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-tests, ANOVA, and regression models, applied mainly to continuous variables. By contrast, categorical analyses were seldom employed. The chi-square test appeared as the most frequent approach, but its use was generally restricted to descriptive purposes, with little application of complementary methods such as standardized residuals, effect size measures, or logistic models. This restricted application reduced the ability to capture response patterns, subgroup differences, and categorical associations essential for evaluating program outcomes. The findings highlight a methodological gap in cyberbullying prevention research and emphasize the potential of categorical data analysis to enrich interpretation. Incorporating these methods could increase methodological rigor, reveal nuanced behavioral patterns, and provide actionable evidence for educators, policymakers, and program designers seeking to strengthen school-based prevention strategies.
Antivilo-Bruna et al. (Fri,) studied this question.