pageViewEvent,i="firstbyte",o="domcontent",a="windowload"},9251:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageViewTiming},3614:(e,t,r)=>{r.d(t,{BST_RESOURCE:()=>i,END:()=>s,FEATURE_NAME:()=>n,FN_END:()=>u,FN_START:()=>c,PUSH_STATE:()=>d,RESOURCE:()=>o,START:()=>a});const n=r(3325).D.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState"},7836:(e,t,r)=>{r.d(t,{BODY:()=>A,CB_END:()=>E,CB_START:()=>u,END:()=>x,FEATURE_NAME:()=>i,FETCH:()=>_,FETCH_BODY:()=>v,FETCH_DONE:()=>m,FETCH_START:()=>p,FN_END:()=>c,FN_START:()=>s,INTERACTION:()=>l,INTERACTION_API:()=>d,INTERACTION_EVENTS:()=>o,JSONP_END:()=>b,JSONP_NODE:()=>g,JS_TIME:()=>T,MAX_TIMER_BUDGET:()=>a,REMAINING:()=>f,SPA_NODE:()=>h,START:()=>w,originalSetTimeout:()=>y});var n=r(5763);const i=r(3325).D.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",f="remaining",l="interaction",h="spaNode",g="jsonpNode",p="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=n.Yu.ST,w="-start",x="-end",A="-body",E="cb"+x,T="jsTime",_="fetch"},5938:(e,t,r)=>{r.d(t,{W:()=>o});var n=r(5763),i=r(2177);class o{constructor(e,t,r){this.agentIdentifier=e,this.aggregator=t,this.ee=i.ee.get(e,(0,n.OP)(this.agentIdentifier).isolatedBacklog),this.featureName=r,this.blocked=!1}}},9144:(e,t,r)=>{r.d(t,{j:()=>m});var n=r(3325),i=r(5763),o=r(5546),a=r(2177),s=r(7894),c=r(8e3),u=r(3960),d=r(385),f=r(50),l=r(3081),h=r(8632);function g(){const e=(0,h.gG)();["setErrorHandler","finished","addToTrace","inlineHit","addRelease","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId"].forEach((t=>{e[t]=function(){for(var r=arguments.length,n=new Array(r),i=0;i 1?r-1:0),i=1;i {e.exposed&&e.api[t]&&o.push(e.api[t](...n))})),o.length>1?o:o[0]}(t,...n)}}))}var p=r(2587);function m(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:{},m=arguments.length>2?arguments[2]:void 0,v=arguments.length>3?arguments[3]:void 0,{init:b,info:y,loader_config:w,runtime:x={loaderType:m},exposed:A=!0}=t;const E=(0,h.gG)();y||(b=E.init,y=E.info,w=E.loader_config),(0,i.Dg)(e,b||{}),(0,i.GE)(e,w||{}),(0,i.sU)(e,x),y.jsAttributes??={},d.v6&&(y.jsAttributes.isWorker=!0),(0,i.CX)(e,y),g();const T=function(e,t){t||(0,c.R)(e,"api");const h={};var g=a.ee.get(e),p=g.get("tracer"),m="api-",v=m+"ixn-";function b(t,r,n,o){const a=(0,i.C5)(e);return null===r?delete a.jsAttributes[t]:(0,i.CX)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),x(m,n,!0,o||null===r?"session":void 0)(t,r)}function y(){}["setErrorHandler","finished","addToTrace","inlineHit","addRelease"].forEach((e=>h[e]=x(m,e,!0,"api"))),h.addPageAction=x(m,"addPageAction",!0,n.D.pageAction),h.setCurrentRouteName=x(m,"routeName",!0,n.D.spa),h.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,i.OP)(e).customTransaction=(r||"http://custom.transaction")+t,x(m,"setPageViewName",!0)()},h.setCustomAttribute=function(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2];if("string"==typeof e){if(["string","number"].includes(typeof t)||null===t)return b(e,t,"setCustomAttribute",r);(0,f.Z)("Failed to execute setCustomAttribute.\nNon-null value must be a string or number type, but a type of was provided."))}else(0,f.Z)("Failed to execute setCustomAttribute.\nName must be a string type, but a type of was provided."))},h.setUserId=function(e){if("string"==typeof e||null===e)return b("enduser.id",e,"setUserId",!0);(0,f.Z)("Failed to execute setUserId.\nNon-null value must be a string type, but a type of was provided."))},h.interaction=function(){return(new y).get()};var w=y.prototype={createTracer:function(e,t){var r={},i=this,a="function"==typeof t;return(0,o.p)(v+"tracer",[(0,s.z)(),e,r],i,n.D.spa,g),function(){if(p.emit((a?"":"no-")+"fn-start",[(0,s.z)(),i,a],r),a)try{return t.apply(this,arguments)}catch(e){throw p.emit("fn-err",[arguments,this,"string"==typeof e?new Error(e):e],r),e}finally{p.emit("fn-end",[(0,s.z)()],r)}}}};function x(e,t,r,i){return function(){return(0,o.p)(l.xS,["API/"+t+"/called"],void 0,n.D.metrics,g),i&&(0,o.p)(e+t,[(0,s.z)(),...arguments],r?null:this,i,g),r?void 0:this}}function A(){r.e(439).then(r.bind(r,7438)).then((t=>{let{setAPI:r}=t;r(e),(0,c.L)(e,"api")})).catch((()=>(0,f.Z)("Downloading runtime APIs failed...")))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{w[e]=x(v,e,void 0,n.D.spa)})),h.noticeError=function(e,t){"string"==typeof e&&(e=new Error(e)),(0,o.p)(l.xS,["API/noticeError/called"],void 0,n.D.metrics,g),(0,o.p)("err",[e,(0,s.z)(),!1,t],void 0,n.D.jserrors,g)},d.il?(0,u.b)((()=>A()),!0):A(),h}(e,v);return(0,h.Qy)(e,T,"api"),(0,h.Qy)(e,A,"exposed"),(0,h.EZ)("activatedFeatures",p.T),T}},3325:(e,t,r)=>{r.d(t,{D:()=>n,p:()=>i});const n={ajax:"ajax",jserrors:"jserrors",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",spa:"spa"},i={[n.pageViewEvent]:1,[n.pageViewTiming]:2,[n.metrics]:3,[n.jserrors]:4,[n.ajax]:5,[n.sessionTrace]:6,[n.pageAction]:7,[n.spa]:8,[n.sessionReplay]:9}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>(({78:"page_action-aggregate",147:"metrics-aggregate",242:"session-manager",317:"jserrors-aggregate",348:"page_view_timing-aggregate",412:"lazy-feature-loader",439:"async-api",538:"recorder",590:"session_replay-aggregate",675:"compressor",733:"session_trace-aggregate",786:"page_view_event-aggregate",873:"spa-aggregate",898:"ajax-aggregate"}[e]||e)+"."+{78:"ac76d497",147:"3dc53903",148:"1a20d5fe",242:"2a64278a",317:"49e41428",348:"bd6de33a",412:"2f55ce66",439:"30bd804e",538:"1b18459f",590:"cf0efb30",675:"ae9f91a8",733:"83105561",786:"06482edd",860:"03a8b7a5",873:"e6b09d52",898:"998ef92b"}[e]+"-1.236.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d {s.onerror=s.onload=null,clearTimeout(h);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},h=setTimeout(l.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=l.bind(null,s.onerror),s.onload=l.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.j=364,i.p="https://js-agent.newrelic.com/",(()=>{var e={364:0,953:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u {i.r(o);var e=i(3325),t=i(5763);const r=Object.values(e.D);function n(e){const n={};return r.forEach((r=>{n[r]=function(e,r){return!1!==(0,t.Mt)(r,"".concat(e,".enabled"))}(r,e)})),n}var a=i(9144);var s=i(5546),c=i(385),u=i(8e3),d=i(5938),f=i(3960),l=i(50);class h extends d.W{constructor(e,t,r){let n=!(arguments.length>3&&void 0!==arguments[3])||arguments[3];super(e,t,r),this.auto=n,this.abortHandler,this.featAggregate,this.onAggregateImported,n&&(0,u.R)(e,r)}importAggregator(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:{};if(this.featAggregate||!this.auto)return;const r=c.il&&!0===(0,t.Mt)(this.agentIdentifier,"privacy.cookies_enabled");let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let t;try{if(r){const{setupAgentSession:e}=await Promise.all([i.e(860),i.e(242)]).then(i.bind(i,3228));t=e(this.agentIdentifier)}}catch(e){(0,l.Z)("A problem occurred when starting up session manager. This page will not start or extend any session.",e)}try{if(!this.shouldImportAgg(this.featureName,t))return void(0,u.L)(this.agentIdentifier,this.featureName);const{lazyFeatureLoader:r}=await i.e(412).then(i.bind(i,8582)),{Aggregate:o}=await r(this.featureName,"aggregate");this.featAggregate=new o(this.agentIdentifier,this.aggregator,e),n(!0)}catch(e){(0,l.Z)("Downloading and initializing ".concat(this.featureName," failed..."),e),this.abortHandler?.(),n(!1)}};c.il?(0,f.b)((()=>o()),!0):o()}shouldImportAgg(r,n){return r!==e.D.sessionReplay||!1!==(0,t.Mt)(this.agentIdentifier,"session_trace.enabled")&&(!!n?.isNew||!!n?.state.sessionReplay)}}var g=i(7633),p=i(7894);class m extends h{static featureName=g.t9;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];if(super(r,n,g.t9,i),("undefined"==typeof PerformanceNavigationTiming||c.Tt)&&"undefined"!=typeof PerformanceTiming){const n=(0,t.OP)(r);n[g.Dz]=Math.max(Date.now()-n.offset,0),(0,f.K)((()=>n[g.qw]=Math.max((0,p.z)()-n[g.Dz],0))),(0,f.b)((()=>{const t=(0,p.z)();n[g.OJ]=Math.max(t-n[g.Dz],0),(0,s.p)("timing",["load",t],void 0,e.D.pageViewTiming,this.ee)}))}this.importAggregator()}}var v=i(1117),b=i(1284);class y extends v.w{constructor(e){super(e),this.aggregatedData={}}store(e,t,r,n,i){var o=this.getBucket(e,t,r,i);return o.metrics=function(e,t){t||(t={count:0});return t.count+=1,(0,b.D)(e,(function(e,r){t[e]=w(r,t[e])})),t}(n,o.metrics),o}merge(e,t,r,n,i){var o=this.getBucket(e,t,n,i);if(o.metrics){var a=o.metrics;a.count+=r.count,(0,b.D)(r,(function(e,t){if("count"!==e){var n=a[e],i=r[e];i&&!i.c?a[e]=w(i.t,n):a[e]=function(e,t){if(!t)return e;t.c||(t=x(t.t));return t.min=Math.min(e.min,t.min),t.max=Math.max(e.max,t.max),t.t+=e.t,t.sos+=e.sos,t.c+=e.c,t}(i,a[e])}}))}else o.metrics=r}storeMetric(e,t,r,n){var i=this.getBucket(e,t,r);return i.stats=w(n,i.stats),i}getBucket(e,t,r,n){this.aggregatedData[e]||(this.aggregatedData[e]={});var i=this.aggregatedData[e][t];return i||(i=this.aggregatedData[e][t]={params:r||{}},n&&(i.custom=n)),i}get(e,t){return t?this.aggregatedData[e]&&this.aggregatedData[e][t]:this.aggregatedData[e]}take(e){for(var t={},r="",n=!1,i=0;i t.max&&(t.max=e),e 2&&void 0!==arguments[2])||arguments[2];super(e,r,j.t,n),c.il&&((0,t.OP)(e).initHidden=Boolean("hidden"===document.visibilityState),(0,N.N)((()=>(0,s.p)("docHidden",[(0,p.z)()],void 0,j.t,this.ee)),!0),(0,O.bP)("pagehide",(()=>(0,s.p)("winPagehide",[(0,p.z)()],void 0,j.t,this.ee))),this.importAggregator())}}var P=i(3081);class C extends h{static featureName=P.t9;constructor(e,t){let r=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(e,t,P.t9,r),this.importAggregator()}}var R,I=i(2210),k=i(1214),H=i(2177),L={};try{R=localStorage.getItem("__nr_flags").split(","),console&&"function"==typeof console.log&&(L.console=!0,-1!==R.indexOf("dev")&&(L.dev=!0),-1!==R.indexOf("nr_dev")&&(L.nrDev=!0))}catch(e){}function z(e){try{L.console&&z(e)}catch(e){}}L.nrDev&&H.ee.on("internal-error",(function(e){z(e.stack)})),L.dev&&H.ee.on("fn-err",(function(e,t,r){z(r.stack)})),L.dev&&(z("NR AGENT IN DEVELOPMENT MODE"),z("flags: "+(0,b.D)(L,(function(e,t){return e})).join(", ")));var M=i(6660);class B extends h{static featureName=M.t;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(r,n,M.t,i),this.skipNext=0;try{this.removeOnAbort=new AbortController}catch(e){}const o=this;o.ee.on("fn-start",(function(e,t,r){o.abortHandler&&(o.skipNext+=1)})),o.ee.on("fn-err",(function(t,r,n){o.abortHandler&&!n[M.A]&&((0,I.X)(n,M.A,(function(){return!0})),this.thrown=!0,(0,s.p)("err",[n,(0,p.z)()],void 0,e.D.jserrors,o.ee))})),o.ee.on("fn-end",(function(){o.abortHandler&&!this.thrown&&o.skipNext>0&&(o.skipNext-=1)})),o.ee.on("internal-error",(function(t){(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,o.ee)})),this.origOnerror=c._A.onerror,c._A.onerror=this.onerrorHandler.bind(this),c._A.addEventListener("unhandledrejection",(t=>{const r=function(e){let t="Unhandled Promise Rejection: ";if(e instanceof Error)try{return e.message=t+e.message,e}catch(t){return e}if(void 0===e)return new Error(t);try{return new Error(t+(0,D.P)(e))}catch(e){return new Error(t)}}(t.reason);(0,s.p)("err",[r,(0,p.z)(),!1,{unhandledPromiseRejection:1}],void 0,e.D.jserrors,this.ee)}),(0,O.m$)(!1,this.removeOnAbort?.signal)),(0,k.gy)(this.ee),(0,k.BV)(this.ee),(0,k.em)(this.ee),(0,t.OP)(r).xhrWrappable&&(0,k.Kf)(this.ee),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}onerrorHandler(t,r,n,i,o){"function"==typeof this.origOnerror&&this.origOnerror(...arguments);try{this.skipNext?this.skipNext-=1:(0,s.p)("err",[o||new F(t,r,n),(0,p.z)()],void 0,e.D.jserrors,this.ee)}catch(t){try{(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,this.ee)}catch(e){}}return!1}}function F(e,t,r){this.message=e||"Uncaught error with no additional information",this.sourceURL=t,this.line=r}let U=1;const q="nr@id";function G(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===c._A?0:(0,I.X)(e,q,(function(){return U++}))}function V(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,D.P)(e).length}catch(e){return}}}var X=i(7243);class W{constructor(e){this.agentIdentifier=e,this.generateTracePayload=this.generateTracePayload.bind(this),this.shouldGenerateTrace=this.shouldGenerateTrace.bind(this)}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var r=(0,t.DL)(this.agentIdentifier);if(!r)return null;var n=(r.accountID||"").toString()||null,i=(r.agentID||"").toString()||null,o=(r.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,_.M)(),s=(0,_.Ht)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof c._A?