Gender differences in teenager bullying dynamics and predictors of peer-to-peer intimidation

Thanks to several previous efforts, school peer-to-peer bullying is nowadays considered a major issue for educational dynamics, research, and policy. Specifically in the field of assessment tools have been gaining ground recent years. Among them, School Bullying Questionnaire (CIE-A) stands out. This teenager-targeted scale assessing dynamics from three-factor approach (i.e., victimization, symptomatology, intimidation). However, date, no study using similar has followed gender perspective, this shortcoming may hinder effectiveness policies actions face bullying. The core aim was examine effect on teenagers' bullying-related factors intimidation outcomes. cross-sectional analyzed data provided by gender-weighted sample 770 Spanish teenagers with mean age M = 14.25 (SD 1.53) They responded questionnaire that included CIE-A together other variables theoretically related such as risk perception, sensation seeking, life satisfaction, family conflict. Apart typical inter-group comparisons, were through multi-group structural equation modeling (MGSEM) approach. Regarding experiences, male shown greater involvement both victimization (passive bullying) (active harassment) behaviors. On hand, females self-reported symptomatology passive scenarios, despite being less frequently involved them. Further, MGSEM showed good fit values (RMSEA <.08; all incremental coefficients >0.90) theoretical plausibility, also depicting set mechanisms differentially explaining active behaviors across genders. For instance, while perception significant predictor only among females, seeking plays predictive role teenagers, but not their female counterparts. results suggest teenagers’ engagement be substantially different when approached finding key divergences predict behavioral outcomes research highlight need take into account differences, well extracurricular issues influence potential interventions.