Here is the research we’ve found on cyberbullying in Portugal, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.



Authors: Souza, S.B., Costa Ferreira, P., and Margarida Veiga Simao, A.

Year: 2022

Title: The dynamic of cyberbullying in university students: moderating effects of gender and culture

Journal: Multidisciplinary Journal of Educational Research


Abstract: The present study aims to analyze the influence of gender and cultural issues on the role overlapping of cyberbullying. For this purpose, 1340 university students (34.1% men; 65.9% women) from Brazil (44.2%) and Portugal (55.8%) participated in the study. Moderation analyses reveal a significant gender interaction in the relationship between cybervictims and cyberaggressors, as well as between cyberbystander and cyberaggressors. In addition, cybervictims and cyberbystander from Brazil presented a greater tendency to be cyberaggressors than university students from Portugal. Finally, we found that men from both countries who are cybervictims showed a greater tendency than women to be cyberaggressors. The results are discussed, and the implications of the study are presented. We conclude by highlighting the importance of knowing the cultural and gender aspects in the dynamics established in cyberbullying and especially in the overlapping of roles, since such information can be valuable in intervention programs. In addition, the need to work on cyberbullying in higher education is emphasized.



Authors: Fernandes, L.M., Diniz, R.D., Almeida, T.C., Neves, A.C., and Brito, J.

Year: 2022

Title: Portuguese Cyber Victims’ Self-Esteem and Gender in Young Adulthood

Journal: Journal of Aggression, Maltreatment & Trauma


Abstract: A growing body of evidence acknowledges that cyberbullying is a public mental health issue that extends to college settings. Current literature highlights the need to conduct further research on gender differences in mental health indicators proposed by cyberbullying theoretical models in young adulthood. This study examines the specific link between victimization, gender, and self-esteem through the General Aggression Model for cyber victimization. We surveyed 796 Portuguese college students (381 females, 415 males; age range: 18–25) with the Cyberbullying Questionnaire–Victimization and the Rosenberg Self-esteem Scale. Over half of our sample reported victimization experiences at a given point in their lives. Male and female young adults do not differ in their involvement as victims of cyberbullying. College cyber victims reported less self-esteem than non-involved students. Only self-esteem emerged as a significant predictor of cyber victimization. Current findings deepen our knowledge of the negative impact cyberbullying has on the mental health of college students and offer empirical support to the development of prevention and intervention strategies focusing on the psychological maladjustment of young adults regardless of their gender.



Authors: Souza, S. B., Veiga Simão, A. M., Ferreira, A. I., Costa Ferreira, P.

Year: 2018

Title: University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice

Journal: Studies in Higher Education


Abstract: This study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psychosocial Campus Climate Inventory. Moderation analyses revealed that the relationship between being a victim and being an aggressor of cyberbullying was influenced by variables of the psychosocial campus climate and cultural aspects. Student victims from Brazil showed a significant tendency to become aggressors, independently of their level of newcomer adjustment and feelings of well-being, whereas the victims from Portugal tended to break the cycle between being a victim and being an aggressor. Implications for future research, preventive practices and university policies are discussed.



Authors: Cross, D., Li, Q., Smith, P. K., & Monks, H.

Year: 2012

Title: Understanding and preventing cyberbullying: where have we been and where should we be going?

Journal: Q. Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspectives


Abstract: This book contributes to an understanding of cyberbullying, its nature, harmful effects, and correlates of this behavior as it affects young people. Many previous publications on cyberbullying have focused on studies in North America. However, in this book we have presented findings from eleven countries: Australia, Austria, Canada, England, Finland, Italy, Japan, Portugal, Spain, South Korea, and the United States. By providing a range of cultural perspectives, this collection of research aims to contribute new knowledge about the cross-cultural issues relevant to cyberbullying, and the generality or specificity of findings. Beyond that, we hope to develop more effective strategies to prevent and reduce harm from cyberbullying. This chapter discusses some issues arising from the research presented in the twelve empirical studies in this book, and considers the implications of this and other relevant research for the design, development, and evaluation of cyberbullying interventions.



Author(s): Kyriacou, C., & Zuin, A.

Year: 2016

Title: Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age

Journal: Research Papers in Education


Abstract: There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher–student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper addresses key issues that have emerged by examining such recordings which have been posted on YouTube. This paper focuses on one illustrative example from each of three national settings, which feature teachers in Brazil, Portugal and England. The analysis of these three recordings indicates that we need to develop a new conceptual framework in order to understand the cyberbullying of teachers by students. There appears to have been a radical shift in the way students can challenge teacher authority through the use of digital media. Combatting this phenomenon needs to be seen in the context of developing an anti-cyberbullying policy for the whole school. We conclude that teachers, head teachers, students, parents and welfare professionals need to work together to consider how best to deal with the cyberbullying of teachers by students, within the context of developing a positive school community ethos, the adoption of an anti-cyberbullying policy for the whole school, and addressing cyberbullying through the personal and social education curriculum.