The use of coping strategies and metacognitive skills in situations of bullying and cyberbullying

Abstract

The bullying and cyberbullying are phenomena that are getting in recent times a lot of attention due to its high presence in schools and the dire consequences for who are involved. Among the variables that help to reduce the problem and its impact are being studied in current research coping strategies. The use of which is associated with personal and contextual variables. In this study, we have tried to analyze the influence of metacognitive processes, central to self-regulation of behavior, in the use of coping strategies that adolescents use to cope with the problems of bullying and cyberbullying.  This has been evaluated in 346 subjects aged 12-18 years who are studying Secondary Education (49% ?, age M=14.05, SD=1.37) by a selective survey method, applying the questionnaires: ECIPQ, EBIPQ, Brief-Cope and a Metacognitive Skills Inventory. The results indicate that when subjects performed actions that indicate the use of appropriate metacognitive skills or quality, the use of coping strategies increases, especially planning.  The use of metacognitive processes also varied according to the frequency of participation in bullying episodes. Possible explanations are discussed.