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,D.P)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var r=!1,n={};if((0,t.Mt)(this.agentIdentifier,"distributed_tracing")&&(n=(0,t.P_)(this.agentIdentifier).distributed_tracing),e.sameOrigin)r=!0;else if(n.allowed_origins instanceof Array)for(var i=0;i 2&&void 0!==arguments[2])||arguments[2];super(r,n,Z.t,i),(0,t.OP)(r).xhrWrappable&&(this.dt=new W(r),this.handler=(e,t,r,n)=>(0,s.p)(e,t,r,n,this.ee),(0,k.u5)(this.ee),(0,k.Kf)(this.ee),function(r,n,i,o){function a(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=E,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){_(t,e)}),(0,O.m$)(!1)),c.IF||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,O.m$)(!1))}function s(e){this.params={method:e[0]},T(this,e[1]),this.metrics={}}function u(e,n){var i=(0,t.DL)(r);i.xpid&&this.sameOrigin&&n.setRequestHeader("X-NewRelic-ID",i.xpid);var a=o.generateTracePayload(this.parsedOrigin);if(a){var s=!1;a.newrelicHeader&&(n.setRequestHeader("newrelic",a.newrelicHeader),s=!0),a.traceContextParentHeader&&(n.setRequestHeader("traceparent",a.traceContextParentHeader),a.traceContextStateHeader&&n.setRequestHeader("tracestate",a.traceContextStateHeader),s=!0),s&&(this.dt=a)}}function d(e,t){var r=this.metrics,i=e[0],o=this;if(r&&i){var a=V(i);a&&(r.txSize=a)}this.startTime=(0,p.z)(),this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof t.onload)&&"function"==typeof o.end)&&o.end(t)}catch(e){try{n.emit("internal-error",[e])}catch(e){}}};for(var s=0;s 1?e[1]=i:e.push(i)}else e[0]&&e[0].headers&&s(e[0].headers,n)&&(this.dt=n);function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function x(e,t){this.params={},this.metrics={},this.startTime=(0,p.z)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof Y?r=i.url:c._A?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),T(this,r);var o=(""+(i&&i instanceof Y&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.txSize=V(n.body)||0}function A(t,r){var n;this.endTime=(0,p.z)(),this.params||(this.params={}),this.params.status=r?r.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);var o={txSize:this.txSize,rxSize:n,duration:(0,p.z)()-this.startTime};i("xhr",[this.params,o,this.startTime,this.endTime,"fetch"],this,e.D.ajax)}function E(t){var r=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(var o=0;o 2&&void 0!==arguments[2])||arguments[2];super(e,t,we.t,r),this.importAggregator()}}new class{constructor(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:(0,_.ky)(16);c._A?(this.agentIdentifier=t,this.sharedAggregator=new y({agentIdentifier:this.agentIdentifier}),this.features={},this.desiredFeatures=new Set(e.features||[]),this.desiredFeatures.add(m),Object.assign(this,(0,a.j)(this.agentIdentifier,e,e.loaderType||"agent")),this.start()):(0,l.Z)("Failed to initial the agent. Could not determine the runtime environment.")}get config(){return{info:(0,t.C5)(this.agentIdentifier),init:(0,t.P_)(this.agentIdentifier),loader_config:(0,t.DL)(this.agentIdentifier),runtime:(0,t.OP)(this.agentIdentifier)}}start(){const t="features";try{const r=n(this.agentIdentifier),i=[...this.desiredFeatures];i.sort(((t,r)=>e.p[t.featureName]-e.p[r.featureName])),i.forEach((t=>{if(r[t.featureName]||t.featureName===e.D.pageViewEvent){const n=function(t){switch(t){case e.D.ajax:return[e.D.jserrors];case e.D.sessionTrace:return[e.D.ajax,e.D.pageViewEvent];case e.D.sessionReplay:return[e.D.sessionTrace];case e.D.pageViewTiming:return[e.D.pageViewEvent];default:return[]}}(t.featureName);n.every((e=>r[e]))||(0,l.Z)("".concat(t.featureName," is enabled but one or more dependent features has been disabled (").concat((0,D.P)(n),"). This may cause unintended consequences or missing data...")),this.features[t.featureName]=new t(this.agentIdentifier,this.sharedAggregator)}})),(0,T.Qy)(this.agentIdentifier,this.features,t)}catch(e){(0,l.Z)("Failed to initialize all enabled instrument classes (agent aborted) -",e);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,T.fP)();return delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.[t],delete this.sharedAggregator,r.ee?.abort(),delete r.ee?.get(this.agentIdentifier),!1}}}({features:[J,m,S,class extends h{static featureName=oe;constructor(t,r){if(super(t,r,oe,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;const n=this.ee;let i;(0,k.QU)(n),this.eventsEE=(0,k.em)(n),this.eventsEE.on(se,(function(e,t){this.bstStart=(0,p.z)()})),this.eventsEE.on(ae,(function(t,r){(0,s.p)("bst",[t[0],r,this.bstStart,(0,p.z)()],void 0,e.D.sessionTrace,n)})),n.on(ce+ne,(function(e){this.time=(0,p.z)(),this.startPath=location.pathname+location.hash})),n.on(ce+ie,(function(t){(0,s.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,e.D.sessionTrace,n)}));try{i=new PerformanceObserver((t=>{const r=t.getEntries();(0,s.p)(te,[r],void 0,e.D.sessionTrace,n)})),i.observe({type:re,buffered:!0})}catch(e){}this.importAggregator({resourceObserver:i})}},C,xe,B,class extends h{static featureName=de;constructor(e,r){if(super(e,r,de,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;if(!(0,t.OP)(e).xhrWrappable)return;try{this.removeOnAbort=new AbortController}catch(e){}let n,i=0;const o=this.ee.get("tracer"),a=(0,k._L)(this.ee),s=(0,k.Lg)(this.ee),u=(0,k.BV)(this.ee),d=(0,k.Kf)(this.ee),f=this.ee.get("events"),l=(0,k.u5)(this.ee),h=(0,k.QU)(this.ee),g=(0,k.Gm)(this.ee);function m(e,t){h.emit("newURL",[""+window.location,t])}function v(){i++,n=window.location.hash,this[ve]=(0,p.z)()}function b(){i--,window.location.hash!==n&&m(0,!0);var e=(0,p.z)();this[pe]=~~this[pe]+e-this[ve],this[ye]=e}function y(e,t){e.on(t,(function(){this[t]=(0,p.z)()}))}this.ee.on(ve,v),s.on(be,v),a.on(be,v),this.ee.on(ye,b),s.on(ge,b),a.on(ge,b),this.ee.buffer([ve,ye,"xhr-resolved"],this.featureName),f.buffer([ve],this.featureName),u.buffer(["setTimeout"+le,"clearTimeout"+fe,ve],this.featureName),d.buffer([ve,"new-xhr","send-xhr"+fe],this.featureName),l.buffer([me+fe,me+"-done",me+he+fe,me+he+le],this.featureName),h.buffer(["newURL"],this.featureName),g.buffer([ve],this.featureName),s.buffer(["propagate",be,ge,"executor-err","resolve"+fe],this.featureName),o.buffer([ve,"no-"+ve],this.featureName),a.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),y(l,me+fe),y(l,me+"-done"),y(a,"new-jsonp"),y(a,"jsonp-end"),y(a,"cb-start"),h.on("pushState-end",m),h.on("replaceState-end",m),window.addEventListener("hashchange",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){m(0,i>1)}),(0,O.m$)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}],loaderType:"spa"})})(),window.NRBA=o})(); window.jQuery || document.write(' ') CKEDITOR_BASEPATH='https://f1000research.com/js/vendor/ckeditor/' window.reactTheme = 'research'; window.MathJax = { CommonHTML: { linebreaks: { automatic: true } }, 'HTML-CSS': { linebreaks: { automatic: true } }, SVG: { linebreaks: { automatic: true } }, AuthorInit: function() { MathJax.Hub.Register.MessageHook('End Process', function () { let timeout = false; // holder for timeout id const delay = 250; // delay after event is "complete" to run callback const reflowMath = function() { const dispFormulas = document.querySelectorAll('.disp-formula.panel'); if (!dispFormulas) { return; } for (const dispFormula of dispFormulas) { const child = dispFormula.querySelector('.MathJax_Preview').nextSibling.firstChild; const isMultiline = MathJax.Hub.getAllJax(dispFormula)[0].root.isMultiline; if (dispFormula.offsetWidth < child.offsetWidth || isMultiline) { MathJax.Hub.Queue(['Rerender', MathJax.Hub, dispFormula]); } } }; window.addEventListener('resize', function() { clearTimeout(timeout); // clear the timeout timeout = setTimeout(reflowMath, delay); // start timing for event "completion" }); }); }, }; if (window.location.hash == '#_=_'){ window.location = window.location.href.split('#')[0] } !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function() {n.callMethod? n.callMethod.apply(n,arguments):n.queue.push(arguments)} ;if(!f._fbq)f._fbq=n; n.push=n;n.loaded=!0;n.version='2.0';n.queue=[];t=b.createElement(e);t.async=!0; t.src=v;s=b.getElementsByTagName(e)[0];s.parentNode.insertBefore(t,s)}(window, document,'script','https://connect.facebook.net/en_US/fbevents.js'); fbq('init', '1641728616063202'); fbq('track', "PixelInitialized", {}); (function(h,o,t,j,a,r){ h.hj=h.hj||function(){(h.hj.q=h.hj.q||[]).push(arguments)}; h._hjSettings={hjid:2318163,hjsv:6}; a=o.getElementsByTagName('head')[0]; r=o.createElement('script');r.async=1; r.src=t+h._hjSettings.hjid+j+h._hjSettings.hjsv; a.appendChild(r); })(window,document,'https://static.hotjar.com/c/hotjar-','.js?sv='); search file_upload Submit your research search menu close search Browse Gateways & Collections How to Publish Submit your Research My Submissions Article Guidelines Article Guidelines (New Versions) Open Data, Software and Code Guidelines Open Data and Accessible Source Materials Guidelines (HSS) Open Data, Software and Code Guidelines (PSE) Prepublication Checks Production Process Posters and Slides Guidelines Document Guidelines Article Processing Charges Peer Review Finding Article Reviewers About How it Works For Reviewers Our Advisors Policies Glossary FAQs For Developers Newsroom Contact My Research Submissions Content and Tracking Alerts My Details Sign In file_upload Submit your research { "@context": "https://schema.org", "@type": "ScholarlyArticle", "mainEntityOfPage": { "@type": "WebPage", "@id": "https://f1000research.com/articles/14-880" }, "headline": "Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital...", "datePublished": "2025-09-09T08:22:09", "dateModified": "2025-09-09T08:22:09", "author": [ { "@type": "Person", "name": "Ada Gallegos" }, { "@type": "Person", "name": "Lupe García Ampudia" }, { "@type": "Person", "name": "Hugo Morales Córdova" }, { "@type": "Person", "name": "Wilmer Londoño-Celis" }, { "@type": "Person", "name": "Oscar Andres Velazco Mendoza" }, { "@type": "Person", "name": "Jackeline Valencia" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": "In the last two decades, the expansion of digital technologies and social media has modified interactions in educational contexts, generating new forms of violence such as cyberbullying. This is defined by digital aggressions with psychological, social, and emotional impact, characterised by their persistence and anonymity. In view of the mounting exposure of children and young people to such environments, there is an imperative for comprehensive analysis of its manifold manifestations, the factors that engender it, and extant educational responses. This research, based on a systematic review following PRISMA 2020, integrated fragmented evidence to offer an articulated vision that reveals the complex interaction between roles, technological contexts, and individual vulnerabilities, in addition to highlighting the need for adaptive interventions. It was determined that there were deficiencies in the implementation of educational programmes, which resulted in their limited effectiveness and sustainability. Consequently, it is concluded that the approach to cyberbullying must be comprehensive, collaborative, and contextualized, promoting evidence-based policies that strengthen prevention and well-being in the digital educational environment." } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-880", "name": "Cyberbullying in students: forms of aggression, risk factors, and..." } } ] } Home Browse Cyberbullying in students: forms of aggression, risk factors, and... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Gallegos A, García Ampudia L, Morales Córdova H et al. Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments [version 1; peer review: awaiting peer review] . F1000Research 2025, 14 :880 ( https://doi.org/10.12688/f1000research.168253.