<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282018000300008</article-id>
<article-id pub-id-type="doi">10.6018/analesps.34.3.283871</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Sex and grade differences in cyberbullying of Spanish students of 5th and 6th grade of Primary Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Diferencias de sexo y curso en cyberbullying en estudiantes españoles de 5º y 6º de Educación Primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escortell]]></surname>
<given-names><![CDATA[Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,University of Alicante  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>472</fpage>
<lpage>481</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282018000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282018000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282018000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Cyberbullying is a recent phenomenon that has a great impact on the development and well-being of children. The objective of the present study is to analyze the differences in cyberbullying (victims, bullies, and bystanders) according to the sex and grade of the participants. The sample consisted of 548 students from 5th and 6th grade of primary education. The results indicate that girls are significantly more victimized than boys, and score higher on five victimizing behaviors, seven bullying behaviors, and four behaviors of observation of cyberbullying. The students of the two courses present similar scores in being a victim, a bully, and a bystander of cyberbullying. However, 6th-graders are more victimized through manipulated videos and death threats and perform more behaviors related to blackmailing to not reveal secrets through the Internet, whereas 5th-graders stand out due to more blackmail or threats through calls or messages. In relation to the bystanders, 5th-graders claim they observe more anonymous calls and sexual harassment. The evidence found is discussed, establishing possible directions for future studies, as well as the practical implications for the development of effective intervention programs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El acoso a través de las tecnologías informáticas o cyberbullying es un fenómeno de aparición reciente, pero de gran impacto en el bienestar de los menores. El objetivo del presente estudio es analizar las diferencias de cyberbullying (víctimas, acosadores y observadores) atendiendo al sexo y curso. La muestra estuvo compuesta por 548 estudiantes de 5º y 6º de educación primaria con un rango de edad de 10 a 13 años. Los resultados indican que las chicas son significativamente más victimizadas que los chicos, y puntúan más alto en cinco conductas de victimización, siete de acoso y cuatro de observación de ciberacoso. Los alumnos de los dos cursos presentan similares puntuaciones para ser víctima, acosador y observador de cyberbullying. No obstante, los alumnos de 6º curso son más victimizados a través de videos trucados y amenazas de muerte y realizan más conductas relacionadas con chantajes para no desvelar secretos, mientras que los de 5º curso realizan más chantajes o amenazas a través de llamadas o mensajes. Con relación a los observadores, son los estudiantes de 5º curso los que afirman en mayor medida observar llamadas anónimas y de acoso sexual. Las evidencias halladas se discuten señalando las implicaciones prácticas para la elaboración de programas de intervención.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cyberbullying]]></kwd>
<kwd lng="en"><![CDATA[sex]]></kwd>
<kwd lng="en"><![CDATA[grade]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="es"><![CDATA[ciberacoso]]></kwd>
<kwd lng="es"><![CDATA[sexo]]></kwd>
<kwd lng="es"><![CDATA[curso]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
</kwd-group>
</article-meta>
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