Supplementary file 1_Bullying and cyberbullying is associated with low levels of cognitive and metacognitive learning strategies in young people.docx

This study analyzed the relationship between bullying and cyberbullying, both as victims and aggressors, and the use of cognitive and metacognitive learning strategies in adolescents aged 10 to 16. A total of 1,330 Spanish students participated (48.95% boys), with an average age of 13.22 years. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to assess five key learning strategies: rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation. The European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) were applied to evaluate levels of bullying and cyberbullying. The association between variables was analyzed through analysis of covariance (ANCOVA) and binary logistic regression analysis. The findings revealed a statistically significant negative association between bullying (traditional and cyberbullying) and the use of learning strategies for both victims and aggressors. Girls were more affected, particularly in cases of cyberbullying, where they showed lower scores in rehearsal, elaboration, and metacognitive self-regulation. In contrast, boys who were bullying aggressors scored higher in critical thinking. The risk of less frequent use of learning strategies among victims increased by 1.3 times for bullying and 2 times for cyberbullying. Similarly, this risk for aggressors rose by 1.4 times for boys and 1.8 times for girls in cases of bullying, and by 2.5 times for both genders in cases of cyberbullying. The study suggests implementing specific and cooperative actions involving students, teachers, and families to strengthen the proper use of learning strategies among victims and aggressors, especially in girls involved in cyberbullying episodes.

本研究针对10至16岁青少年的欺凌（含传统欺凌与网络欺凌）的受害与施害角色，及其认知与元认知学习策略的使用情况之间的关联展开分析。共计1330名西班牙学生参与本研究（男生占比48.95%），平均年龄为13.22岁。研究采用学习动机策略问卷（Motivated Strategies for Learning Questionnaire, MSLQ）评估五大核心学习策略：复述策略、精细化加工策略、组织策略、批判性思维策略及元认知自我调节策略；同时使用欧洲欺凌干预项目问卷（European Bullying Intervention Project Questionnaire, EBIP-Q）与欧洲网络欺凌干预项目问卷（European Cyberbullying Intervention Project Questionnaire, ECIP-Q）对欺凌与网络欺凌的发生水平进行测评。本研究通过协方差分析（ANCOVA）与二元逻辑回归分析探究变量间的关联。结果显示，无论是欺凌（传统欺凌与网络欺凌）的受害者还是施害者，其欺凌经历与学习策略使用均呈现统计学意义上的显著负相关。女生受影响程度更高，尤其在网络欺凌情境中，她们在复述策略、精细化加工策略及元认知自我调节策略上的得分更低。与之相对，作为欺凌施害者的男生在批判性思维策略上得分更高。研究还发现，受害者学习策略使用频率偏低的风险在传统欺凌情境中提升1.3倍，在网络欺凌情境中提升2倍；同样，施害者的该风险在传统欺凌情境中男生提升1.4倍、女生提升1.8倍，而在网络欺凌情境中男女两性均提升2.5倍。本研究建议推出面向学生、教师与家庭的针对性协同行动，以强化欺凌受害者与施害者（尤其涉及网络欺凌的女生群体）对学习策略的合理使用。