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Systematic Review Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments [version 1; peer review: awaiting peer review] Ada Gallegos 1 , Lupe García Ampudia 2 , Hugo Morales Córdova https://orcid.org/0000-0002-1999-3183 2 , Wilmer Londoño-Celis 3 , Oscar Andres Velazco Mendoza 1 , Jackeline Valencia https://orcid.org/0000-0001-6524-9577 4 Ada Gallegos 1 , Lupe García Ampudia 2 , [...] Hugo Morales Córdova https://orcid.org/0000-0002-1999-3183 2 , Wilmer Londoño-Celis 3 , Oscar Andres Velazco Mendoza 1 , Jackeline Valencia https://orcid.org/0000-0001-6524-9577 4 PUBLISHED 09 Sep 2025 Author details Author details 1 Universidad Ricardo Palma, Instituto de Investigación de Estudios de la Mujer, Lima District, Lima Region, Peru 2 Facultad de Psicología, Universidad Nacional Mayor de San Marcos, Lima District, Lima Region, 15047, Peru 3 Coordinación de Investigación, Institucion Universitaria Marco Fidel Suarez, Medellín, Antioquia, 55413, Colombia 4 Vicerrectoría de Investigación y postgrado, Universidad de Los Lagos, Osorno, Los Lagos Region, 5290000, Chile Ada Gallegos Roles: Funding Acquisition, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Lupe García Ampudia Roles: Formal Analysis, Funding Acquisition, Investigation, Visualization, Writing – Review & Editing Hugo Morales Córdova Roles: Data Curation, Methodology, Supervision, Writing – Original Draft Preparation Wilmer Londoño-Celis Roles: Methodology, Project Administration, Resources, Writing – Original Draft Preparation Oscar Andres Velazco Mendoza Roles: Validation, Visualization, Writing – Review & Editing Jackeline Valencia Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation OPEN PEER REVIEW REVIEWER STATUS AWAITING PEER REVIEW Abstract In the last two decades, the expansion of digital technologies and social media has modified interactions in educational contexts, generating new forms of violence such as cyberbullying. This is defined by digital aggressions with psychological, social, and emotional impact, characterised by their persistence and anonymity. In view of the mounting exposure of children and young people to such environments, there is an imperative for comprehensive analysis of its manifold manifestations, the factors that engender it, and extant educational responses. This research, based on a systematic review following PRISMA 2020, integrated fragmented evidence to offer an articulated vision that reveals the complex interaction between roles, technological contexts, and individual vulnerabilities, in addition to highlighting the need for adaptive interventions. It was determined that there were deficiencies in the implementation of educational programmes, which resulted in their limited effectiveness and sustainability. Consequently, it is concluded that the approach to cyberbullying must be comprehensive, collaborative, and contextualized, promoting evidence-based policies that strengthen prevention and well-being in the digital educational environment. READ ALL READ LESS Keywords Cyberbullying; students; digital aggression; risk factors; educational responses Corresponding Author(s) Jackeline Valencia ( [email protected] ) Close Corresponding author: Jackeline Valencia Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Gallegos A et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Gallegos A, García Ampudia L, Morales Córdova H et al. Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments [version 1; peer review: awaiting peer review] . F1000Research 2025, 14 :880 ( https://doi.org/10.12688/f1000research.168253.1 ) First published: 09 Sep 2025, 14 :880 ( https://doi.org/10.12688/f1000research.168253.1 ) Latest published: 09 Sep 2025, 14 :880 ( https://doi.org/10.12688/f1000research.168253.1 ) Introduction In the preceding two decades, the intensive utilisation of digital technologies and social media has precipitated a paradigm shift in the manner of human interaction, particularly within educational settings. This process has given rise to new forms of violence, with cyberbullying being one of the most significant. Cyberbullying is defined as any act of harassment, humiliation, or aggression carried out through digital media, such as social media, messaging platforms, or virtual forums, with the purpose of causing psychological, social, or emotional harm to another person. In contrast to traditional bullying, which is typically episodic and confined to physical interactions, cyberbullying exhibits several distinctive characteristics. Firstly, it is characterised by its ongoing nature, which contrasts with the intermittent nature of traditional bullying. Secondly, it facilitates the anonymity of the aggressor, allowing them to operate with a degree of impunity. Finally, cyberbullying enables the rapid dissemination of offensive content, a phenomenon that has been widely documented ( Tomczyk et al., 2024 ). This problem is of particular significance within the student population due to the frequent exposure of children, adolescents, and young people to digital spaces, which increases their vulnerability. Data from international organisations such as UNICEF estimate that one in three young people worldwide has been a victim of cyberbullying, evidence of the scale of the phenomenon ( Mahasneh et al., 2024 ). The most common consequences of this include anxiety, depression, poor academic performance, and even dropping out of school ( Kasturiratna et al., 2025 ). In light of this scenario, it is imperative to enhance our understanding of the various forms of cyberbullying, the factors that contribute to its occurrence, and the responses that educational institutions can implement to mitigate its effects ( Muthukrishnan et al., 2024 ). Despite the increase in research in recent years, knowledge about cyberbullying in digital environments remains fragmented and dispersed. The majority of extant studies have addressed the phenomenon from partial approaches, focusing on victim profiles, aggressor characteristics, or the use of specific digital platforms. Despite these contributions, significant gaps remain concerning an articulated vision that integrates the forms of aggression, risk factors, and available educational responses ( González-Jiménez, 2025 ; Khanyile & Ngema, 2025 ). Academic literature has a tendency to prioritise isolated variables or specific contexts, which hinders the establishment of general patterns or comparisons between educational settings. This dissemination of knowledge leaves unresolved how specific manifestations of cyberbullying – such as direct harassment, social exclusion, or the dissemination of degrading content – are related to individual, social, or institutional factors that increase students’ vulnerability ( Ayhan et al., 2025 ). Furthermore, research on educational responses has been approached marginally or with an operational focus, without adequately linking preventive or reactive strategies to the types of aggression or the profile of the victims. This disconnection has hindered the establishment of integrated frameworks that empower educational institutions to formulate effective, contextualised, and sustainable interventions. Moreover, there is a paucity of studies that systematically compare findings obtained at different educational levels or in different geographic regions. This absence complicates the discernment of potential variations in manifestations, risk factors, or responses contingent on the context ( Yuying & Yan, 2025 ). This absence of coordination has the effect of hindering both the prevention of such problems and the development of educational policies based on solid evidence. It is therefore necessary to move towards comprehensive approaches that overcome fragmentation and offer a structured and comparative view of cyberbullying in students. In this sense, the objective of the research is to comprehensively analyse the forms of aggression, risk factors, and educational responses to cyberbullying among students in digital environments. In order to achieve this objective, a series of questions have been developed to guide the analysis. 1. Which forms of cyberbullying are most common among students according to the academic literature? 2. Which individual, social, or institutional factors are associated with greater vulnerability to cyberbullying in the student population? 3. Which platforms or digital media concentrate the highest incidence of cyberbullying among students? 4. What psychological, academic, or social effects have been most frequently documented in students who are victims of cyberbullying? 5. What preventive strategies or institutional responses have been most commonly used in school or university settings to address cyberbullying? The present study adopts an integrative approach to the analysis of cyberbullying in students, systematically articulating its manifestations, risk factors, and institutional responses. In contradistinction to the fragmented nature of extant research, this proposal offers a comparative perspective that facilitates the identification of both common patterns and contextual differences. This comprehensive approach contributes to a stronger understanding of the phenomenon and provides relevant input for the design of educational interventions based on solid evidence and geared toward digital environments. Methods The research was conducted through a systematic review, the objective of which was to rigorously organise, synthesise, and analyse the available knowledge on cyberbullying in students. In order to ensure transparency, comprehensiveness, and reproducibility, the PRISMA 2020 guidelines ( Page et al., 2021 ) were utilised. This protocol offers an updated and standardised framework that facilitates the accurate identification of studies, the critical assessment of their quality, and the clear presentation of results. The application of PRISMA 2020 facilitates the structuring of all stages of the review process, thereby ensuring the generation of reliable, relevant, and applicable knowledge in the educational field. Eligibility criteria The establishment of eligibility criteria was a deliberate effort to guarantee the relevance, quality, and pertinence of the studies incorporated within the review. The establishment of four inclusion criteria was fundamental to the study. Initially, articles published between 2015 and 2025 were selected to ensure contemporary coverage of knowledge. Secondly, the selection of studies was constrained to those published in peer-reviewed scientific journals, a practice that was implemented to ensure the rigour and methodological validity of the research. Thirdly, research that directly addressed cyberbullying in students, its risk factors, or educational responses was included. Fourthly, publications in both Spanish and English were accepted in order to expand the geographic and linguistic reach of the findings. The exclusion process was executed in three successive phases. The initial phase of the process involved the elimination of records that exhibited indexing errors. These records were then further filtered based on their relevance to the designated topic or the required document type. This filtration process was implemented with the intention of precluding the inclusion of irrelevant documents from the outset. In the second phase of the process, articles for which the full text was unavailable were excluded from the study, even in cases where institutional access channels had been exhausted. This measure ensured a comprehensive review of the content and avoided biased interpretations based on abstracts or titles. The third phase entailed the exclusion of data at the researcher’s discretion, with the objective of ensuring thematic and methodological relevance. At this stage of the process, works were eliminated that, despite meeting the criteria set out in the previous stage, presented tangential approaches or had little relevance to the objectives stated. Sources of information The information sources employed in this review were Scopus and Web of Science (WoS), selected on the basis of their international recognition and academic coverage. Scopus is a multidisciplinary database providing access to relevant scientific publications in the social sciences, humanities and education. The broad nature of this subject area facilitates the identification of studies on cyberbullying from pedagogical, psychological and sociological perspectives, thereby fostering a comprehensive understanding of the phenomenon. The Web of Science (WoS) database is distinguished by its inclusion of high-quality, peer-reviewed academic publications. This database provides access to established research in various disciplines, including specific studies on educational environments and digital issues. The combination of both sources ensures thematic diversity and methodological rigor. The combined use of Scopus and WoS was a response to the need to construct a contemporary, rigorous, and representative corpus of available knowledge. This integration served to mitigate potential biases arising from disparities in editorial coverage between regions or disciplines, as noted by Asubiaro, Onaolapo, and Mills (2024) . Search strategy The search strategy was defined on the basis of equations designed