Does cyberbullying overlap with school bullying when taking modality of involvement into account?

Kubiszewski, Violaine; Fontaine, Roger; Potard, Catherine; Auzoult, Laurent

doi:10.1016/j.chb.2014.10.049

Cited by 106 publications

(85 citation statements)

References 47 publications

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“…In this paper it is shown that almost half of the adolescents sampled (49.3%), have suffered one or more cyberbullying behaviours in the last year. This figure is higher than in other studies (Del Rey et al, 2012;Kubiszewski et al, 2015;Waasdorp & Bradshaw, 2015;Ybarra et al, 2014), although similar to that found in others (Gámez-Guadix et al, 2014;Stewart et al, 2014). The discrepancies among the studies have been attributed to the lack of an established definition, the use of different instruments, or to the time interval considered (Aboujaoude et al, 2015;Berne et al, 2013).…”

Section: Discussioncontrasting

confidence: 54%

“…There is a clear discrepancy between cyberbullying, considered a specific type of bullying (Del Rey, Elipe, & Ortega, 2012;Waasdorp & Bradshaw, 2015) or identifying it as a new construct with its own characteristics (Álvarez-García et al, 2011;Kubiszewski, Fontaine, Potard, & Auzoult, 2015). Although cyberbullying shares some features with traditional bullying, such as power imbalance and intentionality, there are noteworthy distinguishing features: anonymity (Lapidot-Lefler & Barak, 2012;Moore, Nakano, Enomoto, & Suda, 2012), the disinhibitory effect of the Internet (Casale, Fiovaranti, & Caplan, 2015), the size of the audience (Sticca & Perren, 2012) and repetition (Ybarra, Espelage, & Mitchell, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Victims of cyberbullying in the Region of Murcia: a growing reality

Calatayud

2018

J. New Approaches Educ. Res.

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The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to "hide" from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11-13; 14-15; 16-18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.

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Section: Discussioncontrasting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Victims of cyberbullying in the Region of Murcia: a growing reality

Calatayud

2018

J. New Approaches Educ. Res.

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“…Victimized children may be weaker or less psychologically confident than their peers (Hinduja & Patchin, 2010;Hodges & Perry, 1999;Nansel et al, 2001;Olweus, 1993;Smith & Monks, 2008). Typical victims are more anxious and insecure; they also suffer from low self-esteem (Kubiszewski et al, 2015;Storch, Masia-Warner, Crisp, & Klein, 2005).…”

Section: Cyberbullying Researchmentioning

confidence: 99%

“…Bullying victims, bullies, and bully-victims are at risk of a number of mental health, social, and interpersonal problems (Bhatta et al, 2014;Juvonen et al, 2003;Kubiszewski et al, 2015;Nansel et al, 2001;Price, Chin, HigaMcMillan, Kim, & Frueh, 2013). More than half of youth who qualified as traditional bullies and cyberbullies had clinically significant anxiety scores and clinically significant depression (Price et al, 2013).…”

Section: Mental Health Effectsmentioning

confidence: 99%

Cyberbullying, Race/Ethnicity and Mental Health Outcomes: A Review of the Literature

Edwards

Kontostathis

Fisher

2016

MaC

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Cyberbullying is a relatively new phenomenon associated with the widespread adoption of various digital communication technologies, including the internet and mobile phones. As of 2013, nearly 20% of youths in grades 9-12 in the US reported being traditionally bullied in face-to-face encounters while almost 15% reported being cyberbullied (Kann et al., 2014). Bullying victimization is associated with a variety of behavioral and psychological effects, from becoming bullies themselves (i.e., bully-victims), to poor academic performance, depression and suicidal ideation (Nansel et al., 2001;Wang, Nansel, & Iannotti, 2011;Willard, 2007). Research on these phenomena has focused primarily on white youth, leaving a void in our understanding of how cyberbullying has affected youth of color. This narrative literature review addresses this oversight by providing an overview of recent cyberbullying research that focuses on Hispanic, Asian and black adolescents (k=15). We found that youth of color appear to be less likely to experience cyberbullying than white youth but they experience suicidal ideation and attempts at about the same rates when they do experience cyberbullying.

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“…Problems in the school context are frequently transferred to and continue in virtual spaces. In fact, many studies have found a strong relationship between the two types of bullying, observing that many victims/perpetrators of traditional bullying were also victims/perpetrators of cyberbullying (Beltrán et al, 2014;Fanti et al, 2012;Kowalski et al, 2012;Kubiszewski et al, 2015). In this regard, Olweus (2013) has suggested that cyber victimization and cyberbullying are actually part of a general pattern of violence, where the use of electronic devices is another way to intimidate peers.…”

mentioning

confidence: 99%

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Buelga

Cava

Ochoa

et al. 2015

Interactive Technology and Smart Education

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Purpose – This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents. Design/methodology/approach – The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4). Findings – The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades. Research limitations/implications – The results presented in this research should be interpreted with caution due to its cross-sectional nature; a longitudinal study with measurements at different times would help to confirm the results observed here. On the other hand, in this study, the adolescents’ responses were obtained through self-reports and, although they could be subject to social desirability effects and biases, as indicated by Flisher et al. (2004), the reliability and validity of adolescent self-reports in the measurement of risk behaviours were quite acceptable. Practical implications – It is of crucial importance to develop educational strategies designed to favour the responsible use of the new technologies. In many cases, children and adolescents are not aware of psychological and legal consequences that their cyber-aggressions can have on themselves, on the victims and on their families and social environment. Social implications – The authors feel that this research may contribute to clarifying some crucial issues related to the growing problem of cyberbullying that affects adolescents in many countries of the world. As the present research deals with aspects of interactive technology and smart education, the authors believe that the findings reported in the manuscript would be of interest to potential readers of this Journal. Originality/value – This paper is an original perspective on cyberbullying aggressors among secondary education students in a Spanish context.

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Does cyberbullying overlap with school bullying when taking modality of involvement into account?

Cited by 106 publications

References 47 publications

Victims of cyberbullying in the Region of Murcia: a growing reality

Victims of cyberbullying in the Region of Murcia: a growing reality

Cyberbullying, Race/Ethnicity and Mental Health Outcomes: A Review of the Literature

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

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