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Wright MF. The Associations among Cyberbullying Victimization and Chinese and American Adolescents' Mental Health Issues: The Protective Role of Perceived Parental and Friend Support. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:1069. [PMID: 39200678 PMCID: PMC11353824 DOI: 10.3390/ijerph21081069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2024] [Revised: 07/29/2024] [Accepted: 08/05/2024] [Indexed: 09/02/2024]
Abstract
Researchers have focused on identifying factors that may mitigate the negative consequences associated with cyberbullying victimization. A significant factor that has received considerable attention is perceived social support from parents and friends and its potential to reduce the risk of cyberbullying victimization and the associated negative mental health issues. However, the buffering effects of perceived social support from parents and friends on the longitudinal relationships among cyberbullying victimization, depression, subjective health complaints, and self-harm have been less explored, particularly in cross-cultural contexts. To address this gap, the present study examined the role of perceived social support from parents and friends in buffering against depression, subjective health complaints, and self-harm, measured one year later, associated with cyberbullying victimization among 463 Chinese (49% female) and 445 American (52% female) eighth graders (ages 13-15). They completed self-report questionnaires on cyberbullying victimization, perceived social support from parents and friends, and mental health (i.e., depression, subjective health complaints, self-harm). One year later, they completed the same mental health questionnaires. The findings revealed no differences in reports of perceived support from parents, but greater reports of social support from friends for American adolescents when compared to Chinese adolescents. High levels of perceived social support from parents were associated with a stronger negative relationship between cyberbullying victimization, depression, subjective health complaints, and self-harm for both Chinese and American adolescents, with these effects being more pronounced for Chinese adolescents, while opposite patterns were found for American adolescents and perceived social support from friends. These results are discussed in the context of cultural values and how these values shape the role of adults in adolescents' lives.
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Affiliation(s)
- Michelle F Wright
- Department of Psychology, Indiana State University, Terre Haute, IN 47809, USA
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Alghamdi W, Almadani S, Banjer H, Alsulami D, Alghamdi Y. Relationship between cyberbullying, anxiety, and depression among university students in Jeddah, Saudi Arabia: A cross-sectional study. Int J Psychiatry Med 2024:912174241265560. [PMID: 39041253 DOI: 10.1177/00912174241265560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/24/2024]
Abstract
OBJECTIVE Cyberbullying is online aggressive behavior that involves insulting or threatening others, and can cause severe psychological issues, particularly in students. This is often attributed to the frequency and anonymity of the bullying behaviors. Given the lack of research on this issue in Saudi Arabia, the current study sought to evaluate the prevalence of cyberbullying and its relationship with anxiety, depression, and stress among university students in Jeddah. METHODS This cross-sectional study involved administration of an online questionnaire to 877 university students in Jeddah. Cyberbullying and cybervictimization were assessed using the Revised Cyberbullying Inventory scale (RCBI-II) and the Depression, Anxiety, and Stress Scale - 21 Items (DASS-21). RESULTS The majority of students had the experience of being a cyberbully (73%), while 54% had been a victim of cyberbullying. No significant association was found between gender and cyberbullying, with both males and females reporting high rates of cyberbullying. The majority of participants (n = 498) also reported significant depressive symptoms. A significant positive association was found between cyberbullying/cybervictimization and depression, anxiety, and stress. CONCLUSION A considerable number of university students were found to be victims of cyberbullying, with a strong correlation between cyberbullying and anxiety, depression, and stress, indicating a potential impact on the psychological well-being of students. To address this issue, increased awareness of cyberbullying is needed, along with implementation of preventive measures such as educational campaigns and empathy-building activities among students.
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Affiliation(s)
- Waleed Alghamdi
- Department of psychiatry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Samara Almadani
- College of medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Hanin Banjer
- College of medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Dima Alsulami
- College of medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Yara Alghamdi
- College of medicine, King Abdulaziz University, Jeddah, Saudi Arabia
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Zhou J, Da Q, Xie L, Jiang Y, Li L. Association between Body Mass Index and Externalizing and Internalizing Symptoms among Chinese Adolescents: Mediating Role of Traditional Bullying and Cyberbullying Victimization. Behav Sci (Basel) 2024; 14:427. [PMID: 38920759 PMCID: PMC11200949 DOI: 10.3390/bs14060427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2024] [Revised: 05/17/2024] [Accepted: 05/20/2024] [Indexed: 06/27/2024] Open
Abstract
BACKGROUND Externalizing problems, internalizing problems, and obesity are among the greatest challenges to adolescent health. However, the moderating and mediating mechanisms that underlie this association remain predominantly unexplored. OBJECTIVES In this study, we examined the association between body mass index (BMI) and externalizing and internalizing scores in adolescents, tested whether traditional bullying and cyberbullying mediated the association, and explored the moderated role of sex. METHODS The data came from 1486 adolescents from grade 7, 8, and 10 living in Shantou, China. Information on BMI, traditional bullying, and cyberbullying victimization was obtained through a self-administered questionnaire. The students' externalizing and internalizing scores were evaluated using the Strengths and Difficulties Questionnaire (SDQ). Furthermore, we built two parallel mediation models with sex as a moderating variable. RESULTS Compared to their peers with normal weight, adolescents with increased BMI reported higher externalizing and internalizing scores. Traditional bullying and cyberbullying were both significant mediators in the two relationships. Sex moderated the pathway from BMI to cyberbullying. But sex did not moderate the relationship between BMI and traditional bullying. CONCLUSIONS The results highlight that it is imperative for educators to identify students who are subjected to weight-based bullying and provide them with recommendations for effective coping strategies. Meanwhile, both victims of traditional bullying and those affected by cyberbullying should be the focus of prevention and intervention efforts when developing a strategy to improve levels of internalizing and externalizing symptoms among adolescents with increased BMI.
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Affiliation(s)
- Jiajun Zhou
- School of Public Health, Shantou University, Shantou 515041, China; (J.Z.); (Q.D.); (L.X.); (Y.J.)
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
| | - Qingchen Da
- School of Public Health, Shantou University, Shantou 515041, China; (J.Z.); (Q.D.); (L.X.); (Y.J.)
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
| | - Linlin Xie
- School of Public Health, Shantou University, Shantou 515041, China; (J.Z.); (Q.D.); (L.X.); (Y.J.)
| | - Yifan Jiang
- School of Public Health, Shantou University, Shantou 515041, China; (J.Z.); (Q.D.); (L.X.); (Y.J.)
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
| | - Liping Li
- School of Public Health, Shantou University, Shantou 515041, China; (J.Z.); (Q.D.); (L.X.); (Y.J.)
- Injury Prevention Research Center, Shantou University Medical College, Shantou 515041, China
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Bourou A, Karkalousos P, Kriebardis AG, Papageorgiou E. Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students. Behav Sci (Basel) 2024; 14:405. [PMID: 38785896 PMCID: PMC11117743 DOI: 10.3390/bs14050405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 04/30/2024] [Accepted: 05/10/2024] [Indexed: 05/25/2024] Open
Abstract
The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies' profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022-2023 school year, the bullies' sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers' observations, aggressive behavior is independent of a pupil's diagnosis, but specific types are correlated significantly with a pupil's gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.
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Affiliation(s)
- Argyro Bourou
- Department of Biomedical Sciences, University of West Attica, 12243 Athens, Greece
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Zhang Y, Fang Y, Wang Y, Liu S, Wang X, Zhang S, Chen Z. Peer Victimization and Adolescent Mental Health: School-level Victimization as a Moderator. JOURNAL OF INTERPERSONAL VIOLENCE 2024:8862605241244473. [PMID: 38587277 DOI: 10.1177/08862605241244473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/09/2024]
Abstract
As a global issue, peer victimization is closely associated with adolescent mental health. Although previous research has explored the relationship between peer victimization and mental health in some contexts, the school context, particularly within the Chinese cultural context, has not received sufficient attention. Based on the Healthy Context Paradox, this study aimed to explore the moderating role of school-level victimization in the relationship between individual-level peer victimization and mental health. This study tested two hypotheses by using a multilevel design: higher individual-level and school-level peer victimization are associated with higher depressive symptoms and lower life satisfaction (Hypothesis 1); school-level victimization moderates the association between individual-level peer victimization and mental health (Hypothesis 2). Participants were 39,720 adolescents (50.41% females; Mage = 13.68, SD = 2.39) across 292 Chinese schools. They completed a set of questionnaires, including the Center for Epidemiologic Studies Depression Scale, the single-item Life Satisfaction Questionnaire, the Peer Victimization Scale, and demographics. The multilevel model indicated that both individual-level and school-level peer victimization were positively correlated with depressive symptoms and negatively correlated with life satisfaction. In schools with lower levels of victimization, there was a stronger association between individual peer victimization and adolescent mental health. A potential explanation for these results might be the victimization visibility and perceived severity in different contexts. These findings extended the discussion of the Healthy Context Paradox within the Chinese school context and provided valuable insights for developing school support strategies for victimized adolescents. School management might play a significant role in affecting the mental health of victimized adolescents.
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Affiliation(s)
- Yujie Zhang
- Chinese Academy of Sciences, Beijing, China
- University of Chinese Academy of Sciences, Beijing, China
| | - Yuan Fang
- Chinese Academy of Sciences, Beijing, China
| | - Yaxin Wang
- Chinese Academy of Sciences, Beijing, China
| | | | - Xinshu Wang
- Chinese Academy of Sciences, Beijing, China
- University of Chinese Academy of Sciences, Beijing, China
| | - Shengnan Zhang
- Chinese Academy of Sciences, Beijing, China
- University of Chinese Academy of Sciences, Beijing, China
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Teriba A, Dawson D. Expanding High School Counseling in a Social Media World: Improving Student and Community Well-Being. Psychol Rep 2024; 127:807-826. [PMID: 36154319 DOI: 10.1177/00332941221129138] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2024]
Abstract
Adolescent competence and resilience are indicators of adulthood behavior. High school is a pivotal time for adolescents to foster a stable temperament for adult development. The contemporary state of adolescent depression prevalence and an increase in social media-related risky behavior calls for an update to mental health services. We review the nature of modern social comparison that is fueled by social media, mental health help-seeking stigma that prevents individuals from seeking services, and provide mental health advances to remedy the severity of mental health concerns in a social media society. Social media distortions of normative life promote a standard of expectations that can decrease self-esteem and increase depressive tendencies. Expanding high school counseling such that students see a counselor multiple times a year in a proactive rather than reactive school counseling system can provide transformative changes to community mental health.
