Does Bullying Attitude Matter in School Bullying among Adolescent Students: Evidence from 34 OECD Countries

Man, Xiaoou; Liu, Jiatong; Xue, Zengxin

doi:10.3390/children9070975

Cited by 6 publications

(6 citation statements)

References 46 publications

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“…The results obtained in our study regarding the association of two social skills with cyberbullying are not surprising: both the effect for assertiveness [ 2 , 8 ] and prosociality are consistent with the previous literature [ 34 , 62 , 68 , 69 , 149 , 150 ]. In contrast, we find that the lack of an association of cognitive empathy and cooperativeness with cyberbullying found in this study is not clearly supported by previous research.…”

Section: Discussionsupporting

confidence: 92%

“…Previous findings indicate that cooperative skills and friendly interpersonal relationships among adolescents are effective in reducing cyberbullying behavior [ 34 , 62 , 151 ]. Hence, the lack of a statistically significant relationship between cooperativeness and cyberbullying yielded by the present study comes as a certain surprise and suggests the need for further research.…”

Section: Discussionmentioning

confidence: 99%

“…It occurs when two or more people work together to solve a problem or create something that cannot be done by one person alone [ 49 ]. According to Man, Liu, and Xue [ 62 ], student cooperation can result in a variety of outcomes, often being related to the extent of pro-social behavior.…”

Section: Introductionmentioning

confidence: 99%

“…As Nasaescu, Zych, Ortega-Ruiz, Farrington, and Llorent [ 70 ] state, bullying and cyberbullying tend to create patterns of antisocial behavior. Thus, a cooperative environment and friendly interpersonal relationships are factors needed to effectively reduce violent behaviors, including cyberbullying [ 34 , 62 ].…”

Section: Introductionmentioning

confidence: 99%

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Psycho-Social Correlates of Cyberbullying among Polish Adolescents

Rębisz

Jasińska-Maciążek

Grygiel

et al. 2023

IJERPH

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Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14–15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying—that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Psycho-Social Correlates of Cyberbullying among Polish Adolescents

Rębisz

Jasińska-Maciążek

Grygiel

et al. 2023

IJERPH

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“…Some studies have shown that the inclusion of moral education in the curriculum, together with the implementation of cultural activities, proved to be an effective measure to prevent bullying [ 65 ]. Other studies show that schools that implemented bullying prevention and control measures showed a marked decrease in bullying incidents compared to those that did not [ 83 , 84 , 85 ]. These findings suggest that bullying prevention and control measures could effectively reduce bullying incidents among students.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions and Position Regarding the Problem of Bullying and Its Socio-Educational Prevention

Martínez-Carrera,

Sánchez-Martínez,

Martínez-Carrera

et al. 2024

Behavioral Sciences

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The problems that arise with coexistence between schoolchildren are a challenge when it comes to carrying out the teaching–learning process. In recent years, the presence of bullying has increased in schools. The aim of this study is to identify the perceptions of teachers regarding the problems of coexistence among schoolchildren, more specifically concerning bullying, as well as to identify their position regarding the prevention of bullying. Research was carried out using a mixed approach. A total of 225 education professionals from different schools in Spain took part. From the results and our conclusions, it should be noted that teachers consider themselves to have a high level of knowledge of the essential characteristics of the dynamics of bullying, of the actors involved, and of some preventive measures that can be carried out to avoid this type of behaviour as much as possible. On the other hand, a large number of teachers downplay the importance of the problem of coexistence in their fields, and/or are not able to identify it, which makes it impossible to act. Some schools hardly carry out any prevention work, which makes it difficult to eradicate bullying.

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