Can emotion regulation serve as a tool in combating cyberbullying?

Hamer, A.H. den; Konijn, Elly A.

doi:10.1016/j.paid.2016.06.033

Cited by 51 publications

(35 citation statements)

References 28 publications

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“…Our results showed that bully-victims used other blame to regulate their affective states compared to victims. According to the Cyclic Process Model (35) there is a risk of using maladaptive emotion regulation strategies for cybervictims to deal with their anger and distress. As a consequence of using maladaptive emotion regulation strategies, another risk of becoming a cyberbully emerges for cybervictims.…”

Section: Discussionmentioning

confidence: 99%

“…Cybervictims also show problems with regulating their emotions (30). Based on the Cyclic Process Model (35), if cybervictimized adolescents are not able to regulate the wide range of negative emotions-i.e. heightened levels of anger, depression, distress-that can be the antecedent of their tendency to become cyberbullies.…”

Section: Socio-emotional Skills and Cyberbullyingmentioning

confidence: 99%

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Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

et al. 2020

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Social and emotional competences are considered to have a crucial role in cyberbullying as, e.g., difficulties concerning emotion regulation and empathy can characterize both cyberbullies and cybervictims. Although, the dynamics of socio-emotional processes underlying cyberbullying are still open for research, as e.g., there are contradicting results concerning the role of empathy in cybervictimization. Thus, the aim of our study was to explore the specific maladaptive emotion regulation strategies characterizing cybervictims and to clarify the role of empathy in cybervictimization. Furthermore, another goal was to explore whether moral disengagement characterizes cyberbullies in absence of empathic and adaptive emotion regulation skills. 524 students (214 males, aged 12-19 years) participated in our research. We used self-report questionnaires to measure cyberbullying perpetration and cybervictimization, adaptive and maladaptive emotion regulation strategies, moral disengagement, affective, cognitive empathy, and intention to comfort. Our main findings show that cyberbullying is associated with difficulties in socio-emotional competences. Cyberbullies and bully-victims demonstrate less empathic responsiveness and display higher moral disengagement than noncyberbullies. On the other hand cybervictims tend to use both adaptive and maladaptive emotion regulation strategies to cope with their negative emotions. In addition, cybervictims have higher cognitive and affective empathy than cyberbullies and bully-victims. Our findings confirm and extend the research on the relationship among socio-emotional skills and cyberbullying as well as cybervictimization. Moreover, our results have important implications for prevention programs targeting emotion regulation and empathy.

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Section: Discussionmentioning

confidence: 99%

Section: Socio-emotional Skills and Cyberbullyingmentioning

confidence: 99%

Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

et al. 2020

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“…Specifically, anger can be expressed through aggressive behavior toward others (i.e., in aggressors), may be suppressed or may turn toward the self (i.e., in victims). In addition, coping negatively with anger seems to result in higher levels of cyberbullying behavior (Den Hamer & Konijn, 2016). Moreover, cyberbullying aggressors seem to reveal lower emotional regulation (Lin, 2017) and greater difficulties regulating negative emotions, such as sadness and anger, which seem to be related to different forms of aggressive behavior (Zeman et al, 2002).…”

Section: An Aggressive Communication Style and Its Relation To Emotional Well-beingmentioning

confidence: 99%

Aggressive Communication Style as Predictor of Cyberbullying, Emotional Wellbeing, and Personal Moral Beliefs in Adolescence

Pereira¹,

Ferreira

Simão

et al. 2022

Psicología Educativa

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Peer-to-peer violence has been increasing globally amongst youth, both inside and outside of school (UNICEF, 2017). Cyberbullying refers to a particular form of violence among peers, which is often considered an extension of bullying, defined as willful and repeated harm imposed through electronic means (Patchin & Hinduja, 2006). Thus, it can occur anywhere through social media. Cyberbullying may affect adolescents' mental health and well-being and, in turn, relate to difficulties in school adjustment and performance (UNICEF, 2017). Cyberbullying may be linked to an aggressive communication style, which is an individual factor that may be expressed while communicating with others (Lin et al., 2016). This style of communication seems to be related with aggressors' behavior (Bandura, 1973;Kirchner et al., 1979).Various theories have brought forth important contributions with regards to the determiners of behavior. According to the Social Cognitive Theory (Bandura, 2001), personal cognitive factors (e.g., knowledge, beliefs/attitudes, and expectations), environmental factors (e.g., social norms, access in community, and influence on others/environment),

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“…The ability of families to establish positive relationships with other families and the tutorial dialogue on educational guidelines become significant. In addition to contextual factors (educational centre, teaching staff, friendship, families), there are also emotional and personal aspects (Hamer & Konijn, 2016). For example, among the assertive strategies emphasized by the students, we can find calling the police (19.8%), helping or defending the victim (18.7%), talking to the aggressor (16.3%), preserving their privacy (15.7%), not counterattacking (10.9%), restricting access to ICT (Information and Communication Technology) (10.1%) or saving conversations (0.9%).…”

Section: Introductionmentioning

confidence: 99%

Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain)

Pascual

Cano-Escorianza

Saso

et al. 2019

International Journal of Adolescence and Youth

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Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 students in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school mediate the prevention of bullying and cyberbullying. The study was performed in 20 educational centres of the Autonomous Community of Aragon, considering the stratified representation of the provinces, private and public schools, and rural and urban areas. The study was conducted by applying questionnaires on bullying and cyberbullying, among other questions, and by evaluating the relationship between students and the rest of the educational community. An analysis was elaborated from a structural equation model (SEM), using as exogenous variables the student's assessment of relations with the rest of the members of the educational community and, as endogenous variables, victimization, aggression and perception of bullying situations and cyberbullying (bystanders). This study concluded by exposing aspects related to these protective factors, which are so important for the development of a positive coexistence and personal relationships. Our research brings advances towards a positive and transformative vision for preventing bullying and cyberbullying. From this proposal, we find interesting the importance and necessity to overcome the silence of cyber-victimized adolescents, reinforcing not only the peer network in the educational centre but also teacher and family networks. ARTICLE HISTORY

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Can emotion regulation serve as a tool in combating cyberbullying?

Cited by 51 publications

References 28 publications

Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

Aggressive Communication Style as Predictor of Cyberbullying, Emotional Wellbeing, and Personal Moral Beliefs in Adolescence

Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain)

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