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Affiliation(s)
- Akorede Teriba
- Department of Psychological and Quantitative Foundations, The University of Iowa, Iowa City, IA, USA
| | - Devon Dawson
- Department of Psychological and Quantitative Foundations, The University of Iowa, Iowa City, IA, USA
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Menabò L, Skrzypiec G, Slee P, Guarini A. Victimization and cybervictimization: The role of school factors. J Adolesc 2024; 96:598-611. [PMID: 38073112 DOI: 10.1002/jad.12284] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 11/29/2023] [Accepted: 11/29/2023] [Indexed: 04/09/2024]
Abstract
INTRODUCTION Victimization and cybervictimization can negatively affect the subjective experience of well-being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well-being. We developed two mediation models, considering victimization (Model 1) and cybervictimization (Model 2) as predictors, well-being as the outcome, peer network, teacher support, and school connectedness as parallel mediators, and gender as a covariate variable. METHODS The sample comprised 563 Italian students (Mage = 11.5; 45% females). Students filled out a purpose-built questionnaire investigating victimization and cybervictimization, peer network, teacher support, school connectedness, and well-being. Two multiple mediation models were run using Process. RESULTS The two models showed similar patterns [Model 1: F(8, 169) = 34.35, p ≤ .001, R2 = .34; Model 2: F(8, 169) = 40.13, p ≤ .001, R2 = .34]. Indeed, victimization (Model 1) and cybervictimization (Model 2) had negative significant effects on peer network, teacher support, and school connectedness. However, their direct effects on well-being were not significant, as peer network and school connectedness emerged as complete mediators between victimization (Model 1) and cybervictimization (Model 2) and well-being. Males displayed higher levels of well-being compared to females. CONCLUSIONS Peer network and school connectedness play a crucial role in mediating the impact of victimization and cybervictimization on well-being. Educators and policymakers should prioritize fostering supportive peer network and strengthening school connectedness to create an environment that mitigates the negative effects of victimization and cybervictimization, enhancing overall student well-being.
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Affiliation(s)
- Laura Menabò
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
| | - Grace Skrzypiec
- Department of Education, Flinders University, Adelaide, Australia
| | - Phillip Slee
- Department of Education, Flinders University, Adelaide, Australia
| | - Annalisa Guarini
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
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Butler N, Quigg Z, Wilson C, McCoy E, Bates R. The Mentors in Violence Prevention programme: impact on students' knowledge and attitudes related to violence, prejudice, and abuse, and willingness to intervene as a bystander in secondary schools in England. BMC Public Health 2024; 24:729. [PMID: 38448932 PMCID: PMC10918972 DOI: 10.1186/s12889-024-18210-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 02/25/2024] [Indexed: 03/08/2024] Open
Abstract
BACKGROUND Violence is a leading cause of death and disability for young people and has serious impacts on prospects across the lifecourse. The education sector is a crucial setting for preventing youth violence through incorporating programmes that address attitudes and behaviours. The Mentors in Violence Prevention (MVP) programme aims to change harmful attitudes and norms, and increase non-violent bystander intervention, through a peer mentoring approach. To date there is limited evidence on the effectiveness of the intervention in UK school settings. The aim of the current study was to evaluate the impact of the programme on students' attitudes and knowledge related to violence prevention. METHODS The study employed a mixed methods design. Pre and post surveys measured changes in students' (aged 11-18) attitudes and knowledge related to violence prevention and bystander behaviour, gender stereotyping, acceptability of violence, and perceptions of others' willingness to intervene. Interviews/focus groups with programme delivers and students, and anonymised programme data were used to explore and supplement survey findings. RESULTS Overall, perceptions of the programme content and delivery were positive. Several beneficial impacts of the programme were found for mentors (students delivering the programme), including significant positive changes on measures of knowledge and attitudes towards violence prevention and the bystander approach, acceptability of violence perpetration, and perceptions of other students' willingness to intervene (effect sizes were small-medium). However, the study found no significant change on any of the outcomes amongst mentees (younger students receiving the programme from mentors). Despite this, qualitative evidence suggested mentees enjoyed the content of the programme and the peer-led delivery, and this built relationships with older students. Qualitative evidence also identified additional benefits of the programme for mentors, including leadership and communication skills, and increased confidence and supportive relationships. CONCLUSIONS Evidence from this study suggests MVP is effective as a targeted programme for mentors, but no significant evidence was found to demonstrate its effectiveness as a universal bystander and violence prevention programme for mentees. Whilst further research with more robust study design is needed, developing mentors as leaders in violence prevention is a valuable impact of the programme in its own right.
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Affiliation(s)
- Nadia Butler
- School of Public and Allied Health, Liverpool John Moores University, Tithebarn Street, Liverpool, L2 2ER, UK.
| | - Zara Quigg
- School of Public and Allied Health, Liverpool John Moores University, Tithebarn Street, Liverpool, L2 2ER, UK
| | - Charley Wilson
- School of Public and Allied Health, Liverpool John Moores University, Tithebarn Street, Liverpool, L2 2ER, UK
| | - Ellie McCoy
- School of Nursing and Advanced Practice, Liverpool John Moores University, Tithebarn Street, Liverpool, L2 2ER, UK
| | - Rebecca Bates
- School of Public and Allied Health, Liverpool John Moores University, Tithebarn Street, Liverpool, L2 2ER, UK
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Marino JA, Davis EP, Glynn LM, Sandman CA, Hahn-Holbrook J. Temporal relation between pubertal development and peer victimization in a prospective sample of US adolescents. Aggress Behav 2024; 50:e22139. [PMID: 38348515 PMCID: PMC10983834 DOI: 10.1002/ab.22139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Revised: 10/26/2023] [Accepted: 01/21/2024] [Indexed: 02/15/2024]
Abstract
Peer victimization typically peaks in early adolescence, leading researchers to hypothesize that pubertal timing is a meaningful predictor of peer victimization. However, previous methodological approaches have limited our ability to parse out which puberty cues are associated with peer victimization because gonadal and adrenal puberty, two independent processes, have either been conflated or adrenal puberty timing has been ignored. In addition, previous research has overlooked the possibility of reverse causality-that peer victimization might drive pubertal timing, as it has been shown to do in non-human primates. To fill these gaps, we followed 265 adolescents (47% female) prospectively across three-time points (Mage : T1 = 9.6, T2 = 12.0, T3 = 14.4) and measured self-report peer victimization and self- and maternal-report of gonadal and adrenal pubertal development on the Pubertal Development Scale. Multilevel modeling revealed that females who were further along in adrenal puberty at age 9 were more likely to report peer victimization at age 12 (Cohen's d = 0.25, p = .005). The relation between gonadal puberty status and peer victimization was not significant for either sex. In terms of the reverse direction, the relation between early peer victimization and later pubertal development was not significant in either sex. Overall, our findings suggest that adrenal puberty status, but not gonadal puberty status, predicted peer victimization in females, highlighting the need to separate gonadal and adrenal pubertal processes in future studies.
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Affiliation(s)
- Jessica A. Marino
- Department of Psychology, University of California, Merced, California, USA
| | - Elysia Poggi Davis
- Department of Psychology, University of Denver, Denver, Colorado, USA
- Department of Pediatrics, University of California, Irvine, California, USA
| | - Laura M. Glynn
- Department of Psychology, Chapman University, Orange, California, USA
| | - Curt A. Sandman
- Department of Psychiatry and Human Behavior, University of California, Irvine, California, USA
| | - Jennifer Hahn-Holbrook
- Department of Psychology, University of California, Merced, California, USA
- Health Sciences Research Institute, University of California, Merced, California, USA
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Sahli L, Bourgou S, Haj Amor S, Belhadj A. Arabic validation of a cyberbullying assessment instrument. L'ENCEPHALE 2023; 49:577-581. [PMID: 36253175 DOI: 10.1016/j.encep.2022.08.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Revised: 07/15/2022] [Accepted: 08/04/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Cyberbullying is a new form of peer violence that has become a widespread problem in the world. The prevalence of this phenomenon is not known in Tunisia due to the absence of validated assessment instruments. The aim of this study was to translate and validate the questionnaire "Second Revision of the Revised Cyberbullying Inventory". METHODS We translated this questionnaire into dialectal Tunisian Arabic using the back-translation method. To study the construct validity and the reliability, we conducted a cross-sectional study involving 962 Tunisian adolescents. Confirmatory factor analysis was performed to study construct validity for the two dimensions of the scale: cyber-victimization and cyber-aggression. To test reliability, the global internal consistency was computed for the two sections of the scale. RESULTS The translated version was considered satisfactory. The adjustment indices of the confirmatory factor analysis were satisfactory for both sections confirming the two-dimensional nature of the scale. The values of the cyber-aggression section were as follows: Comparative Fit Index=0.92; Tucker-Lewis Index=0.9; Root Mean Square Error of Approximation=0.04; Standardized Root Mean Square Residual=0.01. As for the cyber-victimization section, fit indices were as follows: Comparative Fit Index=0.92; Tucker-Lewis Index=0.9; Root Mean Square Error of Approximation=0.01; Standardized Root Mean Square Residual=0.07. Both sections showed good reliability. The internal consistency of each section was optimal. In fact, the Cronbach alpha was respectively 0.79 for cyber-aggression and 0.73 for cyber-victimization. CONCLUSION The Arabic version of the "Second Revision of the Revised Cyberbullying Inventory" is a psychometrically valid assessment. This scale could be useful to conduct further research and allow us to better understand the phenomenon of cyberbullying.