specifically for each database, in alignment with the established inclusion criteria. In Scopus, an equation based on title fields was used, with keyword combinations such as “cyberbullying,” “online harassment,” “students,” “school,” “university,” and “higher education” integrated using Boolean operators “AND” and “OR.” In Web of Science, an equivalent equation was applied, adapted to its syntax, using the TS = operator to perform thematic searches. Both platforms incorporated filters based on publication period (2021–2025), subject areas related to social sciences and education, and languages Spanish and English. Furthermore, a manual search for additional references was performed on the selected studies. Selection process The selection process was systematically carried out in three consecutive phases. The initial stage of the process entailed the review of titles to identify and discard records deemed irrelevant. The second phase entailed the perusal of abstracts to identify studies that were congruent with the research objectives. The third approach entailed a comprehensive analysis of the texts to implement exclusion criteria. Each phase of the study was carried out by the researcher in accordance with a uniform protocol, thereby ensuring consistency in the selection process. The entire process flow was meticulously documented using the PRISMA diagram, thereby ensuring optimal traceability and transparency in each decision made. Figure 1 presents the flowchart recommended by the PRISMA 2020 declaration. The diagram herein illustrates the comprehensive study selection process, which is delineated into the identification, selection, eligibility, and inclusion phases. Figure 1. PRISMA flowchart. Prepared by the authors based on Scopus and Web of Science. Data processing The data processing was performed using Microsoft Excel as the designated recording tool. The selected articles were then organised according to three thematic axes: forms of aggression, risk factors, and educational responses. For each record, the relevant variables were coded according to the review objectives. This configuration facilitated the systematic organisation of the collected information. The procedure facilitated qualitative and comparative analysis, ensuring a clear interpretation of the results and the identification of patterns, similarities, and gaps in available knowledge. Risk of bias The risk of bias was addressed through a systematic review of the inclusion criteria and the controlled application of filters. Nevertheless, potential biases persist due to the exclusive use of Scopus and Web of Science, as well as the selection of specific search terms. The limitations imposed by the language of publication are acknowledged by restricting the analysis to publications in Spanish and English. Furthermore, the potential for reporting biases, associated with the editorial tendency to favour positive or significant results, was considered. Results The results obtained are presented in accordance with the research questions that were posited. This configuration enables systematic analysis and facilitates the identification of patterns, associated factors, and trends in cyberbullying among students. The division of the text into sections serves the purpose of establishing a clear relationship between the findings and each analytical axis. This methodological approach is intended to ensure a coherent reading of the study and to reinforce the consistency of the interpretive process. Table 1 provides a synopsis of the studies selected for in-depth analysis. Table 1. Studies included in the research. Prepared by the authors based on Scopus and Web of Science. Title Authors A social-ecological approach to understanding the relationship between cyberbullying victimization and suicidal ideation in South Korean adolescents: The moderating effect of school connectedness Lee, Chun, Kim, Lee, & Lee (2021a) An investigation of the relationship between cyberbullying, cybervictimization and depression symptoms: A cross sectional study among university students in Qatar Alrajeh et al., (2021) Analysis of the relationship between school bullying, cyberbullying, and substance use Pichel et al., (2022) Anxiety, Depression, Self-Esteem, Internet Addiction and Predictors of Cyberbullying and Cybervictimization among Female Nursing University Students: A Cross Sectional Study Albikawi (2023) Awareness, perception and perpetration of cyberbullying by high school students and undergraduates in Thailand Thumronglaohapun et al. (2022) Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor Lucas-Molina et al., (2022) Can online education programs solve the cyberbullying problem? Educating south korean elementary students in the covid-19 era Choi & Park (2021) Change in Factors Affecting Cyberbullying of Korean Elementary School Students during the COVID-19 Pandemic Choi, Shin, & Lee (2022) Childhood emotional abuse and cyberbullying perpetration among Chinese university students: The chain mediating effects of self-esteem and problematic social media use Xu & Zheng (2022) College students and cyberbullying: How social media use affects social anxiety and social comparison Lam et al., (2022) Cyberbullying Among School Adolescents in an Urban Setting of a Developing Country: Experience, Coping Strategies, and Mediating Effects of Different Support on Psychological Well-Being Ngo et al., (2021) Cyberbullying Behaviour: A Study of Undergraduate University Students Shaikh et al., (2021) Cyberbullying in elementary and middle school students: A systematic review Evangelio et al., (2022) Cyberbullying in social media and online games among chinese college students and its associated factors Huang et al., (2021) Cyberbullying in university students before and after covid-19 lockdown Caurcel Cara and Moya (2022) Cyberbullying Involvement and Depression among Elementary School, Middle School, High School, and University Students: The Role of Social Support and Gender Wright & Wachs (2023) Cyberbullying victimization and perpetration among university students in Bangladesh: Prevalence, impact and help-seeking practices Sheikh et al., (2023) Cyberbullying victimization and suicidal ideation among in-school adolescents in three countries: Implications for prevention and intervention Peprah et al., (2023) Cyberbullying, Social Media Addiction and Associations with Depression, Anxiety, and Stress among Medical Students in Malaysia Lee et al., (2023) Cyberbullying, social stigma, and self-esteem: The impact of COVID-19 on students from East and Southeast Asia at the University of Jordan Alsawalqa, R. O. (2021) Cybervictimization and cyberbullying among college students: The chain mediating effects of stress and rumination Luo et al., (2023) Digital Media Used in Education: The Influence on Cyberbullying Behaviors among Youth Students Alismaiel, O. A. (2023) Digital screen time and suicidality during high school: How important is cyberbullying? A mediation analysis using the youth risk behavioral surveillance survey, 2011–2019 Mantey et al., (2023) Exploring risk and protective factors for cyberbullying and their interplay: Evidence from a sample of south korean college students Lee et al., (2021b) Exploring the impact of cyberbullying and cyberstalking on victims’ behavioural changes in higher education during COVID-19: A case study Bussu et al., (2023) Exposure to cyberbullying, cybervictimization, and related factors among junior high school students Mohseny et al., (2021) Gratitude as a Protective Factor for Cyberbullying Victims: Conditional Effects on School and Life Satisfaction Oriol et al., (2021) How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic Ferreira et al., (2021) Middle School Effects of the Dating Matters ® Comprehensive Teen Dating Violence Prevention Model on Physical Violence, Bullying, and Cyberbullying: a Cluster-Randomized Controlled Trial Vivolo-Kantor et al., (2021) Peculiarities of manifestation of student youth’ roles and positions in the cyberbullying process Pomytkina et al., (2021) Relationship between cyberbullying, motivation and learning strategies, academic performance, and the ability to adapt to university Aparisi et al., (2021) Risk factors associated with cyberbullying, cybervictimization, and cyberbullying-victimization in Iran’s High School students Azami & Taremian (2021) Risk factors influencing cyberbullying perpetration among middle school students in korea: Analysis using the zero-inflated negative binomial regression model Kang, Kang, & Kim (2021) School interventions for bullying–cyberbullying prevention in adolescents: Insights from the upright and creep projects Gabrielli et al., (2021) School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate. Yang et al., (2021) Self-harm, in-person bullying and cyberbullying in secondary school-aged children: A data linkage study in Wales John et al., (2023) Study of the Influencing Factors of Cyberbullying Among Chinese College Students Incorporated With Digital Citizenship: From the Perspective of Individual Students Zhong et al., (2021) The association between bullying and cyberbullying at school and the predictor effect of moral disengagement: a bibliometric review based on graph theory Gómez Tabares & Correa Duque (2022) The Association Between Cyberbullying Victimization and Suicidal Ideation Among Chinese College Students: The Parallel Mediating Roles of Core Self-Evaluation and Depression Chu et al., (2022) The effects of childhood maltreatment on cyberbullying in college students: The roles of cognitive processes Li et al., (2022) The impact of cyberbullying on student motivation to learn: Insights from Abu Dhabi Emirate schools Tashtoush et al., (2023) The Mobile Phone Addiction and Depression Among High School Students: The Roles of Cyberbullying Victimization, Perpetration, and Gender Wu et al., (2022) The Relationship between Cyberbullying and Mental Health among University Students Ali & Shahbuddin (2022) The Significance of Traditional Bullying, Cyberbullying, and Mental Health Problems for Middle School Students Feeling Unsafe in the School Environment Fossum et al., (2023) As illustrated in Figure 2 , the distribution of documented forms of aggression across the included studies is presented. The predominant cases of cyberbullying victimization are followed by the mixed role of victim and aggressor. It is evident that incidents of cybervictimisation, perpetration, and traditional bullying are also documented. A number of studies have been conducted that address the overlap between traditional bullying and cyberbullying, along with specific forms such as cyberbullying and cyberstalking. Figure 2. Types of aggression identified. Prepared by the authors based on Scopus and Web of Science. As illustrated in Figure 3 , the prevailing vulnerability factors in research on cyberbullying in students have been identified. The most frequently reported factors are mental health (35) and gender differences (32). These are followed by social media use (19) and personality traits (18). As indicated by the findings of the study, age (17), emotional regulation (16), and family functioning (14) have also been identified as significant factors. A number of other factors were identified, with levels of self-esteem, peer relationships, and digital literacy each receiving more than ten mentions. In contrast, teacher support and cyber engagement are reported less frequently. Figure 3. Vulnerability factors in student cyberbullying. Prepared by the authors based on Scopus and Web of Science. As demonstrated in Figure 4 , the frequency of digital platforms in studies on cyberbullying in students has been documented. Social media and other unspecified platforms are the most frequently cited, with 15 and 13 mentions respectively. Thirteen specific social media platforms are mentioned. It is evident that electronic mail services, messaging platforms and instant messaging systems are referenced between seven and eight times. Platforms such as mobile phones, online games, blogs, text messaging, and video sharing have a lower presence, with between 2 and 5 mentions each. Figure 4. Digital platforms implicated in cyberbullying. Prepared by the authors based on Scopus and Web of Science. Figure 5 presents the distribution of documented consequences of cyberbullying in students. The most frequently reported consequence is psychological maladjustment, which is mentioned 28 times. This is followed by