Unjust behavior in the digital space: the relation between cyber-bullying and justice beliefs and experiences

Donat, Matthias; Rüprich, Claudia; Gallschütz, Christoph; Dalbert, Claudia

doi:10.1007/s11218-019-09530-5

Cited by 16 publications

(31 citation statements)

References 91 publications

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“…This result supports the large amount of research showing the importance of negative attitudes towards authority as a risk factor for adolescent involvement in a variety of antisocial behaviors [46,[65][66][67]. Along these lines, adolescent offenders with antisocial behaviors have also been found to present significant school problems related to poor school performance and school rejection [20,22,66]. In our study, this idea is corroborated by the significant link found between adolescent involvement in cyberbullying behavior and negative attitudes towards school.…”

Section: Discussionsupporting

confidence: 89%

“…Online anonymity makes it easier for adolescents to engage in cyberbullying behavior towards others [21,22] because, unlike in traditional bullying, it is not necessary to be physically strong or belong to a powerful group in order to be a perpetrator. As Dennehy et al [13] suggest, anyone can be a cyberbully online, motivated by internal factors, such as jealousy and revenge, and characteristics of the online environment that empower perpetrators.…”

Section: Cyberbullying In the "Always On" Smartphone Generationmentioning

confidence: 99%

“…As Dennehy et al [13] suggest, anyone can be a cyberbully online, motivated by internal factors, such as jealousy and revenge, and characteristics of the online environment that empower perpetrators. Although anonymity is never as invisible and secure as perpetrators believe, the difficulty of identifying them facilitates cyber-aggression perpetration at any time [17,21,22]. In Kowalski and Limber's [23] study of over 3600 middle school students, almost 50% of the respondents did not know the identity of the individual who carried out the cyberbullying [24] (p. 21).…”

Section: Cyberbullying In the "Always On" Smartphone Generationmentioning

confidence: 99%

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Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale

Buelga

Postigo

Martínez–Ferrer

et al. 2020

IJERPH

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The present study aims to analyze the psychometric properties of the revised version of the Adolescent Cyber-Aggressor scale (CYB-AGS). This scale is composed of 18 items that measure direct and indirect cyberbullying. A cross-sectional study was conducted using two independent samples of adolescents. The first sample included 1318 adolescents (52.6% girls) from 12 to 16 years old (M = 13.89, SD = 1.32). The second sample included 1188 adolescents (48.5% boys) from 12 to 16 years old (M = 14.19, SD = 1.80). First, to study the psychometric properties of the CYB-AGS, exploratory factor analysis was performed on Sample 1. Results indicated a two-factor structure: direct cyber-aggression and indirect cyber-aggression. Second, to verify the structure of the CYB-AGS, we selected Sample 2 to conduct confirmatory factor analysis and test the scale’s convergent validity with theoretically-related measures. Results confirmed the reliability and validity of the two-dimensional model. Moreover, measurement invariance was established. Finally, regarding convergent validity, positive correlations were obtained between cyberbullying and aggressive behaviors in school, anger expression, negative attitudes towards school, and transgression of norms. Furthermore, negative correlations were found between cyberbullying and attitudes towards institutional authority.

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Section: Discussionsupporting

confidence: 89%

Section: Cyberbullying In the "Always On" Smartphone Generationmentioning

confidence: 99%

Section: Cyberbullying In the "Always On" Smartphone Generationmentioning

confidence: 99%

See 1 more Smart Citation

Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale

Buelga

Postigo

Martínez–Ferrer

et al. 2020

IJERPH

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“…Just fellow student behavior has the potential to provide students with feelings of relatedness, inclusion, and esteem and consequently increases their well-being. Treating others with civility, respect, and dignity might foster these justice experiences (Donat, Rüprich, Gallschütz, & Dalbert, 2020). Thus, researchers should increasingly consider the domain-specific importance of various justice experiences in predicting university students' behavior and well-being.…”

Section: Resultsmentioning

confidence: 99%

Students’ Personal Belief in a Just World, Well-Being, and Academic Cheating: A Cross-National Study