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Affiliation(s)
- L Sahli
- Child Psychiatry Department Mongi Slim Hospital, Tunis, Tunisia
| | - S Bourgou
- Child Psychiatry Department Mongi Slim Hospital, Tunis, Tunisia; University Tunis El Manar, Faculty of Medicine of Tunis, rue Djebal Lakhdar, 1006 Tunis, Tunisia.
| | - S Haj Amor
- Regional Directorate of Tunis Carthage Health District, Tunis, Tunisia
| | - A Belhadj
- Child Psychiatry Department Mongi Slim Hospital, Tunis, Tunisia; University Tunis El Manar, Faculty of Medicine of Tunis, rue Djebal Lakhdar, 1006 Tunis, Tunisia
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Liu Y, Yu X, An F, Wang Y. School bullying and self-efficacy in adolescence: A meta-analysis. J Adolesc 2023; 95:1541-1552. [PMID: 37690104 DOI: 10.1002/jad.12245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 08/29/2023] [Accepted: 08/29/2023] [Indexed: 09/12/2023]
Abstract
INTRODUCTION Given that literature has examined the relation between school bullying and self-efficacy, findings have been mixed. This meta-analysis aimed to clarify whether school bullying is associated with adolescents' self-efficacy, a key component of social information processing essential for the evaluation of potential behavioral responses. We further examined moderators associated with heterogeneity in the above relation, including participant roles, types of school bullying, types of self-efficacy, and demographic factors (e.g., age, gender, and cultural background). METHOD This study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses Statement for searching, identifying, and screening eligible articles. A total of 53 articles (N = 71,661; Mage = 12.69 years) were included (50 in English and 3 in Chinese). Articles were coded by two graduate-level coders independently with a high inter-rater reliability (97.12%). RESULTS The results showed that (1) school bullying was negatively associated with self-efficacy (r = -.07, p < .001) among adolescents, and (2) the above relation varied by participant role (e.g., bullies, victims, bully-victims, and defenders), types of school bullying (e.g., traditional bullying, cyberbullying, and both), and types of self-efficacy (e.g., general and domain-specific self-efficacy). FINDINGS The findings highlight that school bullying is associated with disruptive cognitive processing in adolescence, low self-efficacy in particular, and the heterogeneity should be considered to fully understand the association between school bullying and self-efficacy among adolescents.
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Affiliation(s)
- Yanxi Liu
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Xiaohong Yu
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Fusen An
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Yiji Wang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
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Hu Y, Zhang T, Shi HF, Fan CY. Empathy and bystander helping behavior in cyberbullying among adolescents: the mediating role of internet moral judgment and the moderating role of internet self-efficacy. Front Psychol 2023; 14:1196571. [PMID: 37731887 PMCID: PMC10508182 DOI: 10.3389/fpsyg.2023.1196571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Accepted: 08/24/2023] [Indexed: 09/22/2023] Open
Abstract
Introduction Cyberbullying poses a significant challenge among adolescents. If bystanders stand up and help victims, their helping behavior may be able to reduce the frequency and negative impact of cyberbullying. This study investigates the association of empathy, internet moral judgment, and internet self-efficacy with bystander helping behavior among adolescents, building upon the empathy-altruism hypothesis, bystander intervention model, and dual-process model of morality. Methods A sample of 919 Chinese adolescents from 3 schools in Hunan, Jiangxi and Guangdong provinces completed the Basic Empathy Scale, Internet Moral Judgment Questionnaire, Internet Self-Efficacy Questionnaire and Styles of Bystander Intervention Scale. And we constructed a moderated mediation model to examine the relationship between empathy and bystander helping behavior in cyberbullying and assessed the mediating role of internet moral judgment and the moderating role of internet self-efficacy. Results Our findings revealed a significant positive correlation between empathy and bystander helping behavior in cyberbullying. Internet moral judgment mediated the relationship between empathy and helping behavior, whereas internet self-efficacy moderated the latter half of the mediation pathway. Specifically, the association between internet moral judgment and helping behavior was stronger for bystanders with higher levels of internet self-efficacy compared with those that have lower levels. Discussion These results further deepen our understanding of the mechanisms involved in bystander helping behavior in cyberbullying, thus providing a basis for future interventions to encourage more helping actions from bystanders during cyberbullying incidents.
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Affiliation(s)
- Yang Hu
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
- School of Preschool Education, Hubei Preschool Teachers College, Wuhan, China
| | - Tian Zhang
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Hui-fen Shi
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
| | - Cui-ying Fan
- Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
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Rębisz S, Jasińska-Maciążek A, Grygiel P, Dolata R. Psycho-Social Correlates of Cyberbullying among Polish Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20085521. [PMID: 37107803 PMCID: PMC10139186 DOI: 10.3390/ijerph20085521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Revised: 04/10/2023] [Accepted: 04/12/2023] [Indexed: 05/11/2023]
Abstract
Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14-15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying-that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.
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Affiliation(s)
- Sławomir Rębisz
- Institute of Education, University of Rzeszów, ul. Ks. Jałowego 24, 35-959 Rzeszów, Poland
- Correspondence:
| | | | - Paweł Grygiel
- Institute of Education, Jagiellonian University, ul. Batorego 12, 31-135 Kraków, Poland
| | - Roman Dolata
- Faculty of Education, University of Warsaw, ul. Mokotowska 16/20, 00-561 Warsaw, Poland
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Wang X, Wang S, Zeng X. Does Sensation Seeking Lead to Adolescents' Cyberbullying Perpetration? The Mediating Role of Moral Disengagement and The Moderating Role of Perceived Social Support. Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01527-8. [PMID: 37024559 DOI: 10.1007/s10578-023-01527-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 03/14/2023] [Indexed: 04/08/2023]
Abstract
Based on the general aggression model, the current study examined the mediating role of moral disengagement in the association between sensation seeking and cyberbullying perpetration and the moderating role of perceived social support. A total of 2,286 Chinese adolescents aged 11-16 years completed the questionnaires regarding sensation seeking, cyberbullying perpetration, moral disengagement, and perceived social support. After gender and age were controlled, sensation seeking was significantly and positively associated with cyberbullying perpetration and this relationship was partially mediated by moral disengagement. Moderated mediation analysis further indicated that perceived social support moderated the relationship between sensation seeking and moral disengagement as well as sensation seeking and cyberbullying perpetration. These two relationships became weaker for adolescents with high perceived social support. Specifically, adolescents with higher levels of sensation seeking were more likely to develop moral disengagement and further engaged in cyberbullying perpetration, when they perceived less social support.
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Affiliation(s)
- Xingchao Wang
- School of Educational Science, Shanxi University, No. 92 Wucheng Road, Taiyuan, 030006, China.
| | - Shiyin Wang
- School of Educational Science, Shanxi University, No. 92 Wucheng Road, Taiyuan, 030006, China
| | - Xueqi Zeng
- School of Educational Science, Shanxi University, No. 92 Wucheng Road, Taiyuan, 030006, China
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15
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A systematic literature review of the longitudinal risk factors associated with juvenile cyber-deviance. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107613] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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16
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Wright MF, Wachs S. Cyberbullying Involvement and Depression among Elementary School, Middle School, High School, and University Students: The Role of Social Support and Gender. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2835. [PMID: 36833529 PMCID: PMC9957368 DOI: 10.3390/ijerph20042835] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 01/13/2023] [Accepted: 02/03/2023] [Indexed: 06/18/2023]
Abstract
One aim of this study was to investigate differences in cyberbullying involvement (i.e., victimization, bystanding, perpetration) across four age groups, including 234 elementary school students (4th and 5th grades; 51% female), 363 middle school students (6th through 8th grades; 53% female), 341 high school students (9th through 12th grade; 51% female), and 371 university students (all four years; 60% female). Another aim was to examine the age group differences in the associations between cyberbullying involvement and depression, as well as the moderating effect of social support from parents and friends. Participants completed questionnaires on cyberbullying involvement, depression, and social support from parents and friends. Findings revealed that middle school students were more often involved in cyberbullying as victims, bystanders, and perpetrators, followed by high school and university students, and elementary school students. High school and university students did not differ on their cyberbullying involvement. Gender moderated these relationships for elementary school students, with boys more often involved in cyberbullying perpetration and victimization than girls. In addition, female university students witnessed cyberbullying more so than males. Social support from parents buffered against the negative effects of cyberbullying involvement on depression across all age groups. Results were similar for social support from friends, but only for middle school and high school students. Gender did not influence the associations among age groups, cyberbullying involvement, and depression. The results have implications for designing prevention and intervention programs and ensuring that such programs consider age.
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Affiliation(s)
- Michelle F. Wright
- Department of Psychology, DePaul University, Chicago, IL 60604, USA
- National Anti-Bullying Research and Resource Center, Dublin City University, D09 AW21 Dublin, Ireland
| | - Sebastian Wachs
- National Anti-Bullying Research and Resource Center, Dublin City University, D09 AW21 Dublin, Ireland
- Department of Educational Studies, University of Potsdam, 14476 Potsdam, Germany
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17
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Tian L, Huang J, Huebner ES. Profiles and Transitions of Cyberbullying Perpetration and Victimization from Childhood to Early Adolescence: Multi-Contextual Risk and Protective Factors. J Youth Adolesc 2023; 52:434-448. [PMID: 35648261 DOI: 10.1007/s10964-022-01633-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Accepted: 05/12/2022] [Indexed: 01/19/2023]
Abstract
Cyberbullying may negatively affect youth's development. Because knowledge of the onset and course of cyberbullying during middle childhood and early adolescence is limited, studies of its antecedents, heterogeneous profiles, and transitions are needed to inform prevention and intervention efforts. The current longitudinal study explored the profiles and transitions of cyberbullying perpetration and victimization from middle childhood to early adolescence, along with their multi-contextual risk and protective factors. A total of 4326 Chinese elementary school students (44.6% female, Mage = 9.94) participated in self-report assessments at four time points with six-month intervals. The profiles and transitions of cyberbullying were modeled using latent profile analysis and latent transition analysis. Three cyberbullying profiles were identified: non-involved, cyberbully-victims, and cybervictims. The findings on the development of cyberbullying showed that: (1) its prevalence rate decreased from middle to late childhood and then increased during the transition to early adolescence; and (2) its stability increased from middle childhood to early adolescence. Multi-contextual risk and protective factors of profile memberships and transitions were also examined. The findings suggested that: (1) family abuse and peer aggression were stable risk factors for cyberbully-victims; (2) high-quality friendships and self-control were stable protective factors for cyberbully-victims; (3) family abuse and depressive symptoms were stable risk factors for cybervictims; and (4) significant predictive effects of family abuse, high-quality friendships, perceived parental warmth, and self-control were found for the transitions in cyberbullying profiles. These results supported multi-contextual models of the development and transitions of cyberbullying in Chinese children.
