Traditional Bullying and Cyberbullying

Gradinger, Petra; Strohmeier, Dagmar; Spiel, Christiane

doi:10.1027/0044-3409.217.4.205

Cited by 257 publications

(123 citation statements)

References 26 publications

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“…P. K. found that many victims of cyberbullying were also victims of traditional bullying (see also Gradinger, Strohmeier, & Spiel, 2009;Kowalski, Morgan, & Limber, 2012;Privitera & Campbell, 2009;Kessel Schneider, O'Donnell, Stueve, & Coulter, 2012), and they found a similar correspondence between perpetrators of cyberbullying and perpetrators of traditional bullying. Additionally, Hinduja and Patchin (2008) found that individuals who had perpetrated cyberbullying within the previous 6 months were 2.5 times more likely to also perpetrate traditional bullying than were those who had not been involved with cyberbullying.…”

Section: Cyberbullying Versus Traditional Bullyingmentioning

confidence: 62%

Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

Kowalski

Giumetti

Schroeder

et al. 2014

Psychological Bulletin

2,235

130

1,900

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Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes.

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Section: Cyberbullying Versus Traditional Bullyingmentioning

confidence: 62%

Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

Kowalski

Giumetti

Schroeder

et al. 2014

Psychological Bulletin

2,235

130

1,900

View full text Add to dashboard Cite

show abstract

“…Gender differences are often not reported; Gradinger, Strohmeier, and Spiel, 2009) looked at gender differences and reported that boys are more likely than girls to be school bullies and cyberbullies.…”

Section: Bullying In Schoolmentioning

confidence: 97%

“Am I at risk of cyberbullying”? A narrative review and conceptual framework for research on risk of cyberbullying and cybervictimization: The risk and needs assessment approach

Baldry

Farrington

Sorrentino

2015

Aggression and Violent Behavior

195

135

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“…But, to our knowledge, only a handful of studies have compared the groups of children directly involved in cyberbullying (Gradinger et al, 2009;Vandebosch & van Cleemput, 2008. But, to our knowledge, only a handful of studies have compared the groups of children directly involved in cyberbullying (Gradinger et al, 2009;Vandebosch & van Cleemput, 2008.…”

Section: Characteristics Of Bullies Victims and Bully-victims In Rementioning

confidence: 99%

Cyberbullying

Bayraktar

Macháčková

Dědková

et al. 2014

J Interpers Violence

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Although the research on cyberbullying has increased dramatically in recent years, still little is known about how cyberbullying participant groups (i.e., cyberbullies, cybervictims, and cyberbully-victims) differ from one another. This study aims to discriminate between these groups at an individual and relational level by controlling for age and gender. Self-control, offline aggression, and self-esteem are analyzed as individual-level variables. Parental attachment and peer rejection are involved as relational-level variables. A total of 2,092 Czech adolescents aged 12 to 18 were enrolled from a random sample of 34 primary and secondary schools located in the South Moravian region of the Czech Republic. Discriminant function analyses indicated that the participant groups are discriminated by two functions. The first function increases the separation between cyberbullies and cyberbully-victims from cybervictims, indicating that cyberbullies and cyberbully-victims are similar to each other in terms of low self-control, offline aggression, and gender, and have higher scores on measures of low self-esteem and offline aggression. However, cyberbully-victims had the highest scores on these measures. The second function discriminates between all three groups, which indicates that those variables included in the second function (i.e., parental attachment, peer rejection, self-esteem, and age) distinguish all three involved groups.

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Traditional Bullying and Cyberbullying

Cited by 257 publications

References 26 publications

Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth.

“Am I at risk of cyberbullying”? A narrative review and conceptual framework for research on risk of cyberbullying and cybervictimization: The risk and needs assessment approach

Cyberbullying

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