depressive symptoms, which are mentioned 19 times, and suicidal ideation, which is mentioned 18 times. Anxiety disorders and emotional distress are also frequently present, with 16 and 15 mentions, respectively. It has been identified that behavioural changes, increased aggression, low self-esteem and academic decline are also present. To a lesser extent, social isolation, the victim-perpetrator cycle, stress symptoms, reduced academic performance, and substance use have been observed. Figure 5. Documented consequences of cyberbullying. Prepared by the authors based on Scopus and Web of Science. As illustrated in Figure 6 , the distribution of educational responses applied to cyberbullying in students is demonstrated. The highest number of mentions was recorded for policy recommendations and psychological counselling, with 11 mentions each. Subsequent to this, comprehensive prevention programmes, a positive school climate, and family-school collaboration were implemented. A range of approaches have been posited as relevant to the issue, including school interventions, peer support, awareness campaigns, emotional intelligence, coping skills, digital citizenship, and early intervention. Figure 6. Educational responses to cyberbullying. Prepared by the authors based on Scopus and Web of Science. The findings were then organised according to the research questions, which allowed the results to be structured into five axes: forms of aggression, vulnerability factors, digital platforms, consequences, and educational responses to cyberbullying in students. This organisation provided a comprehensive view of the phenomenon and highlighted the most recurring themes in the reviewed literature. The classification system was utilised to organise the thematic structure of the studies, thereby facilitating the identification of relationships between the components that were analysed. Discussion The objective of this discourse is to interpret the findings of the study on cyberbullying in students and situate them in relation to prior knowledge. Initially, the results are presented and compared with those of previous studies to identify both similarities and differences, and to determine any existing gaps. The subsequent presentation is of a conceptual framework that has been constructed from the findings. The theoretical, policy, and practical implications derived from the study are analysed. The paper goes on to acknowledge the main methodological limitations and propose future research lines to strengthen the academic and institutional approach to cyberbullying in educational settings. Analysis of results The results indicate that studies on types of cyberbullying primarily focus on the analysis of victimisation. This phenomenon aligns with the findings of preceding studies that have highlighted the deleterious impact of this experience on student mental health ( Thumronglaohapun et al., 2022 ). The concept of the cyberbully-victim figure reflects complex dynamics where roles intertwine, as reported by Lam et al. (2022) , linking victimization and perpetration with social anxiety. This classification serves to reinforce the notion that instances of cyberbullying in educational settings manifest in multiple forms, with varying consequences for each student depending on their individual experiences. The results of the study demonstrate that the most frequently discussed vulnerability factors are related to mental health, gender, and social media use. This is indicative of the diversity in roles and consequences. This thematic focus is consistent with research that has documented significant impacts of cyberbullying on self-esteem and emotional well-being ( Alsawalqa, 2021 ). Furthermore, it has been demonstrated that prolonged exposure to digital media combined with experiences of victimisation increases mental health risks, including suicidal ideation ( Mantey et al., 2023 ). The findings indicate that the vulnerabilities associated with cyberbullying vary according to individual, familial, and social conditions that increase the likelihood of being affected. In this context, social media has been identified as the most frequently mentioned digital environment in relation to student cyberbullying, consistent with studies that associate these platforms with risky behaviours among young people ( Pichel et al., 2022 ). However, the presence of channels such as instant messaging and email, as well as the frequent omission of specific platforms in the reports, reveals a wide range of digital environments involved. This diversity suggests that experiences of cyberbullying are mediated by the virtual ecosystem, influenced by elements such as peer pressure and limited moral regulation in students ( Lee et al., 2021a ). The consequences of these digital interactions are primarily reflected in psychological maladjustment, along with depressive symptoms and suicidal ideation. The emotional impact is further compounded by personal and family circumstances that exacerbate the psychological consequences ( Lee et al., 2021a ). In addition to the emotional effects, behavioural, academic and social repercussions emerge that reflect the cross-cutting nature of the harm associated with cyberbullying. In this context, recent studies have emphasised the value of school cohesion as a protective factor against the effects on mental health, by reducing levels of depression and suicidal ideation ( Lucas-Molina et al., 2022 ). In response to these effects, the reviewed studies propose various educational strategies to address cyberbullying. These include public policy recommendations, psychological counselling, and comprehensive prevention programmes. Furthermore, they advocate for the establishment of a conducive school environment and the fostering of a collaborative partnership between families and educational institutions. These actions are complemented by peer support, awareness campaigns, emotional intelligence training, strengthening of coping skills, digital citizenship education, and early intervention mechanisms. The strategies outlined herein seek to address the psychological and social factors that shape aggressive behaviour in digital environments. This approach is informed by research focusing on social norms and self-esteem in the context of cyberbullying ( Shaikh et al., 2021 ; Pomytkina et al., 2021 ). Comparison of results with other studies The results obtained were organised around forms of aggression, vulnerability factors, digital platforms, consequences, and educational responses, providing a comprehensive view of cyberbullying in students. This structure is consistent with the multidisciplinary perspective of Ahmed, Chaudhary, and Shahzad (2025) , who approached the phenomenon from the perspectives of criminology and law, highlighting the influence of anonymity, low empathy, and social tension on aggressive digital behaviour. It is acknowledged by both studies that aggressive behaviour online is a complex phenomenon, and that a comprehensive approach is required which considers both individual and social factors. With regard to educational responses, the present study emphasises the implementation of policies, psychological counselling, and comprehensive prevention programmes. These findings are consistent with those reported by Bussu et al. (2025) , who emphasised the role of family and social support as protective factors against cyberbullying in university communities. Nevertheless, while the present study addresses educational responses at multiple levels, Bussu et al. focus on higher education and victim support strategies, highlighting gaps in institutional responses and the need for better practices. These are aspects that are less explored in the present analysis. With regard to risk factors, Tabuk and Akbaş (2025) provide a specific perspective on the relationship between physical activity, aggression, and cyberbullying in young university students. The researchers identify a weak correlation between aggression and cyberbullying, and highlight the role of digital anonymity in reducing gender-based aggression patterns. These findings partially coincide with the present study, which also demonstrates the multifactorial nature of cyberbullying. However, the current analysis delves into demographic differences and psychological factors such as self-esteem and social norms, aspects also addressed by Shaikh et al. (2021) . Tintori, Ciancimino, and Cerbara’s (2025) study identifies the vulnerability of adolescents who act as both victims and aggressors simultaneously (victim-perpetrators), linking this condition with low self-esteem, anxiety, and reciprocal aggressive behaviours. This finding serves to broaden the scope of the study, highlighting a vulnerable group that requires differentiated attention and suggesting a line of future research in national and international educational contexts. Finally, Lu’s (2025) systematic review corroborates the patterns observed in this study, emphasising the intricate etiology of cyberbullying and its manifold psychological and academic ramifications. The review emphasises the necessity for multidimensional interventions that integrate individual, community, and policy levels, thus supporting the thematic structure applied in this analysis. However, the report also draws attention to the dearth of longitudinal studies and rigorous evaluations of preventive programmes, a paucity that is also evident in the national literature. Proposed conceptual framework As illustrated in Figure 7 , the conceptual model integrates the primary components of the study, including the categories of aggression, vulnerability factors, digital platforms, consequences, and educational responses. The diagram illustrates the interaction between individual and social variables with the forms of cyberbullying in various digital environments, generating psychological and academic effects on victims and aggressors. Furthermore, the text presents an array of educational interventions meticulously designed to mitigate the aforementioned impacts, emphasising the intricate relationship between prevention, support, and the technological context. This model synthesises the complexity of the phenomenon in a clear and structured manner. Figure 7. Conceptual model of student cyberbullying. Prepared by the authors. Implications The study’s results provide theoretical, policy, and practical implications that improve the understanding and approach to cyberbullying in digital environments. Theoretically, the multidimensional complexity of the phenomenon is confirmed, integrating individual, social, and technological variables. The precise classification of types of aggression and the identification of vulnerability factors, such as low self-esteem, social norms, and digital anonymity, expand explanatory models by demonstrating the interaction and mutual conditioning in the development of aggressive behaviour online. This systematic approach serves to strengthen interdisciplinary conceptual frameworks, encompassing psychological, sociological, and technological aspects. The incorporation of particular digital platforms serves to enhance the theoretical analysis, thereby demonstrating that the digital environment functions as a mediating factor in aggressive dynamics, rather than as a neutral setting. This finding necessitates the incorporation of the technological context into future models to address the phenomenon in a contextualised manner. From a policy perspective, the necessity to formulate clear, specific, and comprehensive educational policies that respond to students’ digital reality is emphasised. The heterogeneity of forms of aggression and their psychological, social, and academic consequences necessitate regulatory measures that proactively prevent and sanction cyberbullying, with particular emphasis on vulnerable groups. It is imperative that policies encompass preventative measures, such as the provision of training in socio-emotional skills, education in digital citizenship, and the promotion of positive school climates. The importance of regulatory frameworks that promote collaboration between families, schools, and authorities to ensure coordinated and effective interventions is emphasised. Public policies should establish standardised protocols for early detection, timely intervention, and psychological support, as well as create safe physical and virtual spaces. In the absence of adequate institutional