Acoso y ciberacoso, ¿qué es igual y qué es distinto? Un análisis de clases latentes
Agencias de apoyo
- Project PDC2021-121741-I00, funded by MCIN/AEI/1.13039/501100011033 by the EU: “NextGenerationEU/PRTR”
Resumen
El acoso escolar y el ciberacoso se presentan como comportamientos de riesgo durante la adolescencia. Aunque se ha reconocido una importante relación entre ambos fenómenos, aspectos referidos a su prevalencia, la semejanza y diferencia entre uno y otro, la transferencia de roles, así como los aspectos emocionales, sociales y morales asociados aún están sin resolver. El objetivo fue explorar los perfiles de implicación en acoso y ciberacoso a través de un análisis de clases latentes y examinar su asociación con desconexión moral, ajuste social y normativo y rumiación de la ira. Se presenta un estudio longitudinal en dos tiempos con 3,006 escolares de secundaria (Medad = 13.53; 51.9% chicas). Se utilizaron autoinformes ampliamente validados en la población de referencia. Los resultados mostraron cuatro clases latentes: no implicados, víctimas-cibervíctimas, agresores victimizados y totalmente implicados. Análisis de regresión logística identificaron un bajo ajuste social en los totalmente implicados, bajo ajuste normativo y alta desconexión moral en perfiles mixtos, y alta rumiación de la ira en todos los perfiles de implicación, principalmente en agresores victimizados. Se discuten estos resultados en términos de su valor para comprender los matices que distinguen el acoso y ciberacoso, de la existencia de roles puros y mixtos y de las variables emocionales, sociales y morales asociadas.
Descargas
Citas
Antoniadou, N., Kokkinos, C. M., & Fanti, K. A. (2019). Traditional and cyber bullying/victimization among adolescents: Examining their psychosocial profile through latent profile analysis. International Journal of Bullying Prevention, 1, 85–98. https://doi.org/1.1007/s42380-019-00010-0
Baldry, A. C., Farrington, D. P., & Sorrentino, A. (2017). School bullying and cyberbullying among boys and girls: Roles and overlap. Journal of Aggression, Maltreatment & Trauma, 26(9), 937-951. https://doi.org/1.1080/10926771.2017.1330793
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of Personality and Social Psychology, 71(2), 364. https://doi.org/1.1037/0022-3514.71.2.364
Bandura, A. (2004). Selective exercise of moral agency. In T. A. Thorkildsen & H. J. Walberg (Eds.), Nurturing Morality (pp. 37– 57). Kluwer Academic.
Betts, L. R., Spenser, K. A., & Gardner, S. E. (2017). Adolescents’ involvement in cyber bullying and perceptions of school: The importance of perceived peer acceptance for female adolescents. Sex Roles, 77, 471-481. https://doi.org/1.1007/s11199-017-0742-2
Bjärehed, M., Thornberg, R., Wänström, L., & Gini, G. (2020). Mechanisms of moral disengagement and their associations with indirect bullying, direct bullying, and pro-aggressive bystander behavior. The Journal of Early Adolescence, 40(1), 28-55. https://doi.org/1.1177/0272431618824745
Bradshaw, C. P., Waasdorp, T. E., & Johnson, S. L. (2015). Overlapping verbal, relational, physical, and electronic forms of bullying in adolescence: Influence of school context. Journal of Clinical Child & Adolescent Psychology, 44(3), 494-508. https://doi.org/1.1080/15374416.2014.893516
Camacho, A., Ortega‐Ruiz, R., & Romera, E. M. (2021). Longitudinal associations between cybervictimization, anger rumination, and cyberaggression. Aggressive Behavior, 47(3), 332-342. https://doi.org/1.1002/ab.21958
Cañas, E., Estévez, E., Marzo, J. C., & Piqueras, J. A. (2019). Psychological adjustment in cybervictims and cyberbullies in secondary education. Anales de Psicología, 35(3), 434-443. https://dx.doi.org/1.018/analesps.35.3.323151
Chen, Q., Chan, K. L., Guo, S., Chen, M., Lo, C. K., & Ip, P. (2022). Effectiveness of digital health interventions in reducing bullying and cyberbullying: A meta-analysis. Trauma, Violence, & Abuse, 0(0). https://doi.org/1.1177/15248380221082090
Cho, S., & Lee, J. R. (2020). Joint growth trajectories of bullying perpetration and victimization among Korean adolescents: Estimating a second-order growth mixture model–factor-of-curves with low self-control and opportunity correlates. Crime & Delinquency, 66(9), 1296-1337. https://doi.org/1.1177/0011128719890271
Chu, X. W., Fan, C. Y., Liu, Q. Q., & Zhou, Z. K. (2018). Stability and change of bullying roles in the traditional and virtual contexts: A three-wave longitudinal study in Chinese early adolescents. Journal of Youth and Adolescence, 47(11), 2384-240. https://doi.org/1.1007/s10964-018-0908-4
Collins, L. M., & Lanza, S. T. (2009). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences (Vol. 718). John Wiley & Sons.
