Predictors of Bullying and Cyberbullying in Middle School Students

Accordino, Denise B.

doi:10.1037/e607152009-001

Cited by 2 publications

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“…For instance, Wong et al (2014) found that males are more likely than females to engage in cyberbullying; Xiao & Wong (2013) noted that girls are more likely than boys to experience cyberbullying; while other studies have reported no gender difference in cyberbullying behavior (Hinduja and Patchin, 2014). Family cohesion has been reported to be negatively associated with cybervictimization (Accordino & Accordino, 2011;Ortega-Barón et al, 2016); There is also research indicating that families with a lower level of cohesion may increase the probability of adolescents being the target of electronic bullying (Buelga et al, 2017;Makri-Botsari & Karagianni, 2014). Buelga and colleagues (2017) also found that family cohesion was associated with the perpetration of cyberbullying.…”

Section: Capabilities For Well-being and Resilience Against Cyberbull...mentioning

confidence: 99%

Youth Cyberbullying – Understanding Contextual Paths to Prevention and Resilience

2023

Education and New Developments 2023 – Volume 2

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The purpose of this project is to explore cyberbullying processes in youths from 12 to 24 years old in relation to their surrounding environmental systems or assemblages. We aim to contribute to a better understanding of cyberbullying processes among young people in the chinese society, and its mental health, well-being, and psychosocial impacts (e.g., anxiety, depression, suicidality, and aggression). Youths are located within specific socio-ecological contexts and, therefore, are affected by their surrounding environmental systems. Accordingly, young people's interactions with their online environment, associated online risks, and experience of harm are shaped by a complex interplay between them and their wider social environment (Görzig & Machakova, 2015). Bronfenbrenner's socio-ecological framework considers the individual as the locus of analysis within a larger socio-ecological setting composed of different levels. We apply that framework to cyberbullying by considering different levels of the socio-ecological system, namely the: (1) micro and meso systems, such as family, school, peers, as proximal contexts which directly influence the situational context of cyberbullying processes; (2) exosystem, which involves the process external to the immediate environmental setting, such as the community, and mass-media or digital technology; and (3) macrosystem, nested within broader contexts, such as institutional policies, support frameworks, and online culture. To apply a socio-ecological perspective (Bronfenbrenner, 1979(Bronfenbrenner, , 2005, we used a quantitative approach, collecting data from youth, but also from key-stakeholders involved in the larger context. We adopt the quantitative approach by using the self-response survey data from young people. A total of 327 research participants (207 college students and 120 middle school students) in this study. The finding showed that youth involved in the exerpeience of cymberbullying victimization is assoicated with cyberbullying perpetation behaviors. Implications for practice and policy are discussed.

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Section: Capabilities For Well-being and Resilience Against Cyberbull...mentioning

confidence: 99%

Youth Cyberbullying – Understanding Contextual Paths to Prevention and Resilience

2023

Education and New Developments 2023 – Volume 2

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“…In the case of bullying victimization, a negative relationship was identified between parental control of technology and cybervictimization ( Aoyama et al, 2012 ). Victims have also been found to have more problematic relations with their parents ( Accordino & Accordino, 2011 ; Makri-Botsari & Karagianni, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

Cyberbullying and its protective and risk factors among Polish adolescents

Łosiak-Pilch¹,

Grygiel²,

Ostafińska-Molik³

et al. 2022

Current Issues in Personality Psychology

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Cyberbullying has recently attracted attention because of its increasing occurrence and serious consequences for victims. The purpose of the study was to examine the prevalence rates of cyberbullying and the association between cyberbullying and protective/risk factors (cognitive empathy, assertiveness, cooperation, pro-social behaviour, and social support) among Polish adolescents. participants and procedureParticipants (822 students, 448 girls and 374 boys, M = 12.97, SD = 1.02) completed a computer-based online questionnaire. resultsThe majority of respondents did not experience cyberbullying in the last six months, while a significant group still experienced cyberbullying regularly (28.1%). Engaging in cyberbullying appeared to be even less common: it was reported by 12.3% of respondents. Family and peer social support appeared to be the strongest protective factor against experiencing cyberbullying while assertiveness was a characteristic that makes a person more likely to engage in cyberbullying. conclusionsThe results of our study can serve as guidance for preventive interventions against cyberbullying.

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Predictors of Bullying and Cyberbullying in Middle School Students

Cited by 2 publications

References 0 publications

Youth Cyberbullying – Understanding Contextual Paths to Prevention and Resilience

Youth Cyberbullying – Understanding Contextual Paths to Prevention and Resilience

Cyberbullying and its protective and risk factors among Polish adolescents

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