Does media use lead to cyberbullying or vice versa? Testing longitudinal associations using a latent cross-lagged panel design

Müller, Christin R.; Pfetsch, Jan; Schultze-Krumbholz, Anja; Ittel, Angela

doi:10.1016/j.chb.2017.12.007

Cited by 29 publications

(15 citation statements)

References 36 publications

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“…Cybervictimisation In addition, given the focus of the FS curriculum on cyberbullying, the 15-item Berlin Cyberbullying-Cybervictimisation Questionnaire (Hiller et al 2018;Scheithauer 2009a, 2009b) was also included in the student survey. The item wording was adapted slightly based on device and social media use at the time of the survey.…”

Section: Methodsmentioning

confidence: 99%

Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students

Cross

Runions

Shaw

et al. 2019

Int Journal of Bullying Prevention

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Peer bullying in schools is a significant public health problem that contributes to poor health and wellbeing outcomes for those who bully or are bullied. Meta-analyses of the efficacy of secondary school bullying prevention interventions have typically found no effects or an increase in student bullying. Consequently, few secondary school studies have examined the Breal-worldê ffectiveness of these interventions. This age-cohort study design evaluated the effectiveness of the Friendly Schools (FS) secondary school intervention, previously found to be efficacious. FS was implemented in schools under real-world conditions by an education publisher. Student survey data were collected in 12 schools. The primary outcomes were bullying victimisation and perpetration. Results showed a significant decrease in reported bullying perpetration in subsequent cohorts of both grade 8 and 9 students, and a significant reduction in bullying victimisation and cybervictimisation for grade 8 students, when the FS student curriculum was taught compared to the usual curriculum. This study demonstrates the importance of considering the effectiveness of secondary school bullying prevention interventions and real-world implementation supports for schools.

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Section: Methodsmentioning

confidence: 99%

Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students

Cross

Runions

Shaw

et al. 2019

Int Journal of Bullying Prevention

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“…Cybervictimization is correlated with negative outcomes for individuals that might be persistent and lifelong. Research shows that cybervictimization is related to increased internalizing ( Lucas-Molina et al, 2018 ; Hinduja and Patchin, 2019 ) and externalizing negative behaviors and outcomes ( Katzer et al, 2009 ; Sourander et al, 2010 ; Müller et al, 2018 ). Scholars have identified three major categories in terms of consequences: emotional and psychological consequences, academic and school-related consequences, and engaging in deviant behaviors.…”

Section: Research Backgroundmentioning

confidence: 99%

Psychological Well-Being in a Connected World: The Impact of Cybervictimization in Children’s and Young People’s Life in France

Audrin

Blaya

2020

Front. Psychol.

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The Internet is at the heart of our children's and adolescents' way of life. Although it opens up many positive perspectives in terms of access to information, knowledge, and communication, it also presents risks and potential negative experiences that can have severe consequences at the individual level. In this paper, we are interested in studying the link between cybervictimization, psychological well-being, and social competence. More specifically, we want to study how children and adolescents' anxiety, impulsivity, self-esteem, and deviant behaviors may be related to cybervictimization. We collected data from 1019 children and young people in France aged 9-17 in the context of the EU Kids online survey. Sampling was performed building a randomprobability nationally representative sample of households with children using the Internet. Participants completed a questionnaire online by computer-assisted selfinterviewing (CASI). Structural equation model reveals that (1) cybervictimization is related to lower well-being, such as anxiety and low self-esteem, as well as lower social competence, such as impulsivity and deviant behaviors, and that (2) all dimensions of (non)well-being and social (in)competence are related to each other. Findings are discussed in the light of Agnew general strain theory and previous research findings on the consequences of cybervictimization.

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“…Some research examines the role of context relating to news and social media exposure (Camerini et al 2020;den Hamer et al 2014;Moreno et al 2019;Müller et al 2018). Exposure to antisocial and risk behaviors in popular media is associated with cyberbullying involvement among both youth (boys and girls) and adults (Barlett and Fennel 2018;den Hamer et al 2014;den Hamer and Konijn 2015).…”

Section: Concurrence Among Youth and Adultsmentioning

confidence: 99%

Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling

Mishna

Birze

Greenblatt

et al. 2020

Int Journal of Bullying Prevention

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There is a lack of research that examines and compares the perspectives of students and their parents and teachers with respect to cyberbullying. Qualitative data were drawn from a mixed methods study on cyberbullying among students in grades 4, 7, and 10, in a large urban school board. Interviews with 13 students and their parents and teachers took place during year one and with students and parents in year three. Data analysis occurred through an ongoing process of open, axial, and selective coding. Overall, the youth and adults demonstrated similar understanding of cyberbullying. It emerged, however, that for the youth participants, telling about their cyberbullying experiences was a relational process. In contrast, the adult participants made little mention of these relational aspects in their explanations. We characterize this relational process as students' use of benchmarks (point of reference) and bellwethers (someone or something that is used as a predictor), throughout their decision-making (both implicit and explicit). It is important that this relational process of telling, for example, deciding whether and to whom to disclose, informs education and intervention strategies. Keywords Cyberbullying. Relational aspects of cyberbullying. Cyberbullying perspectives of youth and adults. Understanding cyberbullying. Cyberbullying disclosure

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Does media use lead to cyberbullying or vice versa? Testing longitudinal associations using a latent cross-lagged panel design

Cited by 29 publications

References 36 publications

Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students

Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students

Psychological Well-Being in a Connected World: The Impact of Cybervictimization in Children’s and Young People’s Life in France

Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling

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