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Affiliation(s)
- Lili Tian
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, 510631, Guangzhou, People's Republic of China.
| | - Jingyi Huang
- Philosophy and Social Science Laboratory of Reading and Development in Children and Adolescents (South China Normal University), Ministry of Education, 510631, Guangzhou, People's Republic of China.,School of Psychology, South China Normal University, 510631, Guangzhou, People's Republic of China
| | - E Scott Huebner
- Department of Psychology, University of South Carolina, Columbia, SC, 29208, USA
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18
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Lambert L, Joshanloo M, Warren MA, Christiani K, Lomas T, Cody B, Al Sabah I, Chalabi AE, Kruchlik G. Promoting Kindness Through the Positive Theatrical Arts: Assessing Kuwait’s Boomerang Programme. PSYCHOLOGICAL STUDIES 2023. [DOI: 10.1007/s12646-022-00706-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023] Open
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19
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Alismaiel OA. Digital Media Used in Education: The Influence on Cyberbullying Behaviors among Youth Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1370. [PMID: 36674128 PMCID: PMC9858636 DOI: 10.3390/ijerph20021370] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 12/29/2022] [Accepted: 12/31/2022] [Indexed: 06/17/2023]
Abstract
Students, colleagues, and other members of society are increasingly using digital media. Students utilize digital media for a variety of reasons, including communication, gaming, making new friends, and simply being curious. However, there are some disadvantages to using digital media. Cyberbullying, cyberharassment, and cyberstalking are examples of useful digital media activities that can have a negative impact on digital media users and lead to societal issues. Surprisingly, limited studies have investigated cyberbullying in depth, utilizing a broad and varied sample of Middle Eastern institutions. As a result, the purpose of this study is to fill a research vacuum by questioning students' use of digital media for cyber involvement. This research aims to create a model for assessing the ethical consequences of behaviors that directly impact students' psychological health because of their use of digital media. The questionnaire looked at how people used digital media to engage in cyberbullying and cyber engagement, the ethical implications of bullying, and being harassed, stalked, and bullied. The study employed a quantitative questionnaire to collect data to achieve the research goal. It was given to 1012 students who are digital media users. Partial least squares (PLS) and structural equation modeling (SEM) were used to examine the data. Considering the empirical data, nearly half of the participants admitted to being harassed, stalked, or bullied on different digital platforms. The evaluation of discriminant validity is a prerequisite factor for examining possible variables' relationships. The goodness-of-fit index indicates that the model is well-fit. Through the established model, decision-makers and school administration would be able to implement measures that would effectively reduce cyber harassment among students and improve the digital media usage experience.
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Affiliation(s)
- Omar A Alismaiel
- College of Education, King Faisal University, Al-Ahsa 13982, Saudi Arabia
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20
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McComas M, Gil-Rivas V. Cyberaggression victimization on anxiety and depression in college students: the role of emotion regulation, social media, social support, and biological sex. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-8. [PMID: 36595490 DOI: 10.1080/07448481.2022.2145895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Revised: 09/28/2022] [Accepted: 11/04/2022] [Indexed: 06/17/2023]
Abstract
Objective: To test a conceptual model by which emotion dysregulation mediates the association between cyberaggression victimization (CAV) and symptoms of depression and anxiety among college students. Participants: Undergraduate students (N = 459) aged 18 to 29 years. Methods: Participants responded to an online questionnaire assessing CAV and distress associated with these experiences. Participants reported on emotion dysregulation, social media use integration, social support, and depression and anxiety symptoms. Results: As expected, emotion dysregulation mediated the relationship between CAV and depressive and anxiety symptoms. Contrary to expectations, biological sex and social media integration did not moderate the relationship between CAV and emotion dysregulation. Social support reduced the negative effects of emotion dysregulation on depressive and anxiety symptoms. Conclusion: These findings point to the need for colleges to invest in prevention and intervention efforts to reduce exposure to CAV and the impact of those experiences on the health and well-being of students.
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Affiliation(s)
- Megan McComas
- Division of Pediatric Psychology and Neuropsychology, Atrium Health Levine Children's Hospital, Charlotte, North Carolina, USA
| | - Virginia Gil-Rivas
- Health Psychology Ph.D. Program, University of North Carolina at Charlotte, Charlotte, North Carolina, USA
- Department of Psychological Science, University of North Carolina at Charlotte, Charlotte, North Carolina, USA
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21
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McField AA, Lawrence TI, Okoli IC. Examining the relationships between cyberbullying, relational victimization, and family support on depressive symptoms and substance use among adolescents. Clin Child Psychol Psychiatry 2023; 28:224-236. [PMID: 35727706 DOI: 10.1177/13591045221110126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
The present study examined whether cyberbullying, relational victimization, and family support were associated with depressive symptoms and substance use among adolescents (N = 1232). A path analysis revealed that cyberbullying, relational victimization, and family support were positively associated with depressive symptoms. Also, cyberbullying and relational victimization was positively related to substance use, whereas family support was not statistically predictive of substance use. This study highlights preventive interventions for cyberbullying, relational victimization, and family support in schools and families.
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Affiliation(s)
| | | | - Ifeoma C Okoli
- Psychology, 12344The University of Texas Permian Basin, USA
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22
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White GW, Hatchimonji DR, Vaid E, Simmons CC, Yuan M, Wang A, Elias MJ. Mechanisms for change: A theoretical pathway for a school-wide social-emotional learning initiative in an urban middle school. Front Psychol 2023; 14:977680. [PMID: 36874876 PMCID: PMC9975162 DOI: 10.3389/fpsyg.2023.977680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 01/23/2023] [Indexed: 02/17/2023] Open
Abstract
Introduction Investment in academic instruction without complementary attention to the social-emotional environment of students may lead to a failure of both. The current study evaluates a proposed mechanism for change, whereby academic achievement occurs as a result of the social-emotional learning environment impacting behavioral (discipline) outcomes. Methods We tested the hypothesized model during each year of a 3-year intervention to determine whether the relations among these constructs held potential as a pathway for targeted improvement. Results Path analysis for each year demonstrated excellent fit [Year 1: χ2 (19) = 76.16, CFI = 0.99, RMSEA = 0.05,TLI = 0.98; Year 2: χ2 (19) = 70.68, CFI = 0.99, RMSEA = 0.048, TLI = 0.98; Year 3: χ2 (19) = 66.59, CFI = 0.99, RMSEA = 0.05, TLI = 0.98] supporting the theoretical model for change. For each year the effect of the SEL Environment construct on discipline was significant, as was the effect of discipline on Academic Performance. Further, the indirect effect of SEL Environment on Academic Performance was significant across all years. Discussion The consistency of these relationships supports the proposed logic model as a potential mechanism for change and has the potential to guide interventions for whole school improvement.
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Affiliation(s)
- Gwyne W White
- Department of Psychology, Merrimack College, North Andover, MA, United States
| | - Danielle R Hatchimonji
- Center for Healthcare Delivery Science, Nemours Children's Hospital, Delaware, Wilmington, DE, United States
| | - Esha Vaid
- Department of Psychology, The Pennsylvania State University (PSU), University Park, PA, United States
| | | | - May Yuan
- Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Angela Wang
- Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
| | - Maurice J Elias
- Rutgers, The State University of New Jersey, New Brunswick, NJ, United States
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23
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Francisco SM, Ferreira PC, Veiga Simão AM. Behind the scenes of cyberbullying: personal and normative beliefs across profiles and moral disengagement mechanisms. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2022. [DOI: 10.1080/02673843.2022.2095215] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Affiliation(s)
- Sofia M. Francisco
- Faculdade de Psicologia, CICPSI, Alameda da Universidade, Universidade de Lisboa, Lisboa, Portugal
- Foundation for Science and Technology of the Science and Education Ministry of Portugal (SFRH/BD/130982/2017), Portugal
- Research Center for Psychological Science of the Faculty of Psychology, University of Lisbon, Portugal (CICPSI; UIDB/04527/2020 and UIDP/04527/2020)
| | - Paula C. Ferreira
- Faculdade de Psicologia, CICPSI, Alameda da Universidade, Universidade de Lisboa, Lisboa, Portugal
- Research Center for Psychological Science of the Faculty of Psychology, University of Lisbon, Portugal (CICPSI; UIDB/04527/2020 and UIDP/04527/2020)
| | - Ana M. Veiga Simão
- Faculdade de Psicologia, CICPSI, Alameda da Universidade, Universidade de Lisboa, Lisboa, Portugal
- Research Center for Psychological Science of the Faculty of Psychology, University of Lisbon, Portugal (CICPSI; UIDB/04527/2020 and UIDP/04527/2020)
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24
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Zhao D, Wang D, He Z, Yuan S, Zhu D, Liu H. Victim profiles and the protective role of school anti-bullying norms: a study of Chinese adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04204-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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25
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Cricenti C, Pizzo A, Quaglieri A, Mari E, Cordellieri P, Bonucchi C, Torretta P, Giannini AM, Lausi G. Did They Deserve It? Adolescents' Perception of Online Harassment in a Real-Case Scenario. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph192417040. [PMID: 36554921 PMCID: PMC9778851 DOI: 10.3390/ijerph192417040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 12/14/2022] [Accepted: 12/16/2022] [Indexed: 06/01/2023]
Abstract
Online harassment, particularly cyberbullying and the non-consensual sharing of intimate images, is a widespread phenomenon among adolescents and young adults. Descriptive research was carried out to investigate any differences among Italian school classes in the perception of cybercrime through a real-case scenario. Following the Italian school system, the final sample of 1777 adolescents (Mage = 15.37, SD = 1.65; Male = 52%) was divided into three groups based on the school class attended: middle school (N = 562; Mage = 13.37, SD = 0.48); high school biennium (N = 728; Mage = 15.55, SD = 0.50), and triennium (N = 487, Mage = 17.40, SD = 0.71). Participants completed a self-report questionnaire investigating the use of the Internet and the perception of a real case scenario involving the non-consensual sharing of intimate images and cyberbullying received by the National Centre for Combating Child Pornography Online (NCPO). Results showed differences among the three groups' perceptions of the event's features, motivations underlying the offense, victim-blaming and harassment justification (e.g., cyberbullying, in particular non-consensual sharing of intimate images, is recognized as a crime as age increases). The findings provide significant insights for future research and age-specific factors to consider when developing prevention programs for online risks.