Coyle, S., Cipra, A., & Rueger, S. Y. (2021). Bullying types and roles in early adolescence: Latent classes of perpetrators and victims. Journal of School Psychology, 89, 51-71. https://doi.org/1.1016/j.jsp.2021.09.003
Cross, D., Lester, L., & Barnes, A. (2015). A longitudinal study of the social and emotional predictors and consequences of cyber and traditional bullying victimisation. International Journal of Public Health, 60(2), 207-217. http://doi.org/1.1007/s00038-015-0655-1
Del Rey, R., Elipe, P., & Ortega-Ruiz, R. (2012). Bullying and cyberbullying: Overlapping and predictive value of the co-occurrence. Psicothema, 24 (4), 608-613.
Dennehy, R., Meaney, S., Walsh, K. A., Sinnott, C., Cronin, M., & Arensman, E. (2020). Young people's conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research. Aggression and Violent Behavior, 51, 101379. https://doi.org/1.1016/j.avb.202.101379
Ding, Y., Li, D., Li, X., Xiao, J., Zhang, H., & Wang, Y. (2020). Profiles of adolescent traditional and cyber bullying and victimization: The role of demographic, individual, family, school, and peer factors. Computers in Human Behavior, 111, 106439. https://doi.org/1.1016/j.chb.202.106439
Espino, E., Guarini, A., Menabò, L., & Del Rey, R. (2022). Why are some victims also bullies? The role of peer relationship management and anger regulation in traditional bullying. Youth & Society, 0(0). https://doi.org/1.1177/0044118X221077712
Estévez, E., Cañas, E., Estévez, J. F., & Povedano, A. (2020). Continuity and overlap of roles in victims and aggressors of bullying and cyberbullying in adolescence: A systematic review. International Journal of Environmental Research and Public Health, 17(20), 7452. https://doi.org/1.3390/ijerph17207452
Falla, D., Ortega-Ruiz, R., Runions, K., & Romera, E. M. (2022). Why do victims become perpetrators of peer bullying? Moral disengagement in the cycle of violence. Youth & Society, 54(3), 397-418. https://doi.org/1.1177/0044118X20973702
Fernández-Antelo, I., & Cuadrado-Gordillo, I. (2019). Moral disengagement as an explanatory factor of the polyvictimization of bullying and cyberbullying. International Journal of Environmental Research and Public Health, 16(13), 2414. https://doi.org/1.3390/ijerph16132414
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior. Aggressive Behavior, 40(1), 56-68. https://doi.org/1.1002/ab.21502
Gini, G., Marino, C., Xie, J. Y., Pfetsch, J., & Pozzoli, T. (2019). Associations of traditional and peer cyber-victimization with adolescents’ Internet use: A latent profile analysis. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 13(4). https://doi.org/1.5817/CP2019-4-1
Gini, G., Thornberg, R., Bussey, K., Angelini, F., & Pozzoli, T. (2022). Longitudinal links of individual and collective morality with adolescents’ peer aggression. Journal of Youth and Adolescence, 51, 524–539. https://doi.org/1.1007/s10964-021-01518-9
Gómez-Ortiz, O., Romera, E. M., & Ortega-Ruiz, R. (2017). Multidimensionality of social competence: Measurement of the construct and its relationship with bullying roles. Revista de Psicodidáctica, 22(1), 37-44. https://doi.org/1.1387/RevPsicodidact.15702
Hayes, N. L., Marsee, M. A., & Russell, D. W. (2021). Latent profile analysis of traditional and cyber-aggression and victimization: Associations with dark triad traits and psychopathology symptoms. Journal of Psychopathology and Behavioral Assessment, 43(2), 399-412. https://doi.org/1.1007/s10862-020-09835-2
Hu, R., Xue, J., & Han, Z. (2021). School bullying victimization and perpetration among Chinese adolescents: A latent class approach. Children and Youth Services Review, 120, 105709. https://doi.org/1.1016/j.childyouth.202.105709
Izadpanah, S., Schumacher, M., & Barnow, S. (2017). Anger rumination mediates the relationship between reinforcement sensitivity and psychopathology: Results of a 5-year longitudinal study. Personality and Individual Differences, 110, 49-54. https://doi.org/1.1016/j.paid.2017.01.023
Jiménez, T. I., & Estévez, E. (2017). School aggression in adolescence: Examining the role of individual, family and school variables. International Journal of Clinical and Health Psychology, 17(3), 251-26. https://doi.org/1.1016/j.ijchp.2017.07.002
