Risk factors for involvement in cyber bullying: Victims, bullies and bully-victims. (original) (raw)
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Possible common correlates between bullying and cyber-bullying among adolescents
The present study investigates possible individual characteristics associated with traditional and cyber-bullying/victimization among 146 Greek junior high school students and their contribution in the prediction of the phenomena. Participants completed a self-report questionnaire, measuring online disinhibition, personality traits, social skills, and relations, as well as Internet use. Results indicated that although some students participated with the same role in traditional and cyber-bullying/victimization and shared common characteristics, most of them participated in either one or both phenomena with opposite roles. In terms of predictive factors, cyber-bullying was predicted by being a male, online disinhibition, online activity and psychopathic traits, while traditional bullying was predicted by being a male, online disinhibition and sensation seeking. Cyber-victimization was predicted by online disinhibition, assertion, and few peer relations, while traditional victimization by Internet skills and impulsive-irresponsible traits. Findings are discussed in terms of common and differentiated prevention and intervention practices.
New Media & Society, 2010
This study examined the relationships between cyber and traditional bullying experiences regarding gender differences. Also, the contributions of frequent and risky usage of internet to cyberbullying experiences were examined. The participants were 276 adolescents (123 females, 151 males and 2 unknown) ranging in age from 14 to 18 years. The results revealed that 32 percent of the students were victims of both cyber and traditional bullying, while 26 percent of the students bullied others in both cyber and physical environments. Compared to female students, male students were more likely to be bullies and victims in both physical and cyber-environments. The multivariate statistical analysis indicated that cyber and traditional bullying were related for male students but not for female students. Moreover, the multiple regression analysis revealed that both frequent and risky usage of internet account for a significant variance of cyberbullying but their contributions differ based on genders.
Social Psychology of Education, 2014
Recent technological developments have added cyberspace as part of adolescents' social milieu. Bullying, which is prevalent in adolescents' social environment, also takes place in cyberspace, although it is believed to have a more potent and harmful effect. A study of cyberbullying and FtF bullying could elucidate critical implications for children, educators, and policy makers. The present study examined cyberbullying and school bullying among 465 junior-high and high-school students (136 boys and 329 girls) in Israel, through an online survey. Findings revealed that the phenomenon of cyberbullying is less prevalent than school bullying. In the majority of cases in cyberspace, the identity of the cyber bully was known to the victim and the audience. According to the findings, in cyberspace, boys tended to bully more often than did girls; no correlation was found between gender and victim or gender and audience. The implications of these findings are discussed in the context of online communication theory.
Article Aoyama Bernard Brak Talbert Cyber Bullying Among High School Students
Bullying, a typical occurrence in schools, has gone digital. As a result, cyberbullying has become ever more present among youth. The current study aimed to classify high school students into four groups based on their cyberbullying experiences and to examine the characteristics of these groups based on the sex and age of the participants and the level of parental monitoring. Participants were 133 high school students located in central Texas. A cluster analysis revealed four distinct groups of students who were "highly involved both as bully and victim," "more victim than bully," "more bully than victim," or "least involved." Significantly more girls and more students in lower grades were classified into the "more victim than bully group" while older students were more likely to be classified into the "more bully than victim" group. No significant differences were found between cluster membership and the degree of parental monitoring.
MARC Freshman Study 2011: Bullying, Cyberbullying, Risk Factors and Reporting
Subjects were asked about bullying and cyberbullying that might have occurred during high school. To be classified as bullying or cyberbullying, an incident needed to be: • Repetitive • Intentional • Inflicted by a more powerful student upon a less powerful student • Rated by the victim as at least moderately upsetting or bothersome ("4" out of a scale of 0 to 10) (the "Upsetedness Factor") The frequency estimates below should be regarded as conservative, given these classification requirements. Overall, when both bullying and cyberbullying are considered, slightly fewer than half of students admitted to bullying behaviors. Although girls and boys admitted to bullying at similar rates, girls were two-thirds more likely to report being a victim of either bullying or cyberbullying, and overall, more girls than boys were involved in either of these behaviors. Boys were more likely than girls to be cyberbullies, but girls were more likely to be bullies in school, and girls were more likely to be victims-especially online. The gender differences were most noticeable online. All bullies All victims All involved 46% 30% 55% 46% 51% 68% Rates of bullying and cyberbullying, and victimization, by gender Boys Girls
Cyberbullying in Schools A Research of Gender Differences
This study investigates the nature and the extent of adolescences' experience of cyberbullying. A survey study of 264 students from three junior high schools was conducted. In this article, 'cyberbullying' refers to bullying via electronic communication tools. The results show that close to half of the students were bully victims and about one in four had been cyber-bullied. Over half of the students reported that they knew someone being cyberbullied. Almost half of the cyberbullies used electronic means to harass others more than three times. The majority of the cyber-bully victims and bystanders did not report the incidents to adults. When gender was considered, significant differences were identified in terms of bullying and cyber-bullying. Males were more likely to be bullies and cyberbullies than their female counterparts. In addition, female cyberbully victims were more likely to inform adults than their male counterparts.
Prevalence and Impact of Cyber Bullying among Adolescents
Background and Purpose: The Internet is becoming the preferred method of communication for youth. It is also becoming a site for bullying, exacerbated by perceptions of anonymity, greater technological knowledge among youth, and the ability of bullying messages and images to be sent at any time and quickly transmitted to a large audience. The devastating impact of cyber bullying, including depression, substance use and delinquency (Mitchell, Ybarra & Finklehor, 2007) has revealed cyber bullying as a dominant public health problem. While a developing research base exists, estimating the prevalence of cyber bullying between 9-25% (Kowalski & Limber, 2007; Li, 2007; Williams & Guerra, 2007), this is the first study to specifically examine cyber bullying with a representative sample. The purpose was to identify the extent and impact of cyber bullying to generate knowledge and inform interventions. Methods: A geographically stratified random sample of grade six, seven, ten and eleven stu...
Cyber bullying behaviors among middle and high school students.
Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents.
International journal of developmental science, 2017
The present paper (1) examined variables which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = .86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cybervictimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socioemotional variables. Implications for intervention and prevention are discussed.
Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils
The New Educational Review, 2018
The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10-20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils' gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.