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Affiliation(s)
- Clarissa Cricenti
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | - Alessandra Pizzo
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | | | - Emanuela Mari
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | | | - Cristina Bonucchi
- State Police Postal and Communication Department, Ministry of the Interior, 00173 Rome, Italy
| | - Patrizia Torretta
- State Police Postal and Communication Department, Ministry of the Interior, 00173 Rome, Italy
| | | | - Giulia Lausi
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy
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26
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School bullying among Chinese third to fifth grade primary school students in a cross-sectional study: The protective effect of psychological resilience. PLoS One 2022; 17:e0278698. [PMID: 36473011 PMCID: PMC9725143 DOI: 10.1371/journal.pone.0278698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Accepted: 11/22/2022] [Indexed: 12/12/2022] Open
Abstract
School bullying is a major concern for school-aged youth and has great impacts on children's health and well-being, and an increasing number of school bullying cases have been reported in China. Many studies have indicated that psychological resilience may have a well-established association with school bullying. However, only a limited number of studies have explored this association, especially among primary school students. The present study aimed to investigate the relationship between school bullying and psychological resilience among primary school students from a Chinese city. The participants were 6,011 primary school students aged 7-14 years who were recruited in a cross-sectional survey in Luzhou, China. The statistical significance of differences between groups was tested using the χ2 test or t test. Binary logistic regression analyses were conducted to explore the association between psychological resilience and school bullying. The incidence rates of bullies and victims were 30.00% (1803/6011; 95% CI: 28.84%-31.16%) and 69.89% (4201/6011; 95% CI: 68.73%-71.05%), respectively. Psychological resilience was a protective factor of school bullying among primary school students (for bullying perpetrators, OR = 0.76, 95%CI:0.62-0.93, and for bully victims OR = 0.74, 95%CI:0.61-0.90), especially among female students (for bullying perpetrators, OR = 0.63, 95%CI: 0.47-0.85, and for bully victims, OR = 0.69, 95%CI: 0.53-0.90). School bullying among primary school students in Luzhou City was highly prevalent. High levels of psychological resilience might be a protective factor in preventing primary students from being involved in school bullying, especially among females.
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27
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Costa Ferreira PD, Veiga Simão AM, Martinho V, Pereira N. How beliefs and unpleasant emotions direct cyberbullying intentions. Heliyon 2022; 8:e12163. [PMID: 36536912 PMCID: PMC9758407 DOI: 10.1016/j.heliyon.2022.e12163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 07/15/2022] [Accepted: 11/29/2022] [Indexed: 12/13/2022] Open
Abstract
This study aims to investigate the role of emotions and beliefs of perceived severity about cyberbullying behavior in the relationship between bystanders' personal moral beliefs and their behavioral intentions in cyberbullying. A group of 402 fifth to twelfth graders (M age = 13.12; SD = 2.19; 55.7% were girls) participated and we ran exploratory factorial analyses of the instruments. A group of 676 fifth to twelfth grade students (M age = 14.10; SD = 2.74; 55.5% were boys) participated and we performed confirmatory factor analyses. A group of middle school students (N = 397; Mage = 13.88 years; SD = 1.45; 55.5% girls) participated and we ran the final analyses aimed to test the research hypotheses. Results from self-report measures showed that unpleasant emotions mediated personal moral beliefs and adolescent bystanders' intentions to help cybervictims. Normative beliefs of severity mediated the relation between personal moral beliefs and intentions to cyberbully others.
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Affiliation(s)
- Paula da Costa Ferreira
- Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
| | - Ana Margarida Veiga Simão
- Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
| | - Vítor Martinho
- Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
| | - Nádia Pereira
- Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
- CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
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Choi YJ, Shin SY, Lee J. Change in Factors Affecting Cyberbullying of Korean Elementary School Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191711046. [PMID: 36078772 PMCID: PMC9518140 DOI: 10.3390/ijerph191711046] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 08/30/2022] [Accepted: 08/30/2022] [Indexed: 05/27/2023]
Abstract
The importance of social networking and the online environment as core factors in building relationships has grown as a result of the COVID-19 pandemic, which limited in-person activities. As classes transitioned to online platforms, there was an influx of elementary school students into the cyberspace, increasing the risk of exposure to cyberbullying. This study analyzed the factors influencing the experience of cyberbullying among Korean elementary school students around 2020, when the spread of COVID-19 began in earnest, and thus suggests directions for cyberbullying prevention measures for the post-COVID-19 era. This comparative study used binary logistic regression to analyze data from the "Cyber Violence Survey" conducted by the Korea Communications Commission in 2019 and 2020. The analysis confirmed that interactions between parents and children, cyberbullying control by schools, and recognition of cyberbullying as a problem had statistically significant influences on cyberbullying experience only in 2020 (i.e., when the pandemic began). Overall, this study emphasizes the importance of raising awareness about cyberbullying among elementary school students and taking preventive action through a home-school system to address cyberbullying in the post-COVID-19 era.
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Affiliation(s)
- Yeon-Jun Choi
- Department of Aviation Security Protection, Kwangju Women’s University, Gwangju 62396, Korea
| | - So Young Shin
- Department of Police Administration, Joongbu University, Geumsan 32173, Korea
| | - Julak Lee
- Department of Industrial Security, Chung-Ang University, Seoul 06974, Korea
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Tao S, Reichert F, Law N, Rao N. Digital Technology Use and Cyberbullying Among Primary School Children: Digital Literacy and Parental Mediation as Moderators. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2022; 25:571-579. [PMID: 35877811 DOI: 10.1089/cyber.2022.0012] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a paucity of research has explored the association between digital technology use and cyberbullying, and the extent to which digital literacy (DL) and parental mediation moderate these relationships among primary school-aged children. This study addressed these research gaps. A total of 736 children (third grade, female = 52 percent) in Hong Kong, selected through stratified random sampling, reported on their digital technology use, parental mediation of technology use (i.e., active mediation and restriction), and cyberbullying experiences. A performance-based assessment measured children's DL. Results showed a positive association between children's digital technology use (both for leisure activities and for schoolwork) and cyberbullying experiences (both as perpetrator and victim). These positive associations were more pronounced among children with low levels of DL (only victims) as well as among children with highly restrictive parents (both perpetrators and victims). Implications for digital citizenship education and parental intervention are discussed.
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Affiliation(s)
- Sisi Tao
- Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR
| | - Frank Reichert
- Academic Unit of Social Contexts and Policies of Education, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR
| | - Nancy Law
- Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR
- Academic Unit of Teacher Education and Learning Leadership, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR
| | - Nirmala Rao
- Academic Unit of Human Communication, Development, and Information Sciences, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR
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Palermiti AL, Bartolo MG, Musso P, Servidio R, Costabile A. Self-esteem and adolescent bullying/cyberbullying and victimization/cybervictimization behaviours: A person-oriented approach. EUROPES JOURNAL OF PSYCHOLOGY 2022; 18:249-261. [DOI: 10.5964/ejop.5379] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2020] [Accepted: 03/30/2021] [Indexed: 11/20/2022]
Abstract
Although previous studies seemed to recognize negative associations between self-esteem and bullying/cyberbullying and victimization/cybervictimization behaviours, the findings are controversial. The current study tried to shed light on this issue by using a person-oriented approach among Italian adolescents. Participants included 936 students aged 13-16 years. Different domains of self-esteem and bullying/cyberbullying and victimization/cybervictimization behaviour during the previous 2-3 months were assessed through a self-administered questionnaire. The results suggested four self-esteem profiles, i.e., school/family-oriented, consistently high, self-derogation, and body/peer-oriented. Students in the consistently high self-esteem profile seemed to be more protected against bullying/cyberbullying and victimization/cybervictimization behaviours compared to those in the self-derogation profile. The findings showed that among adolescents there is a degree of heterogeneity in the self-esteem domain associated with different levels of bullying/cyberbullying and victimization/cybervictimization behaviour. This suggests that different domains of self-esteem and their interdependencies play a crucial role during adolescence, with consequences also in terms of diverse patterns of active and passive aggressive behaviour.
