Moreno Ruiz, DavidMontero-Montero, DavidRomero-Abrio, AnaMusitu Ochoa, Gonzalo2025-01-242025-01-242024-11-18Moreno-Ruiz, D., Montero Montero, D., Romero-Abrio, A., & Musitu-Ochoa, G. (2024). Roles involved in school violence: links with the problematic use of social networking sites, self-esteem, and loneliness in adolescents. Revista Española De Investigación Criminológica, 22(1), e900. https://doi.org/10.46381/reic.v22i1.90010.46381/reic.v22i1.900https://hdl.handle.net/10433/22672Bullying and cyberbullying among peers and in adolescent couples: from emotional regulation to suicidal ideation”, Ref. PID2019-109442RB-I00, funded by the Spanish Ministry of Science, Innovation and Universities of Spain.The objective was to analyse the relationships between multidimensional self-esteem (academic, social, emotional, family, and physical), loneliness, the problematic use of social networking sites (PUSNS) and the different roles involved in school violence - non-involved, aggressors, victims and victim-aggressors-, depending on sex. Participants included 1,930 adolescents (50.2% girls) aged 12 to 18 years, schooled in the province of Seville (Spain). A MANOVA (4x2) was performed. Significant relationships were observed between the different school violence roles, loneliness, multidimensional self-esteem, and PUSNS. Specifically, depending on the dependent variables analysed, victims-aggressors presented a more negative profile than the rest of the roles observed, and the non-involved showed the best adjustment. It is also remarkable that the groups with the lowest scores in PUSNS are the two groups of non-involved individuals, both boys and girls, and the group of male victims. To finish, we describe the practical implications of the study.application/pdfenAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/School-violenceVictim-aggressorSelf-esteemLonelinessSocial networkingjournal articleopen access