support, educational responses are characterised by fragmentation and reduced effectiveness. This underscores the necessity for the allocation of resources and the provision of training for the effective implementation of educational responses. From a pragmatic standpoint, the findings direct institutions towards the implementation of targeted interventions that address particular forms of aggression, including insults, identity theft and social exclusion. This precision precludes generic responses that fail to consider the diversity of cyberbullying manifestations. The identification of vulnerability factors, including but not limited to low self-esteem, digital anonymity, and a paucity of social support, forms the basis for the design of programs that are intended to strengthen student resilience. The promotion of socio-emotional skills, digital empathy, and coping mechanisms is imperative in order to prevent victimisation and reduce aggression. In order to achieve this, educational practices should incorporate workshops, counselling, and awareness campaigns that involve students, teachers, and families, thereby engendering collective commitment. Furthermore, the identification of specific digital platforms enables the tailoring of interventions to the technological contexts in which aggression occurs. This involves the education of students in the responsible use of social media, messaging applications, and educational platforms, as well as the collaboration with technology developers to create safe environments and accessible reporting mechanisms. The integration of technology as an ally in the prevention and mitigation of problems represents a significant advance for institutional practice. The documented consequences on mental health and academic performance demonstrate the need to offer specialised psychological support and mentoring to victims and aggressors. Institutions must ensure that they have trained human resources capable of intervening effectively to promote school environments that foster recovery and comprehensive well-being. It is imperative that this practice is complemented by the implementation of policies that ensure the continuity and evaluation of interventions in order to guarantee sustainable results. The study provides a comprehensive framework that articulates theory, policy, and practice to address student cyberbullying. In principle, this approach facilitates a more comprehensive understanding by offering a multidimensional and contextual perspective. From a political standpoint, it underscores the necessity for clear, comprehensive, and coordinated regulatory frameworks that are designed to safeguard students and nurture secure digital environments. In educational practice, it guides specific, contextualised, and evidence-based interventions, with an emphasis on prevention, support, and collaboration between educational stakeholders and families. Limitations The study presents methodological and analytical limitations that must be considered when interpreting the results. While the sample is representative of certain student groups, it does not encompass the full diversity of socioeconomic, cultural, and geographic contexts, which restricts the generalisability of the findings to broader populations. The research is primarily based on self-reported data, which has the potential to introduce biases due to subjective perception, memory, and the willingness to disclose experiences of cyberbullying. The cross-sectional nature of the study prevents the establishment of causal relationships between variables, thus limiting the analysis to associations at a specific point in time. Despite the integration of individual, social, and technological factors, a comprehensive analysis of specific psychological variables or the impact of family contexts was not undertaken. The absence of longitudinal follow-up data poses a significant challenge in evaluating the effectiveness and sustainability of educational responses. Lines of future research Future lines of research should concentrate on expanding and deepening knowledge about cyberbullying in students, taking into account the findings and limitations of this study. It is recommended that research be conducted with diverse and representative samples that include different socioeconomic, cultural, and geographic contexts. This will facilitate the generalisation of results and understanding of the variations in the phenomenon, allowing for the design of contextualised strategies. It is imperative to implement longitudinal designs that analyse the evolution of cyberbullying over time and establish causal relationships between risk factors, types of aggression, digital platforms, and consequences. The efficacy and durability of educational responses, in addition to the evolution of aggressive or victimising behaviours across various educational stages, will be illuminated by these designs. A more thorough investigation is required into the specific psychological variables that influence the dynamics of cyberbullying, including self-esteem, resilience, self-control, and social norms. The integration of interdisciplinary approaches, combining psychology, sociology and technology, will foster a more complete understanding. In addition, it is pertinent to examine the impact of contextual factors, including family dynamics, school climate, and community influences, on the prevention and mitigation of the phenomenon. Another significant research trajectory that merits attention is the rigorous evaluation of the efficacy of educational interventions and public policies through the utilisation of experimental and mixed methods. This will facilitate the identification of good practices, the adaptation of interventions to specific needs, and the optimisation of resources. The progression of technology has necessitated the undertaking of research on novel digital platforms and emergent manifestations of cyberbullying. In order to develop effective strategies for addressing bullying, it is essential to examine the influence of characteristics associated with applications, social networks, video games and virtual environments on the manifestation and perception of bullying behaviours. Collaboration with technology developers to design accessible prevention and reporting mechanisms represents a promising area of research. Finally, it is recommended that the cultural and gender dimensions be explored in greater depth, in order to understand their influence on the experience of cyberbullying and the institutional response. The integration of qualitative methodologies will facilitate the capture of diverse voices and the enhancement of knowledge pertaining to the phenomenon, thereby providing a foundation for the formulation of sensitive and effective policies. It is recommended that future research on the subject of cyberbullying adopt a multidimensional, longitudinal, and interdisciplinary approach. In order to achieve this, varied contexts, psychological and social variables, and rigorous evaluations of interventions should be integrated. This guidance will contribute to the design of effective and tailored strategies to prevent and address cyberbullying in digital educational environments. Conclusions The analysis conducted demonstrates the complexity of cyberbullying in students as a multifaceted phenomenon that goes beyond aggressive manifestations in digital environments. In order to comprehend this issue, it is necessary to integrate individual, social, and technological factors, whilst paying particular attention to the interaction between the roles of victim and aggressor. This dynamic gives rise to a number of challenges in terms of the detection and appropriate approach to cases. The heterogeneity of digital platforms involved suggests that the technological context modulates the forms and perceptions of cyberbullying. Consequently, interventions must be adaptable and customised to suit the unique characteristics of each virtual environment. The presence of multiple vulnerability factors necessitates the reinforcement of support networks and the enhancement of individual capacities that foster resilience and emotional well-being. The documented consequences demonstrate a significant and enduring impact on mental health and academic performance, emphasising the necessity for comprehensive educational responses that encompass prevention, psychological support, and training for the educational community. A critical evaluation of current responses has exposed deficiencies in programme implementation and monitoring. This highlights the necessity for increased efforts to develop coherent, inclusive, and evidence-based policies. Ethical considerations Ethical approval and Consent were not required. Data availability No data were associated with this article. Reporting guidelines Zenodo: PRISMA checklist and flow diagram for ‘Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments’. Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments ( Valencia et al., 2025 ) The data and materials are publicly available under a Creative Commons Attribution 4.0 International . References Ahmed FA, Chaudhary F, Shahzad S: CYBERBULLYING AND ONLINE HARASSMENT: A CRIMINOLOGICAL AND LEGAL PERSPECTIVE.2025. Albikawi ZF: Anxiety, depression, self-esteem, internet addiction and predictors of cyberbullying and cybervictimization among female nursing university students: A cross sectional study. Int. J. Environ. Res. Public Health. 2023; 20 (5): 4293. PubMed Abstract | Publisher Full Text | Free Full Text Ali SI, Shahbuddin NB: The relationship between cyberbullying and mental health among university students. Sustainability. 2022; 14 (11): 6881. Publisher Full Text Alismaiel OA: Digital media used in education: the influence on cyberbullying behaviors among youth students. Int. J. Environ. Res. Public Health. 2023; 20 (2): 1370. PubMed Abstract | Publisher Full Text | Free Full Text Alrajeh SM, Hassan HM, Al-Ahmed AS, et al. : An investigation of the relationship between cyberbullying, cybervictimization and depression symptoms: A cross sectional study among university students in Qatar. PloS one. 2021; 16 (12): e0260263. PubMed Abstract | Publisher Full Text | Free Full Text Alsawalqa RO: Cyberbullying, social stigma, and self-esteem: the impact of COVID-19 on students from East and Southeast Asia at the University of Jordan. Heliyon. 2021; 7 (4): e06711. PubMed Abstract | Publisher Full Text | Free Full Text Aparisi D, Delgado B, Bo RM, et al. : Relationship between cyberbullying, motivation and learning strategies, academic performance, and the ability to adapt to university. Int. J. Environ. Res. Public Health. 2021; 18 (20): 10646. PubMed Abstract | Publisher Full Text | Free Full Text Asubiaro T, Onaolapo S, Mills D: Regional disparities in Web of Science and Scopus journal coverage. Scientometrics. 2024; 129 (3): 1469–1491. Publisher Full Text Ayhan N, Akman E, Narmamatova T: Digital transformation and cyberbullying in education: an evaluation on children in Kyrgyzstan. Int. J. Adolesc. Youth. 2025; 30 (1): 2498058. Publisher Full Text Azami MS, Taremian F: Risk factors associated with cyberbullying, cybervictimization, and cyberbullying-victimization in Iran’s high school students. Iran. J. Psychiatry. 2021; 16 (3): 343–352. PubMed Abstract | Publisher Full Text Bussu A, Pulina M, Ashton SA, et al. : Exploring the impact of cyberbullying and cyberstalking on victims’ behavioural changes in higher education during COVID-19: A case study. Int. J. Law Crime Justice. 2023; 75 : 100628. Publisher Full Text Bussu A, Pulina M, Ashton SA, et al. : Cyberbullying and cyberstalking in higher education: policies and practices for supporting students and university staff. Soc. Psychol. Educ. 2025; 28 (1): 1–28. Publisher Full Text Cara MJC, Moya EC: Ciberacoso en estudiantes universitarios antes y durante el confinamiento por la COVID-19. Educación XX1. 2022; 25 (1): 67–91. Publisher Full Text Choi E, Park N: Can online education programs solve the cyberbullying problem? Educating south korean elementary students in the covid-19 era. Sustainability. 2021; 13 (20): 11211. Publisher Full Text Choi YJ, Shin SY, Lee J: Change in factors affecting cyberbullying of Korean elementary school students during the COVID-19 pandemic. Int. J. Environ. Res. Public Health. 