2020

Self Cite

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A cross-national study with university students from Germany (n = 1135) and Turkey (n = 634) tested whether personal belief in a just world (PBJW) predicts students’ life satisfaction and academic cheating. Based on the just-world theory and empirical findings in the school context, we expected university students with a stronger personal BJW to be more satisfied with their lives and cheat less than those with a weaker BJW. Further, we investigated the mediating role of justice experiences with lecturers and fellow students in these relations. Differences in PBJW directly and indirectly predicted undergraduates’ life satisfaction. Students’ justice experiences with peers mediated the relationship between PBJW and life satisfaction. Differences in PBJW indirectly predicted undergraduates’ academic cheating. Students’ justice experiences with lecturers mediated the relationship between PBJW and academic cheating. The results did not differ between German and Turkish students and persisted when we controlled for gender, start of studies, socially desirable responding, general BJW, and self-efficacy. We discussed the importance of personal BJW’s adaptive functions and their relevance for international university research and practice.

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“…Some studies (9 out of 44), not comparing bullying roles, found that victimization related to less affective empathy (Chan & Wong, 2015), less cognitive empathy (Nasaescu et al, 2018;Williford et al, 2016) and less general empathy (Farrell et al, 2018;Jenkins et al, 2016Jenkins et al, , 2017Malti et al, 2010;Pistella et al, 2020;Yudes et al, 2020). Nevertheless, other research reported a positive association of victimization (13 out of 44, of which 5 also reported some ns associations with (subtypes of) empathy), with affective empathy (Hood & Duffy, 2018; Kokkinos & Kipritsi, 2012;Nasaescu et al, 2018;Rodríguez-Hidalgo et al, 2018, 2019, cognitive empathy (Arató et al, 2020;Lázaro-Visa et al, 2019;Rodríguez-Hidalgo et al, 2018;van der Ploeg et al, 2017), and general empathy (Donat et al, 2020;Yang et al, 2020). Furthermore, one study found a between-person effect for general empathy and victimization (Espelage et al, 2018b).…”

Section: Empathymentioning

confidence: 97%

The Social Cognitions of Victims of Bullying: A Systematic Review

et al. 2022

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The nature of the relation between victimization of bullying and social information processing is unclear. The prevention hypothesis predicts that victims focus more on negative social cues to prevent further escalation. In contrast, the reaffiliation hypothesis predicts that victims focus more on positive social cues to restore the social situation. Alternatively, the desensitization hypothesis predicts that victims become increasingly insensitive to social cues because of a numbing effect. This systematic review examines evidence for these three hypotheses on the relation between victimization and social information processing. The focus is on two phases of social information processing: encoding of social information (attending to and registration of social cues) and interpreting social information (making sense of multiple social cues simultaneously). These phases are important prerequisites for behavioral responses. The systematic search led to the inclusion of 142 articles, which were published between 1998 and 2021 and received quality assessment. The studies included on average about 1600 participants (range: 14–25,684), who were on average 11.4 years old (range: 4.1–17.0). The topics covered in the literature included attention to and accurate registration of social cues, peer perception, attribution of situations, empathy, and theory of mind. The results were most often in line with the prevention hypothesis and suggested that victimization is related to a negative social-cognitive style, as shown by a more negative perception of peers in general and more negative situational attribution. Victimization seemed unrelated to abilities to empathize or understand others, which contradicted the desensitization hypothesis. However, desensitization may only occur after prolonged and persistent victimization, which to date has been sparsely studied. The reaffiliation hypothesis could not be thoroughly examined, because most studies did not include positive social cues. In bullying prevention, it is important to consider the negative social information processing style related to victimization, because this style may impede the development of positive social interactions.

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Unjust behavior in the digital space: the relation between cyber-bullying and justice beliefs and experiences

Cited by 16 publications

References 91 publications

Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale

Cyberbullying among Adolescents: Psychometric Properties of the CYB-AGS Cyber-Aggressor Scale

Students’ Personal Belief in a Just World, Well-Being, and Academic Cheating: A Cross-National Study

The Social Cognitions of Victims of Bullying: A Systematic Review

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