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Abstract

The study of cyberbullying has focused on the educational stages prior to university, especially in Compulsory Secondary Education. The aim of this work is to provide data on the prevalence and the most frequent forms of cyberbullying in the university context. The sample is made up of 776 students from 4 Bachelor's degrees (Early Childhood Education, Primary Education, Social Education, and Psychology), enrolled in grades 1 to 4 (131 men and 654 women). The ECIP-Q questionnaire by Del Rey et al. (2015) was administered, adapted to an online format, which identifies the roles of victim, aggressor/offender, victimized aggressor and not involved. A quantitative methodology was used. Results: 4% of the participants identify themselves as victims; 7.9% as aggressor and 1.4% as aggressor victimized. Roles are distributed in the four courses and the percentage of victims and offenders is significantly higher in the last year. The most frequent forms of victimization are being insulted through the mobile phone or the Internet and being excluded or ignored from a social network, followed by threats, spreading rumors, or posting personal information. To conclude, cyberbullying is present in university and it is necessary for university guidance services to implement intervention programs to prevent and reduce cyberbullying and promote good practices in social networks, since cyberbullying does not seem to remit with the greater maturity of young people.