Measurement of Cyber-Bullying Severity

Hollá, Katarína; Fenyvesiová, Lívia; Hanuliaková, Jana

doi:10.15804/tner.2017.47.1.02

Cited by 6 publications

(5 citation statements)

References 14 publications

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“…leaving this aspect open to interpretation likely leads to a greater variance in participants' answers (cf. Hollá, Fenyvesiová, & Hanuliaková, 2017;Palladino et al, 2017).…”

Section: Limitations Implications and Future Directionsmentioning

confidence: 99%

Who is involved in cyberbullying? Latent class analysis of cyberbullying roles and their associations with aggression, self-esteem, and empathy

Schultze-Krumbholz¹,

Hess²,

Pfetsch³

et al. 2018

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The present analyses empirically explored the roles in cyberbullying by using Latent Class Analysis. Potential predictors of class membership were also examined using multinomial logistic regression analysis. Participants were 849 German students (52.7% girls, 45.6% boys, Mage = 13.4 years, SDage = 1.1 years). Observed indicators of latent class measured own involvement in cyberbullying, reactions to cyberbullying of classmates, and behavioral willingness as assistant and as defender. Indicators for the post-hoc regression analyses were proactive aggression, reactive aggression, self-esteem, cognitive, and affective empathy. Control variables were age and gender. A model with five classes was chosen. The classes were labeled prosocial defenders, communicating outsiders, aggressive defenders, bully-victims, and assistants. The results of the post-hoc regression analyses showed that students in the classes especially differed regarding types of aggression and social competencies. Based on answer patterns, cyberbullying roles beyond the bullying-triad can be found. Remarkably, three of the classes are bystanders, i.e. they are not directly involved in cyberbullying. Two of these classes showed helping behavior and made up almost two thirds of the sample. Knowledge about cyberbullying roles and their predictors is important to inform the planning and development of interventions. The results further indicate that interventions should especially take into account antisocial and passive behavioral patterns in the context of cyberbullying.

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“…leaving this aspect open to interpretation likely leads to a greater variance in participants' answers (cf. Hollá, Fenyvesiová, & Hanuliaková, 2017;Palladino et al, 2017).…”

Section: Limitations Implications and Future Directionsmentioning

confidence: 99%

Who is involved in cyberbullying? Latent class analysis of cyberbullying roles and their associations with aggression, self-esteem, and empathy

Schultze-Krumbholz¹,

Hess²,

Pfetsch³

et al. 2018

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“…We found out that the cyber-bullying forms with statistically significant differences concerned pupils aged 18 -20. According to the research by K. Hollá, L. Fenyvesiová and J. Hanuliaková (2017), the most frequent forms were posting a mean or hurtful video, creating a mean web-page and threats through text messages, similarly as in our empirical research.…”

Section: Discussionmentioning

confidence: 60%

“…The issue of cyber-bullying has been paid attention to at the theoretical-empirical level for several years. In Slovakia and abroad, cyber-bullying has been dealt with in particular by K. Hollá (2016Hollá ( , 2017, K. Hollá, L. Fenyvesiová, J.…”

Section: Introductionmentioning

confidence: 99%

Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils

Niklová¹,

Makúchová²

2018

tner

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The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10 -20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils' gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.

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“…Cleland 2014 Cyberbullying shares some common characteristics with traditional face-to-face bullying including the presence of intentionality, repetition of behaviour, and the presence of an imbalance of power. Intentionality refers to the motive of the perpetrator to deliberately harm the recipient (Hollá, Fenyvesiová & Hanuliaková, 2017), and repetition of behaviour distinguishes the behaviour from a single aggressive act (Palladino et al, 2017). Finally, bullying involves the abuse of power in a social context (Olenik-Shemech, Heiman & Eden, 2012) whereby there is an imbalance of power between the perpetrator and the target, leaving the target unable to defend themselves (Palladino et al, 2017).…”

Section: Abuse In Online Environmentsmentioning

confidence: 99%