Jones, A. E., Espelage, D. L., Valido, A., Ingram, K., & Merrin, G. J. (2019). Examining classes of bully perpetration among Latinx high school students and associations with substance use and mental health. International Journal of Bullying Prevention, 1(3), 170-179. https://doi.org/1.1007/s42380-019-00028-4
Killer, B., Bussey, K., Hawes, D. J., & Hunt, C. (2019). A meta‐analysis of the relationship between moral disengagement and bullying roles in youth. Aggressive Behavior, 45(4), 450-462. https://doi.org/1.1002/ab.21833
Kim, B. K., Park, J., Jung, H. J., & Han, Y. (2020). Latent profiles of offline/cyber bullying experiences among Korean students and its relationship with peer conformity. Children and Youth Services Review, 118, 105349. https://doi.org/1.1016/j.childyouth.202.105349
Kochel, K. P., Ladd, G. W., Bagwell, C. L., & Yabko, B. A. (2015). Bully/victim profiles’ differential risk for worsening peer acceptance: The role of friendship. Journal of Applied Developmental Psychology, 41, 38-45. https://doi.org/1.1016/j.appdev.2015.05.002
Kubiszewski, V., Fontaine, R., Potard, C., & Auzoult, L. (2015). Does cyberbulliyng overlap with school bullying when taking modality of involvement into account? Computers in Human Behavior, 43, 49-57. https://doi.org/1.1016/j.chb.2014.1.049
Lanza, S. T., & Rhoades, B. L. (2013). Latent class analysis: An alternative perspective on subgroup analysis in prevention and treatment. Prevention Science, 14(2), 157-168. https://doi.org/1.1007/s11121-011-0201-1
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 104946. https://doi.org/1.1016/j.childyouth.202.104946
Linzer, D. A., & Lewis, J. B. (2011). poLCA: An R package for polytomous variable latent class analysis. Journal of Statistical Software, 42(10), 1-29. https://doi.org/1.18637/jss.v042.i10
Longobardi, C., Iotti, N. O., Jungert, T., & Settanni, M. (2018). Student-teacher relationships and bullying: The role of student social status. Journal of Adolescence, 63, 1-1. https://doi.org/1.1016/j.adolescence.2017.12.001
Malamut, S. T., & Salmivalli, C. (2021). Rumination as a mediator of the prospective association between victimization and bullying. Research on Child and Adolescent Psychopathology, 49(3), 339-35. https://doi.org/1.1007/s10802-020-00755-z
Menéndez-Santurio, J. I., Fernández-Río, J., Cecchini, J. A., & González-Víllora, S. (2021). Bullying, basic psychological needs, responsibility and life satisfaction: Connections and profiles in adolescents. Anales de Psicología, 37(1), 133-141. https://doi.org/1.018/analesps.414191
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: The state of knowledge and effective interventions. Psychology, Health & Medicine, 22 (sup1), 240-253. https://doi.org/1.1080/13548506.2017.1279740
Moya-Solís, A., & Moreta-Herrera, R. (2022). Víctimas de ciberacoso y su influencia en las dificultades de regulación emocional en adolescentes del Ecuador [Victims of cyberbullying and its influence on emotional regulation difficulties in adolescents in Ecuador]. Psychology, Society & Education, 14(1), 67-75. https://doi.org/1.21071/psye.v14i1.14066
Moses, M., & Williford, A. (2017). Individual indicators of self-reported victimization among elementary school-age students: A latent class analysis. Children and Youth Services Review, 83, 33-4. https://psycnet.apa.org/doi/1.1016/j.childyouth.2017.1.006
Navas-Martínez, M. J., & Cano-Lozano, M. (2022). Profile of the victimized aggressors in child-to-parent violence: Differences according to the type of victimization. International Journal of Clinical and Health Psychology, 22(2), 81-9. https://doi.org/10.1016/j.ijchp.2022.100302
Nylund-Gibson, K., Grimm, R., Quirk, M., & Furlong, M. (2014). A latent transition mixture model using the three-step specification. Structural Equation Modeling: A Multidisciplinary Journal, 21(3), 439-454. https://doi.org/1.1080/10705511.2014.915375
Nylund-Gibson, K., & Choi, A. Y. (2018). Ten frequently asked questions about latent class analysis. Translational Issues in Psychological Science, 4(4), 44. https://doi.org/1.1037/tps0000176