2022; 19 (17): 11046. PubMed Abstract | Publisher Full Text | Free Full Text Chu X, Yang S, Sun Z, et al. : The association between cyberbullying victimization and suicidal ideation among Chinese college students: the parallel mediating roles of core self-evaluation and depression. Front. Psych. 2022; 13 : 929679. PubMed Abstract | Publisher Full Text | Free Full Text Evangelio C, Rodríguez-González P, Fernández-Río J, et al. : Cyberbullying in elementary and middle school students: A systematic review. Comput. Educ. 2022; 176 : 104356. Publisher Full Text Ferreira PDC, Barros A, Pereira N, et al. : How presenteeism shaped teacher burnout in cyberbullying among students during the COVID-19 pandemic. Front. Psychol. 2021; 12 : 745252. PubMed Abstract | Publisher Full Text | Free Full Text Fossum S, Skokauskas N, Handegård BH, et al. : The significance of traditional bullying, cyberbullying, and mental health problems for middle school students feeling unsafe in the school environment. Scand. J. Educ. Res. 2023; 67 (2): 281–293. Publisher Full Text Gabrielli S, Rizzi S, Carbone S, et al. : School interventions for bullying–cyberbullying prevention in adolescents: Insights from the UPRIGHT and CREEP projects. Int. J. Environ. Res. Public Health. 2021; 18 (21): 11697. PubMed Abstract | Publisher Full Text | Free Full Text González-Jiménez AJ: Understanding Digital Gender Differences: A Quantitative Study On Online Violence Among Young Spanish University Students. 10th International Conference on Lifelong Education and Leadership for ALL (ICLEL 2024). Atlantis Press; 2025, April; pp. 195–220. Huang J, Zhong Z, Zhang H, et al. : Cyberbullying in social media and online games among Chinese college students and its associated factors. Int. J. Environ. Res. Public Health. 2021; 18 (9): 4819. PubMed Abstract | Publisher Full Text | Free Full Text John A, Lee SC, Puchades A, et al. : Self-harm, in-person bullying and cyberbullying in secondary school-aged children: a data linkage study in Wales. J. Adolesc. 2023; 95 (1): 97–114. PubMed Abstract | Publisher Full Text Kang KI, Kang K, Kim C: Risk factors influencing cyberbullying perpetration among middle school students in Korea: Analysis using the zero-inflated negative binomial regression model. Int. J. Environ. Res. Public Health. 2021; 18 (5): 2224. PubMed Abstract | Publisher Full Text | Free Full Text Kasturiratna KS, Hartanto A, Chen CH, et al. : Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization. Nat. Hum. Behav. 2025; 9 (1): 101–132. PubMed Abstract | Publisher Full Text Khanyile X, Ngema NM: Examining the Effects of Cyberbullying in South African Higher Education: Insights and Recommendations. OIDA International Journal of Sustainable Development. 2025; 18 (09): 111–118. Lam TN, Jensen DB, Hovey JD, et al. : College students and cyberbullying: how social media use affects social anxiety and social comparison. Heliyon. 2022; 8 (12): e12556. PubMed Abstract | Publisher Full Text | Free Full Text Lee J, Chun J, Kim J, et al. : A social-ecological approach to understanding the relationship between cyberbullying victimization and suicidal ideation in South Korean adolescents: The moderating effect of school connectedness. Int. J. Environ. Res. Public Health. 2021a; 18 (20): 10623. PubMed Abstract | Publisher Full Text | Free Full Text Lee MHL, Kaur M, Shaker V, et al. : Cyberbullying, social media addiction and associations with depression, anxiety, and stress among medical students in Malaysia. Int. J. Environ. Res. Public Health. 2023; 20 (4): 3136. PubMed Abstract | Publisher Full Text | Free Full Text Lee SS, Song H, Park JH: Exploring risk and protective factors for cyberbullying and their interplay: Evidence from a sample of South Korean college students. Int. J. Environ. Res. Public Health. 2021b; 18 (24): 13415. PubMed Abstract | Publisher Full Text | Free Full Text Li M, He Q, Zhao J, et al. : The effects of childhood maltreatment on cyberbullying in college students: The roles of cognitive processes. Acta Psychol. 2022; 226 : 103588. PubMed Abstract | Publisher Full Text Lu L: Understanding Cyberbullying: Causes, Consequences and Comprehensive Intervention Strategies. Trends in Sociology. 2025; 3 (1): 1–20. Publisher Full Text Lucas-Molina B, Pérez-Albéniz A, Solbes-Canales I, et al. : Acoso escolar, ciberbullying y salud mental: el rol de la cohesion entre estudiantes como factor protector escolar. Psychosoc. Interv. 2022; 31 (1): 33–41. PubMed Abstract | Publisher Full Text Luo Q, Wu N, Huang L: Cybervictimization and cyberbullying among college students: the chain mediating effects of stress and rumination. Front. Psychol. 2023; 14 : 1067165. PubMed Abstract | Publisher Full Text | Free Full Text Mahasneh R, Elsherbiny A, Ghbari T, et al. : Navigating Cyberbullying: A Cross-National Study of Forms and Responses among University Students in an Online Learning Environment. J. Soc. Stud. Educ. Res. 2024; 15 (3): 229–256. Mantey DS, Yockey RA, Springer AE: Digital screen time and suicidality during high school: How important is cyberbullying? A mediation analysis using the youth risk behavioral surveillance survey, 2011–2019. Prev. Med. 2023; 166 : 107330. PubMed Abstract | Publisher Full Text Mohseny M, Zamani Z, Basti SA, et al. : Exposure to cyberbullying, cybervictimization, and related factors among junior high school students. Iran J. Psychiatry Behav. Sci. 2021; 14 (4): e99357. Muthukrishnan P, Wan PM, Sidhu GK, et al. : Cluster profiles of high school students in cyber bullying, cyber victimization, aggression, and coping. Online J. Commun. Media Technol. 2024; 14 (4): e202461. Publisher Full Text Ngo AT, Tran AQ, Tran BX, et al. : Cyberbullying among school adolescents in an urban setting of a developing country: experience, coping strategies, and mediating effects of different support on psychological well-being. Front. Psychol. 2021; 12 : 661919. PubMed Abstract | Publisher Full Text | Free Full Text Oriol X, Varela J, Miranda R: Gratitude as a protective factor for cyberbullying victims: Conditional effects on school and life satisfaction. Int. J. Environ. Res. Public Health. 2021; 18 (5): 2666. PubMed Abstract | Publisher Full Text | Free Full Text Page MJ, McKenzie JE, Bossuyt PM, et al. : The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 2021; 372 . PubMed Abstract | Publisher Full Text | Free Full Text Peprah P, Oduro MS, Okwei R, et al. : Cyberbullying victimization and suicidal ideation among in-school adolescents in three countries: implications for prevention and intervention. BMC Psychiatry. 2023; 23 (1): 944. PubMed Abstract | Publisher Full Text | Free Full Text Pichel R, Feijóo S, Isorna M, et al. : Analysis of the relationship between school bullying, cyberbullying, and substance use. Child Youth Serv. Rev. 2022; 134 : 106369. Publisher Full Text Pomytkina L, Podkopaieva Y, Hordiienko K: Peculiarities of manifestation of student youth’roles and positions in the cyberbullying process. Int. J. Mod. Educ. Comput. Sci. 2021; 13 (6): 1–10. Publisher Full Text Shaikh FB, Rehman M, Amin A, et al. : Cyberbullying behaviour: a study of undergraduate university students. IEEE Access. 2021; 9 : 92715–92734. Publisher Full Text Sheikh MMR, Hossan MR, Menih H: Cyberbullying victimization and perpetration among university students in Bangladesh: Prevalence, impact and help-seeking practices. J. Sch. Violence. 2023; 22 (2): 198–214. Publisher Full Text Tabares ASG, Duque MCC: La asociación entre acoso y ciberacoso escolar y el efecto predictor de la desconexión moral: una revisión bibliométrica basada en la teoría de grafos. Educación XX1. 2022; 25 (1): 273–308. Publisher Full Text Tabuk ME, Akbaş M: Relationship between Physical Activity Habits, Aggressive Behaviour and Cyberbullying among Young Adult University Students. Eurasian Journal of Sport Sciences and Education. 2025; 7 (1): 96–116. Publisher Full Text Tashtoush MA, Wardat Y, AlAli R, et al. : The impact of cyberbullying on student motivation to learn: insights from Abu Dhabi Emirate schools. Humanit. Soc. Sci. Lett. 2023; 11 (4): 461–474. PubMed Abstract | Publisher Full Text | Free Full Text Thumronglaohapun S, Maneeton B, Maneeton N, et al. : Awareness, perception and perpetration of cyberbullying by high school students and undergraduates in Thailand. PloS one. 2022; 17 (4): e0267702. PubMed Abstract | Publisher Full Text | Free Full Text Tintori A, Ciancimino G, Cerbara L: Sociopsychological Analysis of a Highly Vulnerable Category of Adolescents: Victim-Perpetrators of Cyberbullying from a Wide National Survey of Italian Adolescents. Societies. 2025; 15 (2): 25. Publisher Full Text Tomczyk Ł, Guillén-Gámez FD, Mascia ML, et al. : How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective. Online J. Commun. Media Technol. 2024; 14 (3): e202431. Publisher Full Text Valencia J, García Ampudia L, Morales Córdova H, et al. : Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments. [Data set]. Zenodo. 2025. Publisher Full Text Vivolo-Kantor AM, Niolon PH, Estefan LF, et al. : Middle school effects of the Dating Matters ® comprehensive teen dating violence prevention model on physical violence, bullying, and cyberbullying: A cluster-randomized controlled trial. Prev. Sci. 2021; 22 : 151–161. PubMed Abstract | Publisher Full Text | Free Full Text Wright MF, Wachs S: Cyberbullying involvement and depression among elementary school, middle school, high school, and university students: the role of social support and gender. Int. J. Environ. Res. Public Health. 2023; 20 (4): 2835. PubMed Abstract | Publisher Full Text | Free Full Text Wu W, Chen Y, Shi X, et al. : The Mobile phone addiction and Depression among High School students: the Roles of Cyberbullying victimization, perpetration, and gender. Front. Psychol. 2022; 13 : 845355. PubMed Abstract | Publisher Full Text | Free Full Text Xu W, Zheng S: Childhood emotional abuse and cyberbullying perpetration among Chinese university students: The chain mediating effects of self-esteem and problematic social media use. Front. Psychol. 2022; 13 : 1036128. PubMed Abstract | Publisher Full Text | Free Full Text Yang C, Chen C, Lin X, et al. : School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate. Sch. Psychol. Forum. 2021; 36 (2): 75–85. Publisher Full Text Yuying SHEN, Yan LU: Cyberbullying Victimization among Adolescents: Machine Learning Analysis of Survey Data. RAIS J. Soc. Sci. 2025; 9 (1): 149–158. Zhong J, Zheng Y, Huang X, et al. : Study of the influencing factors of cyberbullying among Chinese college students incorporated with digital citizenship: from the perspective of individual students. Front. Psychol. 2021; 12 : 621418. PubMed Abstract | Publisher Full Text | Free Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 09 Sep 2025 ADD YOUR COMMENT Comment Author details Author details 1 Universidad Ricardo Palma, Instituto de Investigación de Estudios de la Mujer, Lima District, Lima Region, Peru 2 Facultad de Psicología, Universidad Nacional Mayor de San Marcos, Lima District, Lima Region, 15047, Peru 3 Coordinación de Investigación, Institucion Universitaria Marco Fidel Suarez, Medellín, Antioquia, 55413, Colombia 4 Vicerrectoría de Investigación y postgrado, Universidad de Los Lagos, Osorno, Los Lagos Region, 5290000, Chile Ada Gallegos Roles: Funding Acquisition, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Lupe García Ampudia Roles: Formal Analysis, Funding Acquisition, Investigation, Visualization, Writing – Review & Editing Hugo Morales Córdova Roles: Data Curation, Methodology, Supervision, Writing – Original Draft Preparation Wilmer Londoño-Celis Roles: Methodology, Project Administration, Resources, Writing – Original Draft Preparation Oscar Andres Velazco Mendoza Roles: Validation, Visualization, Writing – Review & Editing Jackeline Valencia Roles: Conceptualization, Data Curation, Formal Analysis, Methodology, Writing – Original Draft Preparation Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 09 Sep 2025, 14:880 https://doi.org/10.12688/f1000research.168253.1 Copyright © 2025 Gallegos A et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Gallegos A, García Ampudia L, Morales Córdova H et al. Cyberbullying in students: forms of aggression, risk factors, and educational responses in digital environments [version 1; peer review: awaiting peer review] . F1000Research 2025, 14 :880 ( https://doi.org/10.12688/f1000research.168253.