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31
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Internet use and cyberbullying: Impacts on psychosocial and psychosomatic wellbeing among Chinese adolescents. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Guidi S, Palmitesta P, Bracci M, Marchigiani E, Di Pomponio I, Parlangeli O. How many cyberbullying(s)? A non-unitary perspective for offensive online behaviours. PLoS One 2022; 17:e0268838. [PMID: 35853008 PMCID: PMC9295961 DOI: 10.1371/journal.pone.0268838] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Accepted: 04/28/2022] [Indexed: 11/18/2022] Open
Abstract
Research has usually considered cyberbullying as a unitary phenomenon. Thus, it has been neglected to explore whether the specific online aggressive behaviours relate differentially to demographic features of the perpetrators of online aggressive actions, their personality characteristics, or to the ways in which they interact with the Internet. To bridge this gap, a study was conducted through a questionnaire administered online to 1228 Italian high-school students (Female: 61.1%; 14–15 yo: 48.%; 16–17 yo: 29.1%; 18–20 yo: 20.4%, 21–25 yo: 1.6%; Northern Italy: 4.1%; Central Italy: 59.2%; Southern Italy: 36.4%). The questionnaire, in addition to items about the use of social media, mechanisms of Moral Disengagement and personality characteristics of the participants in the study, also included a scale for the measurement of cyberbullying through the reference to six aggressive behaviours. The results indicate that cyberbullying can be considered as a non-unitary phenomenon in which the different aggressive behaviours can be related to different individual characteristics such as gender, personality traits and the different ways of interacting with social media. Moreover, the existence of two components of cyberbullying has been highlighted, one related to virtual offensive actions directly aimed at a victim, the other to indirect actions, more likely conducted involving bystanders. These findings open important perspectives for understanding, preventing, and mitigating cyberbullying among adolescents.
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Affiliation(s)
- Stefano Guidi
- Department of Social, Political and Cognitive Sciences, University of Siena, Siena, Italy
- * E-mail:
| | - Paola Palmitesta
- Department of Social, Political and Cognitive Sciences, University of Siena, Siena, Italy
| | - Margherita Bracci
- Department of Social, Political and Cognitive Sciences, University of Siena, Siena, Italy
| | - Enrica Marchigiani
- Department of Social, Political and Cognitive Sciences, University of Siena, Siena, Italy
| | - Ileana Di Pomponio
- Department of Social, Political and Cognitive Sciences, University of Siena, Siena, Italy
| | - Oronzo Parlangeli
- Department of Social, Political and Cognitive Sciences, University of Siena, Siena, Italy
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Law DM, Xiao B, Onditi H, Liu J, Xie X, Shapka J. Measurement Invariance and Relationships Among School Connectedness, Cyberbullying, and Cybervictimization: A Comparison Among Canadian, Chinese, and Tanzanian Adolescents. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221106585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The aim of the present study was to evaluate the measurement invariance of the School Connectedness Scale for Chinese, Canadian, and Tanzanian adolescents, and to explore the inter association between school connectedness and cyberbullying/cybervictimization. Participants included 3872 adolescents from urban settings in China ( N= 2053, M age=16.36 years, SD = 1.14 years; 44.6% boys), Canada ( N = 642, M age = 12.13 years, SD = 0.77 years; 50.1% boys), and Tanzania ( N = 1056 , M age=15.87 years, SD = 2.03 years; 52.8% boys). Adolescents self-reported their cybervictimization and cyberbullying experiences, as well as their perceived school connectedness. Multigroup Confirmatory Factor Analysis revealed an approximate measurement invariance of the scale across the three countries. Chinese students showed the lowest levels of school connectedness while Tanzanian students showed the highest. The findings of the multivariate multigroup regression analyses across the three countries revealed similar relationships between school connectedness and cyberbullying/cybervictimization, thus broadening our understanding of school connectedness and its relationship to cyberbullying/cybervictimization across these three different countries.
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Affiliation(s)
- Danielle M Law
- Department of Psychology, Wilfrid Laurier University, Brantford, ON, CA
| | - Bowen Xiao
- The University of British Columbia, Faculty of Education, Vancouver, BC, CA
| | - Hezron Onditi
- Dar es Salaam University College of Education, Dar es Salaam, Tanzania
| | - Junsheng Liu
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Xiaolong Xie
- School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Jennifer Shapka
- Department of Psychology, Wilfrid Laurier University, Brantford, ON, CA
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Al-Darmaki F, Al Sabbah H, Haroun D. Prevalence of Bullying Behaviors Among Students From a National University in the United Arab Emirates: A Cross-Sectional Study. Front Psychol 2022; 13:768305. [PMID: 35548490 PMCID: PMC9082408 DOI: 10.3389/fpsyg.2022.768305] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 03/28/2022] [Indexed: 11/13/2022] Open
Abstract
Background This study aims to investigate bullying behaviors among college students at one of the national universities in UAE, and also to examine the psychological characteristics of those who were exposed to, or have experienced bullying. Methods A cross-sectional study was conducted on 839 undergraduate students at one of the national universities in the UAE. Students from all colleges participated in this study and were selected by using stratified random sampling. Participants completed a bullying survey designed for the study, in addition to three psychological measures [i.e., Aggression Questionnaire, Buss and Perry, 1992; The Primary Care Anxiety and Depression, El-Rufaie et al., 1997; and the Post Traumatic Stress Disorder (PTSD) for Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (PCL-5), Weathers et al., 2013]. Results The prevalence rate of students being exposed to or engaged in bullying was 26.3% (221 out of 839). Of those, 72 students (8.7%) reported being bullied, 29 (3.6%) reported bullying others, and 185 (22.8%) reported witnessing friends being bullied. The most common types of bullying reported were traditional bullying (e.g., face-to-face bullying, verbal, and physical). Cyberbullying was not very common. More females reported being bullied in comparison to males and most of the aggressors were peer students. Overall, moderate level of aggressive personality traits and low levels of symptoms of depression, anxiety, and PTSD were reported for the total sample. T-tests revealed significant differences in the three psychological measures between those who did not experience bullying and those who did. The mean scores on the Aggression Questionnaire for those who bullied others were significantly higher than those who did not experience bullying. Conclusion Experiences of bullying seem to impact college students’ mental health in the UAE. Therefore, efforts need to focus on developing preventive programs to increase students’ awareness of bullying and its negative impact on campus environment. Offering psychological help for those who were exposed to bullying would help them to deal effectively with this trauma.
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Affiliation(s)
- Fatima Al-Darmaki
- Department of Psychology, College of Natural and Health Sciences, Zayed University, Abu Dhabi, United Arab Emirates
| | - Haleama Al Sabbah
- Department of Health Sciences, College of Natural and Health Sciences, Zayed University, Dubai, United Arab Emirates
| | - Dalia Haroun
- Department of Health Sciences, College of Natural and Health Sciences, Zayed University, Dubai, United Arab Emirates
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Dang J, Liu L. Me and Others Around: The Roles of Personal and Social Norms in Chinese Adolescent Bystanders' Responses Toward Cyberbullying. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP6329-NP6354. [PMID: 33073678 DOI: 10.1177/0886260520967128] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Researchers have expanded the aggressor-victim dyad by showing that bystanders play pivotal roles in the process of cyberbullying. Bystanders' responses entail moral engagement and are guided by personal and social norms. Most research on normative influences on bystanders' responses to cyberbullying has focused on personal or social norms but has ignored how they jointly affect bystanders' responses. Inspiring by the modified Theory of Planned Behavior, a cross-sectional study of Chinese high-school students (N = 333) examined how cyberbullying-related personal and social norms affect adolescent bystanders' responses to cyberbullying. We collected information on personal norms, social norms, and bystanders' responses to cyberbullying. Boys reported stronger intentions than girls to reinforce the bully, but intentions to help the victim were equivalent among boys and girls. Regression analysis revealed that pro-cyberbullying personal and social norms combined could negatively predict intentions to help the victim. However, personal and social norms interacted to influence behavioral intentions to reinforce the bully. Specifically, when pro-cyberbullying social norms were at a high level, a higher level of pro-cyberbullying personal norms was correlated with higher intentions to reinforce the bully. Conversely, when pro-cyberbullying social norms were at a low level, the effect of personal norms disappeared. The findings contribute to understanding the process by which adolescents adapt themselves to norms and provide guidance for educational advice on intervening in cyberbullying.
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Affiliation(s)
| | - Li Liu
- Beijing Normal University, Beijing, China
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Wang Q, Tu R, Jiang Y, Hu W, Luo X. Teasing and Internet Harassment among Adolescents: The Mediating Role of Envy and the Moderating Role of the Zhong-Yong Thinking Style. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19095501. [PMID: 35564895 PMCID: PMC9100652 DOI: 10.3390/ijerph19095501] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Revised: 04/24/2022] [Accepted: 04/29/2022] [Indexed: 12/22/2022]
Abstract
Extant research studies have documented that teen victims of traditional bullying are more likely to be perpetrators of Internet harassment. Teasing is a typical form of verbal bullying, but, unfortunately, its link with Internet harassment perpetration has rarely been investigated to date. Therefore, this study constructed two moderated mediation models to explore the relation between weight-related/competency-related teasing (the two main types of teasing) and Internet harassment, and whether these associations are mediated by envy and moderated by the Zhong-Yong thinking style. A total of 1811 Chinese adolescents (Mage = 13.22 years, SD = 0.97) were investigated to examine the two models. The results clarified that: (1) weight-related/competency-related teasing was positively predictive of adolescent Internet harassment; (2) envy acted a partially mediating role in the associations between weight-related/competency-related teasing and Internet harassment; (3) the Zhong-Yong thinking style not only moderated the link between weight-related/competency-related teasing and envy, with the effect being more profound for a high-level Zhong-Yong thinking style possessed by adolescents, but also moderated the direct link between competency-related teasing and Internet harassment, with the relation being more potent when the level of Zhong-Yong thinking style was low. Nevertheless, the direct link between weight-related teasing and Internet harassment was not moderated by the Zhong-Yong thinking style. These findings are important to comprehend the psychological mechanisms linking weight-related/competency-related teasing to Internet harassment, and provide some enlightenment for preventing and intervening in adolescent Internet harassment perpetration.
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Affiliation(s)
- Qiong Wang
- School of Education, Zhengzhou University, Zhengzhou 450001, China; (Q.W.); (R.T.); (X.L.)
| | - Ruilin Tu
- School of Education, Zhengzhou University, Zhengzhou 450001, China; (Q.W.); (R.T.); (X.L.)
| | - Yihe Jiang
- Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200030, China;
| | - Wei Hu
- Information Engineering University, Zhengzhou 450001, China
- Correspondence:
| | - Xiao Luo
- School of Education, Zhengzhou University, Zhengzhou 450001, China; (Q.W.); (R.T.); (X.L.)
