The cycle of cyberbullying: Some experience required

Chapin, John; Coleman, Grace

doi:10.1016/j.soscij.2017.03.004

Cited by 13 publications

(12 citation statements)

References 19 publications

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“…Furthermore, in the total-effect model, cyberbullying perpetration was positively associated with cyberbullying victimization. This finding supported previous studies which suggested a violent cycle of cyberbullying perpetration and victimization (e.g., Chapin & Coleman, 2017).…”

Section: Discussionsupporting

confidence: 93%

“…The perpetrator of cyberbullying is the person who performs single or multiple acts of violence directed at another person using ICT, and the victim is the person experiencing the attack or attacks (Lizut, 2019). According to the “cycle of violence” phenomenon (Wang, Yang et al, 2019), cyberbullying perpetration increases the likelihood of victims becoming perpetrators, perpetuating the cycle (Chapin & Coleman, 2017). In one study, both perpetrators and victims scored higher on measures of depression, hostility, interpersonal sensitivity, paranoia, phobic anxiety, and psychoticism than other participants who were not exposed to cyberbullying (Schenk et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Social Comparison Orientation and Cyberbullying Perpetration and Victimization: Roles of Envy on Social Networking Sites and Body Satisfaction

Geng

Wang

et al. 2021

J Interpers Violence

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Although some studies have explored the psychological and behavioral outcomes of social comparison orientation (SCO), few have explored the associations of SCO with cyberbullying perpetration and victimization. The current study aimed to investigate the associations of SCO with cyberbullying perpetration and victimization, and considered envy on social networking sites (SNS) as a mediator and body satisfaction as a moderator in these relations. To test our expectations, 941 adolescents aged between 10 and 16 years ( M = 13.15, SD = 1.18) completed multiple questionnaires, namely the Social Comparison Orientation Scale, the Revised Cyber Bullying Inventory, an envy scale revised for the SNS context, and the Body Areas Satisfaction Scale. Correlation analysis revealed that cyberbullying perpetration and cyberbullying victimization were significantly and positively correlated with SCO and envy on SNS, and significantly and negatively correlated with body satisfaction. The results of structural equation modeling (SEM) revealed that envy on SNS played a mediating role in the associations of SCO with cyberbullying perpetration and victimization. The results of SEM and simple slope test analysis indicated that body satisfaction weakened the direct association of SCO with envy on SNS and further weakened the indirect associations of SCO with cyberbullying perpetration and victimization via envy on SNS. Specifically, individuals with high levels of SCO were more likely to feel envious on SNS, and further tended to bully others and be bullied online when they were dissatisfied with their bodies. In other words, positive body satisfaction protected individuals with high levels of SCO from cyberbullying perpetration and victimization by decreasing their feelings of envy on SNS.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Social Comparison Orientation and Cyberbullying Perpetration and Victimization: Roles of Envy on Social Networking Sites and Body Satisfaction

Geng

Wang

et al. 2021

J Interpers Violence

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“…The findings showed that inviting others to social applications to gossip, having inappropriate chats, and acting like another person did not exist were also frequent acts carried out among Malaysian youths. The findings were not surprising as the perpetrators might be stimulated by the fact that the virtual world would offer them several advantages such as an extra degree of protection and an anonymous identity (Lee and Shin, 2017;Chapin and Coleman, 2017). Moreover, those who do not have the courage to commit traditional bullying might turn to cyberbullying (Balakrishnan, 2015; Chapin and Coleman, 2017).…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of an Instrument Measuring Cyberbullying Among Malaysian Youths

Ghazali

Samah

Omar

et al. 2019

JCSHD

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This study sought to develop and validate an instrument measuring cyberbullying among Malaysian youths. Exploratory factor analysis (EFA) was employed to determine the best sub-factors and items for the instrument, while confirmatory factor analysis (CFA) was performed to test and validate the measurement model. Results from EFA on 38 items showed that the items were pooled into four sub-factors. Meanwhile, results from CFA indicated that eight items had to be discarded in order to confirm that the model was fit. Overall, the final version of the instrument consisted of four cyberbullying sub-factors, namely, impersonation (13 items), cyberstalking and harassment (nine items), flaming (four items), and elimination (four items). Keywords: Instrument development; Youths; Cyberbullying; Youth development

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“…Student sentiments are that while serious and pervasive, cyberbullying is an inevitable part of life online that often goes unreported to adults (Chapin and Coleman 2017). Students state that incidents of cyberbullying may originate not only in the cyberworld but also through face-to-face bullying in or outside of school, highlighting the seamless relational basis of cyberbullying in students' social worlds (Cassidy et al 2009;Chan et al 2020;Dennehy et al 2020).…”

Section: Perspectives Of Youth Parents and Educatorsmentioning

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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The cycle of cyberbullying: Some experience required

Cited by 13 publications

References 19 publications

Social Comparison Orientation and Cyberbullying Perpetration and Victimization: Roles of Envy on Social Networking Sites and Body Satisfaction

Social Comparison Orientation and Cyberbullying Perpetration and Victimization: Roles of Envy on Social Networking Sites and Body Satisfaction

Development and Validation of an Instrument Measuring Cyberbullying Among Malaysian Youths

Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling

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