O’Connor, K. E., Farrell, A. D., Kliewer, W., & Lepore, S. J. (2019). Social and emotional adjustment across aggressor/victim subgroups: Are aggressive-victims distinct? Journal of Youth and Adolescence, 48(11), 2222-224. https://doi.org/1.1007/s10964-019-01104-0
Olweus, D. (2007). Acoso escolar: Hechos y medidas de intervenciones. [Bullying: Facts and measures of interventions]Ponencia presentada en el Encuentro Europeo por la Convivencia. Madrid. Retrieved from https://www.educa2.madrid.org/binary/20/DAN_OLWEUS.pdf
Ong, M.-S., Lakoma, M., Gees Bhosrekar, S., Hickok, J., McLean, L., Murphy, M., Poland, R.E., Purtell, N., & Ross-Degnan, D. (2021). Risk factors for suicide attempt in children, adolescents, and young adults hospitalized for mental health disorders. Child and Adolescent Mental Health, 26(2), 134-142. https://doi.org/1.1111/camh.12400
Ortega-Ruiz, R., Del Rey, R., & Casas, J. A. (2016). Evaluar el acoso y el ciberacoso validación española del EBIP-Q y del ECIP-Q [Assessing bullying and cyberbullying: spanish validation of EBIPQ and ECIPQ]. Psicología Educativa, 22(1), 71-79. https://doi.org/1.1016/j.pse.2016.01.004
Ortega-Ruiz, R. (2020). La dimensión moral en las redes: ciberacoso y la educación ética para la ciudadanía [The moral dimension in networks: Cyberbullying and ethical education for citizens]. Cuadernos de Pedagogía, 510, 70-75.
Parris, L., Lannin, D. G., Hynes, K., & Yazedjian, A. (2022). Exploring social media rumination: Associations with bullying, cyberbullying, and distress. Journal of Interpersonal Violence, 37(5-6). https://doi.org/1.1177/0886260520946826
Pichel, R., Feijóo, S., Isorna, M., Varela, J., & Rial, A. (2022). Analysis of the relationship between school bullying, cyberbullying, and substance use. Children and Youth Services Review, 134, 106369. https://doi.org/1.1016/j.childyouth.2022.106369
Raskauskas, J., & Stoltz, A. D. (2007). Involvement in traditional and electronic bullying among adolescents. Developmental Psychology, 43(3), 564. https://doi.org/1.1037/0012-1649.43.3.564
Romera, E. M., Casas, J. A., Gómez-Ortiz, O., & Ortega-Ruiz, R. (2019). Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior, 45, 75-82. https://doi.org/1.1016/j.avb.2018.07.005
Romera, E. M., Ortega-Ruiz, R., Runions, K., & Camacho, A. (2021). Bullying perpetration, moral disengagement and need for popularity: Examining reciprocal associations in adolescence. Journal of Youth and Adolescence, 50, 2021–2035. https://doi.org/1.1007/s10964-021-01482-4
Romera, E. M., Carmona-Rojas, M., Ortega-Ruiz, R., & Camacho, A. (2022a). Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study. Revista de Psicodidáctica, 2(27), 132-14. https://doi.org/1.1016/j.psicoe.2022.03.001
Romera, E. M., Herrera-López, M., Ortega-Ruiz, R., & Camacho, A. (2022b). The moral disengagement scale-24: Factorial structure and cross-cultural comparison in Spanish and Colombian adolescents. Psychology of Violence. https://doi.org/1.1037/vio0000428
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-12. https://doi.org/1.1016/j.avb.2009.08.007
Schultze-Krumbholz, A., Göbel, K., Scheithauer, H., Brighi, A., Guarini, A., Tsorbatzoudis, H., Barkoukis. V., Pyżalski, J., Plichta, P., Del Rey, R., Casas, J. A.,Thompson, F., & Smith, P. (2015). A comparison of classification approaches for cyberbullying and traditional bullying using data from six european countries. Journal of School Violence, 14(1), 47-65. https://doi.org/1.1080/1538822.2014.961067
Skrzypiec, G., Alinsug, E., Nasiruddin, U. A., Andreou, E., Brighi, A., Didaskalou, E., Guarini, A., Kang, S-W, Kaur, K., Kwon, S., Ortega-Ruiz, R., Romera, E. M., Roussi-Vergou, C, Sandhu, D., Sikorska, I., Wyra, M., & Yang, C. C. (2018). Self-reported harm of adolescent peer aggression in three world regions. Child Abuse & Neglect, 85, 101-117. https://doi.org/1.1016/j.chiabu.2018.07.030
Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys. Aggression and Violent Behavior, 45, 33-4. https://doi.org/1.1016/j.avb.2018.04.006
Suárez-García, Z., Álvarez-García, D., Rodríguez, C., & De Lleida, U. (2020). Predictores de ser víctima de acoso escolar en Educación Primaria: Una revisión sistemática [Predictors of being a victim of bullying in Primary Education: A systematic review]. Revista de Psicología y Educación, 15(1), 1-15. https://doi.org/1.23923/rpye202.01.182
