Bullying beyond the schoolyard: Preventing and responding to cyberbullying

Henson, Billy

doi:10.1057/sj.2011.25

Cited by 71 publications

(89 citation statements)

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“…They become insensitive to others’ pain, considering aggressive behavior to be appropriate and normative in conflict resolution, associating violence with the domination of others and the relatively easy gaining and achievement of certain objectives [ 34 , 81 , 82 ]. Other studies, such as that of Hinduja and Patchin [ 83 ], conclude that cyberaggressors also show greater deficits in empathy, such as the violence they exercise through new technologies, which prevent them from observing the direct consequences of their behavior in the victim. Cyberaggressors’ cognitive and emotional empathy may also be affected by the repeated violence they exercise towards their victims, perhaps as a consequence of a desensitization process or moral disengagement, as some authors have indicated [ 84 ].…”

Section: Discussionmentioning

confidence: 99%

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

Segura

Estévez

2020

IJERPH

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The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims.

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Section: Discussionmentioning

confidence: 99%

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

Segura

Estévez

2020

IJERPH

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“…The item was not omitted as it was considered important for measuring cyberbullying. Asking help from an adult or reporting to an adult was found as one of the actions that adolescents refuse to take when they become cyber victims [ 16 , 41 , 42 ].…”

Section: Discussionmentioning

confidence: 99%

The Validity and Reliability of the Malay Version of the Cyberbullying Scale among Secondary School Adolescents in Malaysia

Saman

Siti‐Azrin

Othman

et al. 2021

IJERPH

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The effect of cyberbullying among adolescents in Malaysia is not much studied. The Cyberbullying Scale (CBS) has been validated to be used among English speaking adolescents to measure cyberbullying but not in Malay language. Therefore, its validity should be established before use in the Malaysian context. Thus, the study aimed to evaluate the validity and reliability of the Malay version of the CBS (CBS-M) among secondary school students. The study was cross-sectional and involved a self-administered questionnaire with 16 items from CBS-M, and 21 items from the Depression, Anxiety, and Stress Scale (DASS-21). Participants were recruited using a multi-stage sampling method. The validity of the CBS-M was tested in two phases, namely, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Spearman’s correlation was used to examine the strength of the relationship between the CBS and subscales from DASS-21 to further support the validity of CBS-M. A total of 401 respondents from Muar, Johor, participated. The mean age was 14.6 years (SD = 1.25). EFA results indicated a one-factor model of CBS-M with a total variance extracted of 33.9%. Internal consistency measured by Cronbach’s alpha reached 0.87. The model was then tested using CFA. The initial model did not fit the data well. Thus, several model re-specifications were conducted on the initial model. The final measurement model of CBS-M fit the data well with acceptable fit indices (CFI = 0.946, TLI = 0.932, SRMR = 0.055, RMSEA = 0.049). The composite reliability for CBS-M was satisfactory with a value of 0.832. The CBS-M questionnaire is a valid and reliable tool for measuring cyberbullying among young adolescents in Malaysia.

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“…The instrument of this study involved Part A measuring bullying by category. Instruments for measuring bullies by category such as physical, verbal, anti-social and cyber bullying were instruments that have been modified and translated by researchers who had combined the items from several previous researchers, namely Orpinas and Frankowski [24] (name of instrument: aggression scale, α=0.88-0.90); Parada [25] (name of instrument: adolescent peer relations instrument, α=0.83-0.95); Bosworth, Espelage, and Simon [26], (name of instrument: modified aggression scale, α=0.70-0.83); Warden et al [27] (name of instrument: child social behavior questionnaire, α=0.63-0.68); Austin and Joseph [28] (name of instrument: bullying-behavior scale, α=0.82); Crick and Grotpeter [29] (name of instrument: children's social behavior scaleself report, α=0.83-0.94); Chan, Myron, and Crawshaw [30] (name of instrument: school life survey, α=0.83-0.94); Tarshis and Huffman [31] (name of instrument: children's social behavior scaleself report, α=0.90); Poteat and Espelage [32] (name of instrument: homophobic content agent target scale, α=0.77-0.85); Williams and Guerra [33] (name of instrument: Student School Survey, α=0.73-0.93); and Henson [34] (name of instrument: bully survey, α=0.74-0.76). Part B of this instrument used the Rosenberg self-esteem scale (RSES).…”

Section: Instrumentmentioning

confidence: 99%

Level of self-esteem: Is there any difference among physical, verbal, anti-social, and cyber bullies?

Nakman¹,

Azid²,

Nur³

2023

IJERE

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<span lang="EN-US">Bullying is one of the major issues worldwide and is one of the most prevalent school violence. Bullying is a negative behavior toward an individual or group of individuals that are considered weak. Bullying is often associated with self-esteem. Therefore, this study was conducted to identify the influence of students’ tendency to be bullies (physical, verbal, anti-social, and cyber) on self-esteem. This study involved 150 secondary school students in the north of peninsular Malaysia. The study also used the cross-sectional survey method by distributing a set of questionnaires to the respondents. The findings of the study found that students who tend to be bullies for the four categories of bullying, namely physical bullying (ß=0.076, t=3.048, p<0.05), verbal (ß=0.080, t=3.052, p<0.05), anti-social (ß=0.084, t=3.055, p <0.05) and cyber (ß=0.046, t=2.815, p<0.05) had a significant influence on level of self-esteem.</span>

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Bullying beyond the schoolyard: Preventing and responding to cyberbullying

Cited by 71 publications

References 0 publications

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

The Validity and Reliability of the Malay Version of the Cyberbullying Scale among Secondary School Adolescents in Malaysia

Level of self-esteem: Is there any difference among physical, verbal, anti-social, and cyber bullies?

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