Introduction: School bullying has sparked considerable research interest, leading to the development of specific measures aimed at assessing both traditional bullying and cyberbullying (CB). Objective: To identify evidence of validity for the European Bullying Intervention Project Questionnaire (EBIPQ) and the European Cyberbullying Intervention Project Questionnaire (ECIPQ) in a sample of Ecuadorian adolescents. Method: A cross-sectional descriptive and psychometric study analyzing the construct validity, internal consistency, and convergent validity of both instruments. Sample: 341 adolescent students (56% female, 44% male), aged 14 to 19 years (M = 15.72; SD = 0.85), from different cities in Ecuador. Results: Oblique fit models with two dimensions per instrument provide the best factor representation. They also demonstrate adequate internal consistency across their dimensions and a high correlation between the two questionnaires. Conclusion: The EBIPQ and ECIPQ prove to be valid, reliable, and relevant instruments for measuring bullying and cyberbullying among adolescents in Ecuador.

---

Keywords:
Bullying, adolescent, aggression, cyberbullying, reliability, validity

06_RSP_32(1)_24094_Propiedades_web

Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://doi.org/10.6018/analesps.29.3.178511

Attawell, K. (2021). Más allá de los números: poner fin a la violencia y el acoso en el ámbito escolar. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000378398

Bahamón, M. J., Javela, J. J., Vinaccia, S., Matar-Khalil, S., Cabezas-Corcione, A., & Cuesta, E. E. (2023). Risk and protective factors in Ecuadorian adolescent survivors of suicide. Children, 10(3), 549. https://doi.org/10.3390/children10030549

Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis, C., & Thompson, J. (2012a). European Bullying Intervention Project Questionnaire (EBIPQ). (Unpublished manuscript). University of Bologna.

Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P., Tsormpatzoudis, H., & Tsorbatzoudis, H. (2012b). European Cyberbullying Intervention Project Questionnaire (ECIPQ). PsycTESTS Dataset. https://doi.org/10.1037/t66195-000

Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). The Guilford Press.

Byrne, B. M. (2008). Testing for multigroup equivalence of a measuring instrument: A walk through the process. Psicothema, 20(4), 872-882. https://www.psicothema.com/pdf/3569.pdf

Campo-Arias, A., & Oviedo, H. C. (2008). Propiedades psicométricas de una escala: la consistencia interna. Revista de Salud Pública, 10(5), 831-839. Universidad Nacional de Colombia. https://doi.org/10.1590/s0124-00642008000500015

Carhuas Flores, G. L., Cáceres Zevallos, V. M., & Salvatierra Melgar, Á. (2023). Causas, efectos y prevención del bullying escolar en niños y adolescentes. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(29), 1319-1334. https://doi.org/10.33996/revistahorizontes.v7i29.594

Castaño Pulgarín, S. A., Castilla Tang, J. F., Tilano Vega, L. M., & Herrera López, H. M. (2023). Diseño y validación de una escala de ciberodio (ECO) en población universitaria colombiana. Electronic Journal of Research in Education Psychology, 21(60), 397-420. https://doi.org/10.25115/ejrep.v21i60.6686

Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., Thompson, F., Barkoukis, V., Tsorbatzoudis, H., Brighi, A., Guarini, A., Pyżalski, J., & Plichta, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147. https://doi.org/10.1016/j.chb.2015.03.065

Domínguez-Lara, S. (2018). Propuesta de puntos de corte para cargas factoriales: una perspectiva de fiabilidad de constructo. Enfermería Clínica, 28(6), 401-402. https://doi.org/10.1016/j.enfcli.2018.06.002

Ferrando, P. J., & Anguiano-Carrasco, C. (2010). El análisis factorial como técnica de investigación en psicología. Papeles del Psicólogo, 31(1), 18-33. https://www.papelesdelpsicologo.es/pdf/1793.pdf

Fondo de las Naciones Unidas para la Infancia (Unicef). (2018). La mitad de los adolescentes del mundo sufre violencia en la escuela. https://www.unicef.org/es/comunicados-prensa/la-mitad-de-los-adolescentes-del-mundo-sufre-violencia-en-la-escuela

Fondo de las Naciones Unidas para la Infancia (Unicef-Ecuador). (2017). Violencia entre pares en el sistema educativo: una mirada en profundidad al acoso escolar en el Ecuador. https://www.unicef.org/ecuador/comunicados-prensa/violencia-entre-pares-en-el-sistema-educativo-una-mirada-en-profundidad-al-acoso

Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing Research, 25(2), 186-192. https://doi.org/10.1177/002224378802500207

Gohal, G., Alqassim, A., Eltyeb, E., Rayyani, A., Hakami, B., Al Faqih, A., Hakami, A., Qadri, A., & Mahfouz, M. (2023). Prevalence and related risks of cyberbullying and its effects on adolescent. BMC Psychiatry, 23(39). https://doi.org/10.1186/s12888-023-04542-0

Herrera-López, M., Romera, E., & Ortega-Ruiz, R. (2017). Bullying y cyberbullying en Colombia; coocurrencia en adolescentes escolarizados. Revista Latinoamericana de Psicología, 49(3), 163-172. https://doi.org/10.1016/j.rlp.2016.08.001

Hox, J. J. (2021). Confirmatory factor analysis. In J. C. Barnes and D. R. Forde (Eds.)., The encyclopedia of research methods in criminology and criminal justice (pp. 830-832). Wiley. https://doi.org/10.1002/9781119111931.ch158

Ishak, M. S., Sarkowi, A., Ahmi, A., Abdulrauf-Salau, A., & Memon, S. (2023). Global research trends in school bullying: A bibliometric analysis. Journal of Educational and Social Research, 13(1), 91-105. https://doi.org/10.36941/jesr-2023-0009

Johansson, S., & Englund, G. (2021). Cyberbullying and its relationship with physical, verbal, and relational bullying: A structural equation modelling approach. Educational Psychology, 41(3), 320-337. https://doi.org/10.1080/01443410.2020.1769033

Jonason, P. K., Czerwiński, S. K., Tobaldo, F., Ramos-Díaz, J., Adamovic, M., Adams, B. G., Ardi, R., Bălțătescu, S., Cha, Y. S., Chobthamkit, P., El-Astal, S., Gundolf, K., Jukić, T., Knezović, E., Liik, K., Maltby, J., Mamuti, A., Milfont, T. L., Moreta-Herrera, R., Park, J., & Sedikides, C. (2022). Milieu effects on the Dark Triad traits and their sex differences in 49 countries. Personality and Individual Differences, 197, 111796. https://doi.org/10.1016/j.paid.2022.111796

Larzabal-Fernández, A., Pilco, K., Moreta-Herrera, R., & Rodas, J. A. (2024). Psychometric properties of the Kessler Psychological Distress Scale in a sample of adolescents from Ecuador. Child Psychiatry & Human Development, 55(5), 1413-1422. https://doi.org/10.1007/s10578-023-01501-4

Lukács, Á., Takács, J., Soósné Kiss, Z., Kapitány-Fövény, M., Falus, A., & Feith, H. J. (2023). The effects of a cyberbullying intervention programme among primary school students. Child and Youth Care Forum, 52, 893-911. https://doi.org/10.1007/s10566-022-09714-9

Macaulay, P. J. R., Betts, L. R., Stiller, J., & Kellezi, B. (2022). Bystander responses to cyberbullying: The role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response. Computers in Human Behavior, 131, 107238. https://doi.org/10.1016/j.chb.2022.107238

Malamut, S. T., van den Berg, Y. H. M., Lansu, T. A. M., & Cillessen, A. H. N. (2020). Dyadic nominations of bullying: Comparing types of bullies and their victims. Aggressive Behavior, 46(3), 232-243. https://doi.org/10.1002/ab.21884

Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57(3), 519-530. https://doi.org/10.1093/biomet/57.3.519

Marlow, C., Gönültaş, S., & Mulvey, K. L. (2023). Adolescents’ expectations for types of victim retaliation following direct bullying. Journal of Youth and Adolescence, 52, 533-546. https://doi.org/10.1007/s10964-022-01710-5

Meter, D. J., & Bauman, S. (2016). Moral disengagement about cyberbullying and parental monitoring: Effects on traditional bullying and victimization via cyberbullying involvement. Journal of Early Adolescence, 38(3), 303-326. https://doi.org/10.1177/0272431616670752

Moreno-Montero, E., Moreta-Herrera, R., Jiménez-Borja, M., Jiménez-Mosquera, C. J., & Vaca-Quintana, D. (2023). The measure equivalence across gender of the Cognitive Fusion Questionnaire (CFQ) for Ecuadorian college students. Mediterranean Journal of Clinical Psychology, 11(2). https://doi.org/10.13129/2282-1619/mjcp-3712