Sukhodolsky, D. G., Golub, A., & Cromwell, E. N. (2001). Development and validation of the anger rumination scale. Personality and Individual Differences, 31(5), 689-70. https://doi.org/1.1016/S0191-8869(00)00171-9
Thomas, H. J., Connor, J. P., & Scott, J. G. (2015). Integrating traditional bullying and cyberbullying: Challenges of definition and measurement in adolescents–a review. Educational Psychology Review, 27(1), 135-152. https://doi.org/1.1007/s10648-014-9261-7
Thornberg, R., Wänström, L., Gini, G., Varjas, K., Meyers, J., Elmelid, R., Johansson, A., & Mellander, E. (2021). Collective moral disengagement and its associations with bullying perpetration and victimization in students. Educational Psychology, 41(8), 952-966. https://doi.org/1.1080/0144341.202.1843005
Tintori, A., Ciancimino, G., Giovanelli, G., & Cerbara, L. (2021). Bullying and cyberbullying among Italian adolescents: The influence of psychosocial factors on violent behaviours. International Journal of Environmental Research and Public Health, 18(4), 1558. https://doi.org/1.3390/ijerph18041558
Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287. https://doi.org/1.1016/j.chb.2009.11.014
Toro, R., García-García, J., & Zaldívar-Basurto, F. (2020). Factorial analysis and invariance by sex and age of the Anger Rumination Scale ARS Spanish version. Annals of Psychology, 36(3), 475–482. https://doi.org/1.018/analesps.394021
UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000366483
van Dijk, A., Poorthuis, A. M., & Malti, T. (2017). Psychological processes in young bullies versus bully‐victims. Aggressive Behavior, 43(5), 430-439. https://doi.org/1.1002/ab.21701
Wachs, S. (2012). Moral disengagement and emotional and social difficulties in bullying and cyberbullying: Differences by participant role. Emotional and Behavioural Difficulties, 17(3-4), 347-36. https://doi.org/1.1080/13632752.2012.704318
Walters, G. D. (2021). School-age bullying victimization and perpetration: A meta-analysis of prospective studies and research. Trauma, Violence, & Abuse, 22(5), 1129-1139. https://doi.org/1.1177/1524838020906513
Wang, C. W., Musumari, P. M., Techasrivichien, T., Suguimoto, S. P., Tateyama, Y., Chan, C. C., Ono-Kihara, M., Kihara, M., & Nakayama, T. (2019). Overlap of traditional bullying and cyberbullying and correlates of bullying among Taiwanese adolescents: A cross-sectional study. BMC Public Health, 19(1), 1-14. https://doi.org/1.1186/s12889-019-8116-z
Wright, M. F., & Wachs, S. (2019). Adolescents' psychological consequences and cyber victimization: The moderation of school-belongingness and ethnicity. International Journal of Environmental Research and Public Health, 16, 2493. https://doi.org/1.3390/ijerph16142493
Zhao, L., & Yu, J. (2021). A meta-analytic review of moral disengagement and cyberbullying. Frontiers in Psychology, 12, 681299. https://doi.org/1.3389/fpsyg.2021.681299
Zsila, Á., Urbán, R., Griffiths, M. D., & Demetrovics, Z. (2019). Gender differences in the association between cyberbullying victimization and perpetration: The role of anger rumination and traditional bullying experiences. International Journal of Mental Health and Addiction, 17(5), 1252-1267. https://doi.org/1.1007/s11469-018-9893-9
Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R., & Llorent, V. J. (2018). Competencias sociales y emocionales de adolescentes involucrados en diferentes roles de bullying y cyberbullying [Social and emotional competencies in adolescents involved in different bullying and cyberbullying roles]. Revista de Psicodidáctica, 23(2), 86-93. https://doi.org/1.1016/j.psicod.2017.12.001
Zych, I., Farrington, D. P., & Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses. Aggression and Violent Behavior, 45, 4-19. https://doi.org/1.1016/j.avb.2018.06.008
Derechos de autor 2023 Servicio de Publicaciones, Universidad de Murcia (España)
Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada y enviada a la revista) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