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37
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Rajbhandari J, Rana K. Cyberbullying on Social Media: an Analysis of Teachers' Unheard Voices and Coping Strategies in Nepal. INTERNATIONAL JOURNAL OF BULLYING PREVENTION : AN OFFICIAL PUBLICATION OF THE INTERNATIONAL BULLYING PREVENTION ASSOCIATION 2022; 5:1-13. [PMID: 35474760 PMCID: PMC9027022 DOI: 10.1007/s42380-022-00121-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/14/2022] [Indexed: 06/14/2023]
Abstract
Teachers can be potential victims of cyberbullying, particularly targeted by their students at their workplaces. The growing use of social media has been observed promoting cyberbullying in addition to face-to-face bullying. Often neglected by academic organisations and policymakers, cyberbullying has become one of the biggest challenges for teachers to manage normal teaching and learning. This article reports an examination of teachers' experiences of how they were cyberbullied by students particularly on social media and their coping mechanisms. This qualitative study utilised online semi-structured interviews with twenty teachers and observation of their Facebook account to explore their familiarities with the digital era agitations. Findings indicate how teachers on social media become victims of trivial belittling, unethical requests, uninvited sexual advances made by students and colleagues, insolence, sabotaging of shared contents and trolling of manipulative contents. While this article explored individual coping strategies of sharing, ignoring and enhancing self-efficacy to handle technology strongly and confidently, it concludes with the implications of collaborative coordination necessary for the development of strong policies and strict cyber laws for ensuring teachers' cybersecurity in similar contexts.
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Affiliation(s)
- Jyotshna Rajbhandari
- Faculty of Social Sciences and Education, Nepal Open University & St. Lawrence College, Kathmandu, Nepal
| | - Karna Rana
- Faculty of Social Sciences and Education, Nepal Open University, Lalitpur, Nepal
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38
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Do peer and parental norms influence media content-induced cyber aggression? COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2021.107136] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Baroncelli A, Perkins ER, Ciucci E, Frick PJ, Patrick CJ, Sica C. Triarchic Model Traits as Predictors of Bullying and Cyberbullying in Adolescence. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP3242-NP3268. [PMID: 32597721 PMCID: PMC7769960 DOI: 10.1177/0886260520934448] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The triarchic model of psychopathy includes a disinhibition dimension related to externalizing outcomes, a meanness dimension pertaining to callous-unemotional traits, and a boldness dimension referring to emotional stability and high confidence in peer relationships. Some dimensions of psychopathy have been extensively investigated in samples of children and adolescents; in particular, the callous-unemotional (meanness) dimension has been associated with aggression and bullying in numerous studies. However, the other dimensions of the triarchic model have been relatively unexplored in samples of adolescents. Thus, we tested for associations between the triarchic dimensions and bullying and cyberbullying behaviors (i.e., proactive, goal-directed, and repetitive aggressive behaviors) in a sample of 580 high school students aged 14 to 19 years. Logistic regression analyses showed that (a) meanness and disinhibition scores were uniquely associated with traditional bullying, whereas only meanness was uniquely associated with cyberbullying; (b) boldness scores moderated the relationship between disinhibition and cyberbullying, such that disinhibition was related to cyberbullying only at low levels of boldness; and (c) these patterns were maintained when accounting for overall levels of conduct problems and were not moderated by the experience of victimization. Our findings suggest that the triarchic model of psychopathy can contribute to an understanding of youth engagement in bullying and cyberbullying.
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Affiliation(s)
| | | | | | - Paul J. Frick
- Louisiana State University
- Australian Catholic University
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40
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Balan R, Dobrean A, Balazsi R, Parada RH, Predescu E. The Adolescent Peer Relations Instrument- Bully/Target: Measurement Invariance Across Gender, Age, and Clinical Status. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:1484-1513. [PMID: 32475204 DOI: 10.1177/0886260520922350] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Adolescent Peer Relations Instrument-Bully/Target (APRI-BT) is a multidimensional scale designed to assess bullying involvement both as target and perpetrator. Although existing research has shown that the APRI-BT satisfies the assumption of measurement invariance across age and gender, these findings come from western individualistic countries (e.g., Australia). This study aimed to investigate the factorial structure and measurement invariance across age, gender, and clinical status in a sample of Romanian youths. Participants were 1,024 adolescents, 10 to 18 years, recruited from both community and clinical setting. Our results confirmed a six first-order factor structure and two second-order factors (Bully including Bullying Physical, Bullying Verbal, Bullying Social and Victimization including Physical Victimization, Verbal Victimization, Social Victimization). In addition, measurement invariance across age, gender, and clinical status was demonstrated. This study identifies APRI-BT as an instrument with solid psychometric proprieties for measuring bullying and victimization among preadolescents and adolescents.
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Affiliation(s)
| | | | | | - Roberto H Parada
- Western Sydney University, Kingswood, New South Wales, Australia
| | - Elena Predescu
- Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Romania
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Łosiak-Pilch J, Grygiel P, Ostafińska-Molik B, Wysocka E. Cyberbullying and its protective and risk factors among Polish adolescents. CURRENT ISSUES IN PERSONALITY PSYCHOLOGY 2022; 10:190-204. [PMID: 38013822 PMCID: PMC10535628 DOI: 10.5114/cipp.2021.111404] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 07/15/2021] [Accepted: 10/25/2021] [Indexed: 11/29/2023] Open
Abstract
BACKGROUND Cyberbullying has recently attracted attention because of its increasing occurrence and serious consequences for victims. The purpose of the study was to examine the prevalence rates of cyberbullying and the association between cyberbullying and protective/risk factors (cognitive empathy, assertiveness, cooperation, pro-social behaviour, and social support) among Polish adolescents. PARTICIPANTS AND PROCEDURE Participants (822 students, 448 girls and 374 boys, M = 12.97, SD = 1.02) completed a computer-based online questionnaire. RESULTS The majority of respondents did not experience cyberbul-lying in the last six months, while a significant group still experienced cyberbullying regularly (28.1%). Engaging in cyberbullying appeared to be even less common: it was reported by 12.3% of respondents. Family and peer social support appeared to be the strongest protective factor against experiencing cyberbullying while assertiveness was a characteristic that makes a person more likely to engage in cyberbullying. CONCLUSIONS The results of our study can serve as guidance for preventive interventions against cyberbullying.
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Affiliation(s)
| | - Paweł Grygiel
- Institute of Pedagogy, Jagiellonian University, Krakow, Poland
| | | | - Ewa Wysocka
- Institute of Pedagogy, University of Silesia, Katowice, Poland
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Lucas-Molina B, Pérez-Albéniz A, Solbes-Canales I, Ortuño-Sierra J, Fonseca-Pedrero E. Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor. INTERVENCION PSICOSOCIAL 2022; 31:33-41. [PMID: 37362615 PMCID: PMC10268552 DOI: 10.5093/pi2022a1] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Accepted: 10/19/2021] [Indexed: 06/28/2023]
Abstract
Traditional bullying and cyberbullying are linked to adverse mental health outcomes. Student connectedness has been recently identified as a potential protective factor in these relationships. Nonetheless, the multilevel nature of these interactions has been frequently overlooked. The present study pretends to fill this gap by exploring the associations between individual levels of bullying and cyberbullying and three adjustment outcomes (i.e., suicidal behavior, symptoms of depression, and self-esteem), as well as the moderating role of the school level of student connectedness on these relationships. The participants in this work were 1,774 students aged 14-18 years (M = 15.70, SD = 1.26), of which 53.7% were female, from 31 secondary schools in Spain. We used previously validated self-reported questionnaires in this study. Traditional victimization and cybervictimization, as well as cyberbullying, were positively related to suicidal behavior and depression, and were negatively related to self-esteem. Conversely, individual levels of student connectedness were associated with lower levels of suicidal behavior and depression, and with higher levels of self-esteem. Moreover, school levels of student connectedness buffered the adjustment problems experienced by victims of cyberbullying. These findings highlight the importance of student connectedness as a possible target for school-based cyberbullying prevention.
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Affiliation(s)
- Beatriz Lucas-Molina
- University of ValenciaEducational PsychologyDepartment of DevelopmentalValenciaSpainDepartment of Developmental and Educational Psychology, University of Valencia, Spain
- Programa Riojano de Investigación en Salud MentalLogroñoSpainPrograma Riojano de Investigación en Salud Mental (PRISMA), Logroño, Spain
| | - Alicia Pérez-Albéniz
- Programa Riojano de Investigación en Salud MentalLogroñoSpainPrograma Riojano de Investigación en Salud Mental (PRISMA), Logroño, Spain
- Universidad de La RiojaLogroñoSpainUniversidad de La Rioja, Logroño, Spain
| | - Irene Solbes-Canales
- Complutense University of MadridDepartament of Research and Psychology in EducationMadridSpainDepartament of Research and Psychology in Education, Complutense University of Madrid, Spain
| | - Javier Ortuño-Sierra
- Programa Riojano de Investigación en Salud MentalLogroñoSpainPrograma Riojano de Investigación en Salud Mental (PRISMA), Logroño, Spain
- Universidad de La RiojaLogroñoSpainUniversidad de La Rioja, Logroño, Spain
| | - Eduardo Fonseca-Pedrero
- Programa Riojano de Investigación en Salud MentalLogroñoSpainPrograma Riojano de Investigación en Salud Mental (PRISMA), Logroño, Spain
- Universidad de La RiojaLogroñoSpainUniversidad de La Rioja, Logroño, Spain
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An observational study of Internet behaviours for adolescent females following sexual abuse. Nat Hum Behav 2022; 6:74-87. [PMID: 34580439 PMCID: PMC9258728 DOI: 10.1038/s41562-021-01187-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Accepted: 07/21/2021] [Indexed: 02/07/2023]
Abstract
Child sexual abuse (CSA) is associated with revictimization and sexual risk-taking behaviours. The Internet has increased the opportunities for teens to access sexually explicit imagery and has provided new avenues for victimization and exploitation. Online URL activity and offline psychosocial factors were assessed for 460 females aged 12-16 (CSA = 156; comparisons = 304) with sexual behaviours and Internet-initiated victimization assessed 2 years later. Females who experienced CSA did not use more pornography than comparisons but were at increased odds of being cyberbullied (odds ratio = 2.84, 95% confidence interval = 1.67-4.81). These females were also more likely to be represented in a high-risk latent profile characterized by heightened URL activity coupled with problematic psychosocial factors, which showed increased odds of being cyberbullied, receiving online sexual solicitations and heightened sexual activity. While Internet activity alone may not confer risk, results indicate a subset of teens who have experienced CSA for whom both online and offline factors contribute to problematic outcomes.