Moreta-Herrera, R., Oriol-Granado, X., González-Carrasco, M., & Vaca-Quintana, D. (2023). Examining the relationship between subjective well-being and psychological well-being among 12-year-old-children from 30 countries. Child Indicators Research, 16(5), 1851-1870. https://doi.org/10.1007/s12187-023-10042-0

Moreta-Herrera, R., Rodas, J. A., Paredes-Proaño, A., Salinas, A., Gavilanes-Gómez, D., & Paulett-Fernández, L. (2025). Exploring the role of emotion regulation in cyberbullying perpetration: Insights from SEM analysis. Journal of Aggression, Conflict and Peace Research, 17(2), 90-102. https://doi.org/10.1108/JACPR-11-2024-0960

Moreta-Herrera, R., Vaca-Quintana, D., Rodríguez-Lorenzana, A., Salinas-Palma, A., Moya-Solís, A., López-Barrionuevo, C., & Jaimes, F. (2024). Psychometric properties of the 16-item Difficulties in Emotional Regulation Scale (DERS-16) in Ecuadorian teenagers. Revista de Psicología Clínica con Niños y Adolescentes, 11(3), 48-56. https://doi.org/10.21134/rpcna.2024.11.3.7

Moya-Solís, A., & Moreta-Herrera, R. (2022). Víctimas de cyberbullying y su influencia en las dificultades de regulación emocional en adolescentes del Ecuador. Psychology, Society & Education, 14(1), 67-75. https://doi.org/10.21071/psye.v14i1.14066

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco). (2023). Definir el acoso en la escuela y sus implicaciones para la educación, los docentes y los educandos. https://www.unesco.org/es/articles/definir-el-acoso-en-la-escuela-y-sus-implicaciones-para-la-educacion-los-docentes-y-los-educandos

Ortega-Ruiz, R., Del Rey, R., & Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología Educativa, 22(1), 71-79. https://doi.org/10.1016/j.pse.2016.01.004

Pino-Falconí, M., & Moreta-Herrera, R. (2024). Relación de la victimización de bullying y cyberbullying en las dificultades de regulación en adolescentes del Ecuador. Revista de Psicología, 14(1), 181-199. https://doi.org/10.36901/vyrg2q06

R Core Team. (2023). R: A language and environment for statistical computing. In R Foundation for Statistical Computing (4.2.2). https://www.r-project.org/

Rodríguez-Hidalgo, A. J., Alcívar, A., & Herrera-López, M. (2019). Traditional bullying and discriminatory bullying around special educational needs: Psychometric properties of two instruments to measure it. International Journal of Environmental Research and Public Health, 16(1), 142. https://doi.org/10.3390/ijerph16010142

Rosander, M., & Nielsen, M. B. (2023). Perceived ability to defend oneself against negative treatment at work: Gender differences and different types of bullying behaviours. Applied Psychology, 72(4), 1430-1448. https://doi.org/10.1111/apps.12443

Stubbs-Richardson, M., & May, D. C. (2021). Social contagion in bullying: An examination of strains and types of bullying victimization in peer networks. American Journal of Criminal Justice, 46, 748-769. https://doi.org/10.1007/s12103-020-09572-y

Xue, J., Hu, R., Chai, L., Han, Z., & Sun, I. Y. (2022). Examining the prevalence and risk factors of school bullying perpetration among Chinese children and adolescents. Frontiers in Psychology, 13, 720149. https://doi.org/10.3389/fpsyg.2022.720149

Zeladita-Huaman, J. A., Zegarra-Chapoñán, R., Cuba-Sancho, J. M., Castillo-Parra, H., Chero-Pacheco, V. H., & Morán-Paredes, G. I. (2022). Validación de una escala de acoso escolar en adolescentes peruanos y diferencias según género. International Journal of Psychological Research, 15(2), 105–113. https://doi.org/10.21500/20112084.5522

Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. In Frontiers in Public Health, 9. https://doi.org/10.3389/fpubh.2021.634909

Zumba-Tello, D., & Moreta-Herrera, R. (2022). Afectividad, Regulación Emocional, Estrés y Salud Mental en adolescentes del Ecuador en tiempos de pandemia. Revista de Psicología de la Salud, 10(1). https://doi.org/10.21134/pssa.v10i1.801