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: AWAITING PEER REVIEW AWAITING PEER REVIEW ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 09 Sep 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status AWAITING PEER REVIEW Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Stay Updated Sign up for content alerts and receive a weekly or monthly email with all newly published articles Register with F1000Research Already registered? Sign in Not now, thanks close PLEASE NOTE If you are an AUTHOR of this article, please check that you signed in with the account associated with this article otherwise we cannot automatically identify your role as an author and your comment will be labelled as a “User Comment”. If you are a REVIEWER of this article, please check that you have signed in with the account associated with this article and then go to your account to submit your report, please do not post your review here. If you do not have access to your original account, please contact us . All commenters must hold a formal affiliation as per our Policies . The information that you give us will be displayed next to your comment. User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions . Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available. I accept the User Comment Terms and Conditions Please confirm that you accept the User Comment Terms and Conditions. Affiliation ✕ refresh Please enter your institution. Note: To add your institution or organisation, start typing the name and then select the correct name from the list. Where applicable, the name will appear in both the original language and in English. Do not paste in the name. If the name does not appear in the drop-down list, we will display the information you have entered. ✕ refresh Country/Region * USA UK Canada China France Germany Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Federated States of Micronesia Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and Mcdonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kosovo (Serbia and Montenegro) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Minor Outlying Islands of the United States Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Korea North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Reunion Romania Russian Federation Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Is South Korea South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand The Gambia The Netherlands Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu UK USA Uganda Ukraine United Arab Emirates United States Virgin Islands Uruguay Uzbekistan Vanuatu Venezuela Vietnam Wallis and Futuna West Bank and Gaza Strip Western Sahara Yemen Zambia Zimbabwe Please select your country/region. You must enter a comment. Competing Interests Please disclose any competing interests that might be construed to influence your judgment of the article's or peer review report's validity or importance. Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Please state your competing interests The comment has been saved. An error has occurred. Please try again. Cancel Post var lTitle = "Cyberbullying in students: forms of aggression,...".replace("'", ''); var linkedInUrl = "http://www.linkedin.com/shareArticle?url=https://f1000research.com/articles/14-880/v1" + "&title=" + encodeURIComponent(lTitle) + "&summary=" + encodeURIComponent('Read the article by '); var deliciousUrl = "https://del.icio.us/post?url=https://f1000research.com/articles/14-880/v1&title=" + encodeURIComponent(lTitle); var redditUrl = "http://reddit.com/submit?url=https://f1000research.com/articles/14-880/v1" + "&title=" + encodeURIComponent(lTitle); linkedInUrl += encodeURIComponent('Gallegos A et al.'); var offsetTop = /chrome/i.test( navigator.userAgent ) ? 4 : -10; var addthis_config = { ui_offset_top: offsetTop, services_compact : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_expanded : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_custom : [ { name: "LinkedIn", url: linkedInUrl, icon:"/img/icon/at_linkedin.svg" }, { name: "Mendeley", url: "http://www.mendeley.com/import/?url=https://f1000research.com/articles/14-880/v1/mendeley", icon:"/img/icon/at_mendeley.svg" }, { name: "Reddit", url: redditUrl, icon:"/img/icon/at_reddit.svg" }, ] }; var addthis_share = { url: "https://f1000research.com/articles/14-880", templates : { twitter : "Cyberbullying in students: forms of aggression, risk factors,.... Gallegos A et al., published by " + "@F1000Research" + ", https://f1000research.com/articles/14-880/v1" } }; if (typeof(addthis) != "undefined"){ addthis.addEventListener('addthis.ready', checkCount); addthis.addEventListener('addthis.menu.share', checkCount); } $(".f1r-shares-twitter").attr("href", "https://twitter.com/intent/tweet?text=" + addthis_share.templates.twitter); $(".f1r-shares-facebook").attr("href", "https://www.facebook.com/sharer/sharer.php?u=" + addthis_share.url); $(".f1r-shares-linkedin").attr("href", addthis_config.services_custom[0].url); $(".f1r-shares-reddit").attr("href", addthis_config.services_custom[2].url); $(".f1r-shares-mendelay").attr("href", addthis_config.services_custom[1].url); function checkCount(){ setTimeout(function(){ $(".addthis_button_expanded").each(function(){ var count = $(this).text(); if (count !== "" && count != "0") $(this).removeClass("is-hidden"); else $(this).addClass("is-hidden"); }); }, 1000); } close How to cite this report {{reportCitation}} Cancel Copy Citation Details $(function(){R.ui.buttonDropdowns('.dropdown-for-downloads');}); $(function(){R.ui.toolbarDropdowns('.toolbar-dropdown-for-downloads');}); $.get("/articles/acj/168253/185423") new F1000.Clipboard(); new F1000.ThesaurusTermsDisplay("articles", "article", "185423"); $(document).ready(function() { $( "#frame1" ).on('load', function() { var mydiv = $(this).contents().find("div"); var h = mydiv.height(); console.log(h) }); var tooltipLivingFigure = jQuery(".interactive-living-figure-label .icon-more-info"), titleLivingFigure = tooltipLivingFigure.attr("title"); tooltipLivingFigure.simpletip({ fixed: true, position: ["-115", "30"], baseClass: 'small-tooltip', content:titleLivingFigure + " " }); tooltipLivingFigure.removeAttr("title"); $("body").on("click", ".cite-living-figure", function(e) { e.preventDefault(); var ref = $(this).attr("data-ref"); $(this).closest(".living-figure-list-container").find("#" + ref).fadeIn(200); }); $("body").on("click", ".close-cite-living-figure", function(e) { e.preventDefault(); $(this).closest(".popup-window-wrapper").fadeOut(200); }); $(document).on("mouseup", function(e) { var metricsContainer = $(".article-metrics-popover-wrapper"); if (!metricsContainer.is(e.target) && metricsContainer.has(e.target).length === 0) { $(".article-metrics-close-button").click(); } }); var articleId = $('#articleId').val(); if($("#main-article-count-box").attachArticleMetrics) { $("#main-article-count-box").attachArticleMetrics(articleId, { articleMetricsView: true }); } }); var figshareWidget = $(".new_figshare_widget"); if (figshareWidget.length > 0) { window.figshare.load("f1000", function(Widget) { // Select a tag/tags defined in your page. In this tag we will place the widget. _.map(figshareWidget, function(el){ var widget = new Widget({ articleId: $(el).attr("figshare_articleId") //height:300 // this is the height of the viewer part. [Default: 550] }); widget.initialize(); // initialize the widget widget.mount(el); // mount it in a tag that's on your page // this will save the widget on the global scope for later use from // your JS scripts. This line is optional. //window.widget = widget; }); }); } close Error Close Add Reset F1000.MICROSERVICES.AFFILIATION = ''; $(document).ready(function () { $('.js-affiliations-form').each((index, form) => { new AffiliationForm({ formId: form.id, institutionErrorSelector: '.comment-enter-institution', departmentErrorSelector: '.comment-enter-department', placeSelector: '.js-add-comment-place', stateSelector: '.js-add-comment-state', zipCodeSelector: '.js-add-comment-zipcode', countrySelector: '.js-add-comment-country', countryErrorSelector: '.comment-enter-country', }); }); }); $(document).ready(function () { var reportIds = { "413454": 0, "413455": 0, "413452": 0, "413453": 0, "413450": 0, "413451": 0, "413448": 0, "413449": 0, "413456": 0, "413457": 0, "455470": 0, "419502": 0, "455471": 0, "419503": 0, "455469": 0, "455478": 0, "419510": 0, "428470": 0, "419511": 0, "428471": 0, "455476": 0, "419508": 0, "428468": 0, "455477": 0, "419509": 0, "428469": 0, "455474": 0, "419506": 0, "428466": 0, "455475": 0, "419507": 0, "428467": 0, "455472": 0, "419504": 0, "428464": 0, "455473": 0, "419505": 0, "428465": 0, "428472": 0, "428473": 0, "416078": 0, "416079": 0, "416076": 0, "416077": 0, "416074": 0, "416075": 0, "416073": 0, "422359": 0, "416082": 0, "416080": 0, "416081": 0, "422366": 0, "422367": 0, "422364": 0, "422365": 0, "422362": 0, "422363": 0, "422360": 0, "422361": 0, "422368": 0, }; $(".referee-response-container,.js-referee-report").each(function(index, el) { var reportId = $(el).attr("data-reportid"), reportCount = reportIds[reportId] || 0; $(el).find(".comments-count-container,.js-referee-report-views").html(reportCount); }); var uuidInput = $("#article_uuid"), oldUUId = uuidInput.val(), newUUId = "eb9a6e11-232a-48a6-a8aa-7a304699e48c"; uuidInput.val(newUUId); $("a[href*='article_uuid=']").each(function(index, el) { var newHref = $(el).attr("href").replace(oldUUId, newUUId); $(el).attr("href", newHref); }); }); An innovative open access publishing platform offering rapid publication and open peer review, whilst supporting data deposition and sharing. Browse Gateways Collections How it Works Contact For Developers Cookie Notice Privacy Notice RSS Submit Your Research Follow us © 2012-2026 F1000 Research Ltd. ISSN 2046-1402 | Legal | Partner of Research4Life • CrossRef • ORCID • FAIRSharing R.templateTests.simpleTemplate = R.template(' $text $text $text $text $text '); R.templateTests.runTests(); var F1000platform = new F1000.Platform({ name: "f1000research", displayName: "F1000Research", hostName: "f1000research.com", id: "1", editorialEmail: "[email protected]", infoEmail: "[email protected]", usePmcStats: true }); $(function(){R.ui.dropdowns('.dropdown-for-authors, .dropdown-for-about, .dropdown-for-myresearch');}); // $(function(){R.ui.dropdowns('.dropdown-for-referees');}); $(document).ready(function () { if ($(".cookie-warning").is(":visible")) { $(".sticky").css("margin-bottom", "35px"); $(".devices").addClass("devices-and-cookie-warning"); } $(".cookie-warning .close-button").click(function (e) { $(".devices").removeClass("devices-and-cookie-warning"); $(".sticky").css("margin-bottom", "0"); }); $("#tweeter-feed .tweet-message").each(function (i, message) { var self = $(message); self.html(linkify(self.html())); }); $(".partner").on("mouseenter mouseleave", function() { $(this).find(".gray-scale, .colour").toggleClass("is-hidden"); }); }); Sign In Remember me Forgotten your password? Sign In Cancel Email or password not correct. Please try again Please wait... $(function(){ // Note: All the setup needs to run against a name attribute and *not* the id due the clonish // nature of facebox... $("a[id=googleSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("GOOGLE"); $("form[id=oAuthForm]").submit(); }); $("a[id=facebookSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("FACEBOOK"); $("form[id=oAuthForm]").submit(); }); $("a[id=orcidSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("ORCID"); $("form[id=oAuthForm]").submit(); }); }); If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password. The email address should be the one you originally registered with F1000. Email address not valid, please try again You registered with F1000 via Google, so we cannot reset your password. To sign in, please click here . If you still need help with your Google account password, please click here . You registered with F1000 via Facebook, so we cannot reset your password. To sign in, please click here . If you still need help with your Facebook account password, please click here . Code not correct, please try again Reset password Cancel Email us for further assistance. Server error, please try again. If your email address is registered with us, we will email you instructions to reset your password. If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance. Please wait... Register $(document).ready(function () { signIn.createSignInAsRow($("#sign-in-form-gfb-popup")); $(".target-field").each(function () { var uris = $(this).val().split("/"); if (uris.pop() === "login") { $(this).val(uris.toString().replace(",","/")); } }); });