Cyberbullying victimization prevalence and associations with internalizing and externalizing problems among adolescents in six European countries

Τσίτσικα, Άρτεμις; Janikian, Mari; Wójcik, Szymon; Makaruk, Katarzyna; Tzavela, Eleni C.; Tzavara, Chara; Greydanus, Donald E.; Merrick, Joav; Richardson, Clive

doi:10.1016/j.chb.2015.04.048

Cited by 120 publications

(107 citation statements)

References 56 publications

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“…Indeed, research has shown that being victimized online is associated with a host of internalizing disorders, such as depression and anxiety (Reed, Cooper, Nugent, & Russell, ; Tynes, Rose, & Williams, ), as well as suicide ideation (Bonanno & Hymel, ; Hinduja & Patchin, ). It has also been shown to compromise academic achievement (Kowalski & Limber, ; Tsitsika et al., ) and has been associated with increased substance abuse (Dehue, Bolman, & Völlink, ; Ybarra & Mitchell, ) and poorer parent–child relationships (Beran & Li, ; Law, Shapka, & Olson, ). Research has also identified negative outcomes for perpetrators of cyberbullying (Spears, Taddeo, Daly, Stretton, & Karklins, ).…”

Section: The Current Studymentioning

confidence: 99%

Cyberbullying and Cybervictimization Within a Cross‐Cultural Context: A Study of Canadian and Tanzanian Adolescents

et al. 2017

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This study explored cyberbullying and cybervictimization (CBCV), for adolescents aged 11-15 from Tanzania (N = 426) and Canada (N = 592). Measurement invariance and model invariance was found for CBCV. In addition, multigroup structural equation modeling was used to explore several variables: age, gender, average hours online each day, accessing the Internet in a private location, having online privacy concerns, going online for social purposes, and motivation for cyberbullying. Results found interesting patterns within each country. It was found that cellphone ownership moderated the relation between these predictor variables and reported incidences of CBCV uniquely for each country. These findings provide evidence for the global nature of cyberbullying.

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Section: The Current Studymentioning

confidence: 99%

Cyberbullying and Cybervictimization Within a Cross‐Cultural Context: A Study of Canadian and Tanzanian Adolescents

et al. 2017

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“…Victims have demonstrated loneliness and depressive mood (Olenik-Shemesh, Heiman, & Eden, 2012) lower self-esteem and higher levels of depression and suicide . Cyber victimisation has also been linked to school absenteeism and academic problems (Grinshteyn & Yang, 2017;Tsitsika et al, 2015). Being a cyber bully has been linked to conduct problems, low prosocial behaviour and not feeling safe in school (Sourander et al, 2010), while bully-victims are shown to have increased risk of mental health problems (Kowalsi & Limber, 2013).…”

Section: Consequences Of Bullying and Cyberbullyingmentioning

confidence: 99%

Considering mindfulness techniques in school-based anti-bullying programmes

Foody

Samara

2018

J. New Approaches Educ. Res.

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Schools have a duty of care to all students and to directly prevent and intervene with bullying amongst children and adolescents. The emergence of cyberbullying escalates this responsibility as the strategies that have become appropriate at national levels for bullying do not always parallel over to online environments. The impact on mental health is the most obvious concern for those responsible for reducing bullying, however, input from psychologists and mental health professionals is scant and often limited on this topic. This paper outlines what bullying is and the devastating impact it can have on the mental health of those involved. It will outline the most common anti-bullying initiatives as well as the current psychological and educational techniques, which could also be used to alleviate distress associated with bullying involvement. We will focus specifically on the role of mindfulness techniques and argue for more of such exercises to be included in whole-school bullying programmes. We conclude by arguing the need to investigate components relevant to both mindfulness and anti-bullying programmes (e.g., empathy, perspective-taking) as active ingredients for reducing the impact of bullying on mental health.

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“…Así, la edad ha sido enmarcada en torno a los 13-15 años señalándose en estas edades una mayor prevalencia (Garaigordobil, 2011;Tsitsika, et al, 2015;Tokunaga, 2010), aunque otros estudios identifican las etapas de primaria con una mayor implicación de chicos y chicas en comportamientos de cibervictimización y de ciberagresión (Dehue, Bolman y Vollink, 2008). En esta línea de investigación, también la literatura científica ha descrito que los estudiantes de los grados siete y ocho de EE.UU (equivalentes al primer ciclo de la ESO de España) desarrollan más conductas de cibervictimización, produciéndose un descenso en la etapas educativas posteriores (Schneider, O'Donnell, Stueve y Coulter, 2012;Tokunaga, 2010).…”

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Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación

Fernández¹,

Romera²,

Ortega-Ruíz³

2017

PSYE

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RESUMEN:El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participación en el acoso cibernético como no implicados, espectadores, víctimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% niñas), con edades comprendidas entre los 10-14 años, en Andalucía (M = 11.11; DT = 0.75) participaron en el estudio. Los análisis estadísticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernético, específicamente, se observó el género, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultados se discuten en función de las contribuciones científicas que explican la influencia de estos factores en los roles de participación en el acoso cibernético. Palabras clave: cyberbullying; roles de participación; factores personales; factores del contexto escolar Cyberbullying in Primary School: Explicative Factors Related to Roles of InvolvementABSTRACT: Cyberbullying has been identified as one of the most important problems among young people in the last decade. The scientific contributions to this phenomenon focus prominently on the study of factors associated with personality traits, mainly in the secondary stage. The aim of this study is to determine if together with certain personality variables exist school context variables that may explain involvement in cyberbullying as not involved, bystanders, victims, aggressors and aggressors victimized. A number of 1278 schoolchildren (47.7% girls), of primary education aged 10-14 years, in Andalucía (M = 11.11; SD = 0.75) participated in the study. The statistical analysis indicates that both personal and interpersonal variables are influential in cyberbullying, specifically it noted gender, negative self-esteem, social adjustment between peers, and disruption and conflict. The results are discussed on the basis of the scientific contributions that explain the influence of these factors in the roles of involvement in cyberbullying

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Cyberbullying victimization prevalence and associations with internalizing and externalizing problems among adolescents in six European countries

Cited by 120 publications

References 56 publications

Cyberbullying and Cybervictimization Within a Cross‐Cultural Context: A Study of Canadian and Tanzanian Adolescents

Cyberbullying and Cybervictimization Within a Cross‐Cultural Context: A Study of Canadian and Tanzanian Adolescents

Considering mindfulness techniques in school-based anti-bullying programmes

Cyberbullying en Educación Primaria: Factores explicativos relacionados con los distintos roles de implicación

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