THE ASSOCIATION BETWEEN BULLYING AND CYBERBULLYING AT SCHOOL AND THE PREDICTOR EFFECT OF MORAL DISENGAGEMENT: A BIBLIOMETRIC REVIEW BASED ON GRAPH THEORY

The aim of the study was to analyze the scientific production and empirical evidence on the relationship between bullying and cyberbullying and the predictive effect of moral disengagement in children and adolescents. The bibliographic search was carried out in Scopus and Web of Science. Bibliometrix, Sci2 Tool and Gephi were used for the analysis. It was found that, between 2000 and 2020, scientific production increased between 29% and 53%. The cluster analysis showed three research perspectives. The first was focused on the analysis of the differences and similarities between bullying and cyberbullying. It was discussed whether bullying and cyberbullying are one and the same phenomenon. It was found that the intentions, motivations, the tendency to repeat the behavior, the profiles and power roles of the bullies are different in bullying and cyberbullying. The second was focused on the analysis of the effects of moral disengagement on bullying. It was found that the activation of moral disengagement by victims is a risk factor for modeling bullying behaviors in the future. Group social dynamics, friendship relationships and empathy were factors that mediate and moderate the association between moral disengagement and bullying. The last perspective was oriented to the analysis of the effects of moral disengagement on cyberbullying. Moral disengagement was found to be a predictor of cyberbullying, victimization and bullying. Empathic tendency, moral identity, anger traits, school climate and agreeableness are factors that mediate and moderate the effects of moral disengagement on cyberbullying. It is concluded that bullying and cyberbullying are the result of the influence of socio-moral, emotional and relational