The “net” of the Internet: Risk Factors for Cyberbullying among Secondary-School Students in Greece

Athanasiades, Christina; Baldry, Anna Costanza; Kamariotis, Theocharis; Kostouli, Marialena; Psalti, Anastasia

doi:10.1007/s10610-016-9303-4

Cited by 40 publications

(61 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Both SB and CB show an association with low empathy, but the affective component appears more associated with SB (Stavrinides et al, 2010). The results indicate that individuals with both components of low empathy engage in more CB; however, they remain inconclusive (Ang & Goh, 2010;Brewer and Kerslake, 2015;Athanasiades et al, 2016). A possible explanation could be the fact that it would require encountering the victim face to face or witnessing the consequences of victimisation in order to understand the victim's emotions, which is possible at school, but not as feasible in cyberspace.…”

Section: Individual Factorsmentioning

confidence: 99%

“…Some articles (Brewer & Kerslake, 2015; Del Rey, Lazuras, Casas, Barkoukis, Ortega-Ruiz, & Tsorbatzoudis, 2016) reported that low empathy is a significant individual predictor of CB perpetration. However, studies found that empathy was not a strong predictor for either CB perpetration or victimisation (Athanasiades, Baldry, Kamariotis, Kostouli and Psalti, 2016). Barlińska, Szuster and Winiewski (2013) found that empathy diminishes the likelihood of negative bystander behavior, and individuals with high affective empathy provide more support to CB victims (Machackova & Pfetsch, 2016).…”

Section: Individual Characteristicsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing factors related to school-bullying and cyber-bullying

Tzani

Ιωάννου

Synnott

et al. 2018

Crime Psychology Review

View full text Add to dashboard Cite

Purpose: To present a comparative summary of literature of the risk and preventative factors related to school bullying (SB) and cyber-bullying (CB), while identifying research gaps.Background: Literature on bullying appears to disagree whether CB should be considered as a different form of bullying or as a subtype of SB. Researchers, in an attempt to understand bullying, examined in depth numerous risk and preventive factors.Methods: Based solely on previous research papers, fourteen risk and preventative factors related to SB and likewise to CB, were selected on the basis that are most commonly indicated as strong factors in preceding works; each factor was searched for in relation to SB and CB separately, allowing a comparison of how each factor relates to SB and likewise to CB.Conclusions: Findings present a comparative picture of the factors related to SB and CB and provide a direction in the area of factors for fellow researchers wishing to develop antibullying strategies in the future. As expected the present study found that some factors are similarly related to SB as to CB, and others differentiate. Details of findings, limitations and implications are further discussed.

show abstract

Section: Individual Factorsmentioning

confidence: 99%

Section: Individual Characteristicsmentioning

confidence: 99%

Comparing factors related to school-bullying and cyber-bullying

Tzani

Ιωάννου

Synnott

et al. 2018

Crime Psychology Review

View full text Add to dashboard Cite

show abstract

“…Some articles (Brewer & Kerslake, 2015;Del Rey, Lazuras, Casas, Barkoukis, Ortega-Ruiz, & Tsorbatzoudis, 2016) reported that low empathy is a significant individual predictor of CB perpetration. However, studies found that empathy was not a strong predictor for either CB perpetration or victimisation (Athanasiades, Baldry, Kamariotis, Kostouli and Psalti, 2016). Barlińska, Szuster and Winiewski (2013) found that empathy diminishes the likelihood of negative bystander behavior, and individuals with high affective empathy provide more support to CB victims (Machackova & Pfetsch, 2016).…”

Section: Individual Characteristicsmentioning

confidence: 99%

Comparing factors related to school-bullying and cyber-bullying

Tzani¹,

Ιωάννου²,

Synnott³

et al. 2020

Reviewing Crime Psychology

View full text Add to dashboard Cite

Purpose: To present a comparative summary of literature of the risk and preventative factors related to school bullying (SB) and cyber-bullying (CB), while identifying research gaps. Background: Literature on bullying appears to disagree whether CB should be considered as a different form of bullying or as a subtype of SB. Researchers, in an attempt to understand bullying, examined in depth numerous risk and preventive factors. Methods: Based solely on previous research papers, fourteen risk and preventative factors related to SB and likewise to CB, were selected on the basis that are most commonly indicated as strong factors in preceding works; each factor was searched for in relation to SB and CB separately, allowing a comparison of how each factor relates to SB and likewise to CB. Conclusions: Findings present a comparative picture of the factors related to SB and CB and provide a direction in the area of factors for fellow researchers wishing to develop antibullying strategies in the future. As expected the present study found that some factors are similarly related to SB as to CB, and others differentiate. Details of findings, limitations and implications are further discussed.

show abstract

“…Participation in traditional harassment as victims or as perpetrators is the most clearly predicting factor for cyberbullying and cybervictimization (Athanasiades et al 2016). Cyberbullying is often an extension of traditional bullying, with bullying victims also facing this risk (Notar et al 2013).…”

Section: Introductionmentioning

confidence: 99%

Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts

Franco

Hueros

2019

Social Sciences

View full text Add to dashboard Cite

This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.

show abstract

The “net” of the Internet: Risk Factors for Cyberbullying among Secondary-School Students in Greece

Cited by 40 publications

References 44 publications

Comparing factors related to school-bullying and cyber-bullying

Comparing factors related to school-bullying and cyber-bullying

Comparing factors related to school-bullying and cyber-bullying

Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts

Contact Info

Product

Resources

About