<?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>1132-0559</journal-id>
<journal-title><![CDATA[Psychosocial Intervention]]></journal-title>
<abbrev-journal-title><![CDATA[Psychosocial Intervention]]></abbrev-journal-title>
<issn>1132-0559</issn>
<publisher>
<publisher-name><![CDATA[Colegio Oficial de la Psicología de Madrid]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1132-05592021000200003</article-id>
<article-id pub-id-type="doi">10.5093/pi2020a21</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Moral disengagement strategies in online and offline bullying]]></article-title>
<article-title xml:lang="es"><![CDATA[Las estrategias de desconexión moral en el acoso escolar virtual y cara a cara]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romera]]></surname>
<given-names><![CDATA[Eva M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega-Ruiz]]></surname>
<given-names><![CDATA[Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Runions]]></surname>
<given-names><![CDATA[Kevin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falla]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Córdoba ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="A02">
<institution><![CDATA[,University of Western Australia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>85</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1132-05592021000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1132-05592021000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1132-05592021000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Bullying and cyberbullying perpetration can involve cognitive processes of moral disengagement; however, there is no clear evidence about which strategies have the greatest influence on this type of behaviour. The aim of this paper was to examine which dimensions of moral disengagement were associated to bullying (off/online) and to explore the effect of gender and age. A total 1,274 students (48.6% girls, aged 11 to 17 years old) from the south of Spain were surveyed (M = 13.63, SD = 1.31). Multivariate multiple regression analyses showed that age and all moral disengagement mechanisms were associated with both offline and online bullying. Univariate regressions revealed that cognitive restructuring was the most strongly associated with both. The interaction between age and cognitive restructuring was only related to offline bullying. Simple slope analyses showed different effects for younger and older classmates at high levels of cognitive restructuring. Specific moral disengagement strategies have special significance for adolescent bullying and cyberbullying perpetration, with cognitive restructuring in particular promoting bullying perpetration in younger students. The results are discussed in relation to practical implications to prevent bullying and cyberbullying.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La agresión en forma de acoso escolar y ciberacoso implica la activación de procesos cognitivos de desconexión moral, aunque no existe una clara evidencia sobre las estrategias que influyen en mayor medida en este tipo de comportamiento. El objetivo fue examinar qué dimensiones de la desconexión moral se asociaban al acoso escolar (cara a cara/virtual) y explorar los efectos que tienen que ver con el sexo y la edad. Participaron un total de 1,274 estudiantes (48.6% chicas, de edades entre los 11 y 17 años) del sur de España (M = 13.63, DT = 1.31). Los análisis de regresión múltiple mostraron que la edad y todos los mecanismos de desconexión moral se asociaron con acoso escolar virtual y cara a cara; las regresiones univariadas indican que la restructuración cognitiva ha sido la estrategia más asociada. La interacción entre la edad y la restructuración cognitiva solo se ha relacionado con el acoso cara a cara. Los análisis de pendiente simple mostraron diferentes efectos en los más jóvenes y los más mayores cuando el nivel de restructuración cognitiva era alto. Las estrategias específicas de desconexión moral tienen una gran importancia en los comportamientos de agresión en forma de acoso y ciberacoso en los adolescentes, siendo la restructuración cognitiva la que particularmente potencia la agresión en forma de acoso en los alumnos más jóvenes. Se discuten los resultados en relación a sus implicaciones prácticas para prevenir el acoso y el ciberacoso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Palabras clave]]></kwd>
<kwd lng="en"><![CDATA[Cyberbullying]]></kwd>
<kwd lng="en"><![CDATA[Moral disengagement]]></kwd>
<kwd lng="en"><![CDATA[Gender]]></kwd>
<kwd lng="en"><![CDATA[Age]]></kwd>
<kwd lng="es"><![CDATA[Acoso escolar]]></kwd>
<kwd lng="es"><![CDATA[Ciberacoso escolar]]></kwd>
<kwd lng="es"><![CDATA[Desconexión moral]]></kwd>
<kwd lng="es"><![CDATA[Sexo]]></kwd>
<kwd lng="es"><![CDATA[Edad]]></kwd>
</kwd-group>
</article-meta>
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