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44
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Alrajeh SM, Hassan HM, Al-Ahmed AS, Alsayed Hassan D. An investigation of the relationship between cyberbullying, cybervictimization and depression symptoms: A cross sectional study among university students in Qatar. PLoS One 2021; 16:e0260263. [PMID: 34882754 PMCID: PMC8659417 DOI: 10.1371/journal.pone.0260263] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 11/07/2021] [Indexed: 11/18/2022] Open
Abstract
Background Cyberbullying is a modern form of bullying that could be practiced electronically or on the internet. It is related to different mental health issues such as depression, which can affect both the cyberbully and the victim. Although a few studies have been conducted regarding the prevalence of cyberbullying and cyber-victimization among the younger generation in Qatar, no studies have been conducted among young adults despite studies showing that they are also prone to cyberbullying. Methods This is a cross-sectional study to investigate the prevalence and the relationship between cyberbullying, cyber-victimization, and depression symptoms among Qatar University students. A self-administered close-ended electronic questionnaire was used to assess student’s cyberbullying/cyber-victimization behaviors and depression symptoms. The Revised Cyberbullying Inventory scale (RCBI-II) and Patient Health questionnaire-9 (PHQ-9) were utilized to measure involvement in cyberbullying and depression symptoms, respectively. A total of 836 students participated in the study. Pearson Chi-Square test and binary logistic regression were conducted to analyze the data. Results Results indicated the majority of students have been involved in cyberbullying as follows: 6.8% cyberbullies, 29.2% cybervictims, 35.8% cyberbully-victims, and 28.2% not involved in either. Approximately 50% of the students scored a ten or higher on the PHQ9 test indicating symptoms of depression. Moreover, significant associations were found between cyberbullying experiences and gender (p = 0.03), depression and gender (p = 0.046), and between cyberbullying experiences and depression (p<0.001). Conclusion Our findings indicate that among Qatar University students, cyberbullying and cyber-victimization are prevalent behaviors that could be associated with the high reported rates of depression symptoms.
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Affiliation(s)
- Sara Mohamed Alrajeh
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Huda Mohammed Hassan
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Aisha Salim Al-Ahmed
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Diana Alsayed Hassan
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar
- * E-mail:
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Finkelhor D, Walsh K, Jones L, Mitchell K, Collier A. Youth Internet Safety Education: Aligning Programs With the Evidence Base. TRAUMA, VIOLENCE & ABUSE 2021; 22:1233-1247. [PMID: 32242503 DOI: 10.1177/1524838020916257] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
BACKGROUND This review critically examines the messages of youth internet safety education programs in the light of research about both the dynamics of internet dangers and the efficacy of youth prevention education. METHODS Using terms "internet safety education" and "digital citizenship," a Google search identified 12 multi-topic safety programs. Review articles were identified via Google Scholar for six forms of online harm to youth that have been targeted by many of these programs: cyberbullying (19 articles); online sexual exploitation (23 articles); sexting (19 articles); online fraud, hacking, and identity theft (6 articles); online suicide and self-harm promotion (18 articles); and internet overuse or addiction (15 articles). FINDINGS There appear to be mismatches between dynamics revealed in the research about internet harms and the messages emphasized in educational programs, particularly on the issues of sexual exploitation and sexting. Overall, the review literature also suggests major advantages to integrating internet safety into already well-established and evidence-based programs currently addressing related off-line harms, for example, programs focusing on general bullying, dating abuse, or sexual abuse prevention. The advantages stem from four factors: (1) the considerable overlap between online harms and similar off-line harms, (2) the apparent greater prevalence of off-line harms, (3) the evidence that the same risk factors lie behind both online and off-line harms, and most importantly, (4) the substantially superior evidence base for the longer standing programs developed originally around the off-line harms.
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Affiliation(s)
- David Finkelhor
- Crimes Against Children Research Center, University of New Hampshire, Durham, NH, USA
| | - Kerryann Walsh
- Faculty of Education, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Lisa Jones
- Crimes Against Children Research Center, University of New Hampshire, Durham, NH, USA
| | - Kimberly Mitchell
- Crimes Against Children Research Center, University of New Hampshire, Durham, NH, USA
| | - Anne Collier
- The Net Safety Collaborative, Salt Lake City, UT, USA
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Copp JE, Mumford EA, Taylor BG. Online sexual harassment and cyberbullying in a nationally representative sample of teens: Prevalence, predictors, and consequences. J Adolesc 2021; 93:202-211. [PMID: 34801812 DOI: 10.1016/j.adolescence.2021.10.003] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Revised: 10/20/2020] [Accepted: 10/12/2021] [Indexed: 11/19/2022]
Abstract
INTRODUCTION There are burgeoning bodies of research on cyberbullying and online sexual harassment. Yet existing work often fails to distinguish between these two unique forms of online victimization, is largely cross sectional, and based on convenience or specialized samples. We examined the prevalence, predictors, and mental health and behavioral consequences of cyberbullying and online sexual harassment using a large, representative sample of adolescents. We also considered the potential compounding effects of multiple forms of victimization, as well as gender differences in the effects of online victimization. METHODS We used nationally representative, longitudinal data from the National Survey on Teen Relationships and Intimate Violence (STRiV) (n = 1,152), a US-based sample of adolescents 10-18 years old. RESULTS Approximately 37% of participants reported being victims of cyberbullying, and nearly 15% reported online sexual harassment experiences. Despite cyberbullying being relatively more common, the risk factors for these two forms of online victimization were similar. In addition, cyberbullying and online sexual harassment victimization were independently associated with the full range of mental health and behavioral problems examined in this investigation. Nevertheless, our findings also provided some evidence of conditional effects, such that female adolescents, and adolescents who experienced both forms of online victimization, suffered greater deleterious outcomes. CONCLUSIONS Online sexual harassment and cyberbullying victimization have similar risk profiles, and both contribute to heightened risk of mental health and behavioral problems. Yet the prevalence and gendered nature of these experiences underscore the importance of making distinctions. We provide recommendations for future research and programmatic efforts.
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Affiliation(s)
- Jennifer E Copp
- Florida State University, College of Criminology and Criminal Justice, 112 S. Copeland St., Tallahassee, FL, 32306, USA.
| | | | - Bruce G Taylor
- NORC at the University of Chicago, 4350 East-West Highway 8th Floor, USA.
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Azami MS, Taremian F. Risk Factors Associated with Cyberbullying, Cybervictimization, and Cyberbullying-Victimization in Iran's High School Students. IRANIAN JOURNAL OF PSYCHIATRY 2021; 16:343-352. [PMID: 34616469 PMCID: PMC8452840 DOI: 10.18502/ijps.v16i3.6261] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/21/2020] [Revised: 09/29/2020] [Accepted: 11/21/2020] [Indexed: 11/24/2022]
Abstract
Objective: This study aimed at finding the risk and protective factors of cyberbullying. Method: A total of 425 high school students (199 boys and 226 girls) were selected using a cluster randomized procedure. The risk and protective factors included gender, internet use, self-esteem, dark triad traits (Machiavellianism, narcissism and psychopathy), school bullying perpetration, school bullying victimization, interparental conflict, and school climate. Results: The results of multinomial logistic regression showed that being male, school bullying perpetration, and school bullying victimization can significantly increase the chances of being a cyberbully-victim and spending one hour or less on the internet can significantly decrease the chances of being a cyberbully-victim. Conclusion: This study provides important implications for any prevention and intervention programs for cyberbullying, which must consider the roles of traditional bullying, gender differences, and internet use in cyberbullying behavior.
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Affiliation(s)
- Mohammad Saeed Azami
- Department of Clinical Psychology, University of Social Welfare and Rehabilitation Science, Tehran, Iran
| | - Farhad Taremian
- Department of Clinical Psychology, University of Social Welfare and Rehabilitation Science, Tehran, Iran.,Substance Abuse and Dependence Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
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Wang P, Wang X, Lei L. Gender Differences Between Student-Student Relationship and Cyberbullying Perpetration: An Evolutionary Perspective. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:9187-9207. [PMID: 31354014 DOI: 10.1177/0886260519865970] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
With the development of Internet technology, cyberbullying has become a serious social issue and public concern in modern society. Based on the general aggression model and an evolutionary psychological perspective, the present study aimed to examine (a) whether student-student relationship would be significantly related to cyberbullying, (b) whether materialism would mediate the link between student-student relationship and cyberbullying, (c) whether boys would be more likely to engage in cyberbullying than girls, and (d) whether there would be gender differences among the links between student-student relationship and cyberbullying. The research hypotheses were tested among 712 Chinese middle school students (M age = 13.66 years, SD = 1.36; 50% of the participants were boys) with a moderated mediation model. The results showed that student-student relationship was negatively related to cyberbullying, with their link mediated by materialism. Furthermore, boys were more likely to engage in cyberbullying than girls. Moderated mediation analyses indicated that gender moderated the path between materialism and cyberbullying, with the effect being significant only among the male participants. Gender did not moderate the link between student-student relationship and materialism, and between student-student relationship and cyberbullying. This study highlighted the importance of uncovering the links between adolescents' offline interpersonal relationships and cyberbullying, as well as the benefits of applying the evolutionary psychological perspective to study cyberbullying.
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Affiliation(s)
| | | | - Li Lei
- Renmin University of China, Beijing, China
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Shin SY, Choi YJ. Comparison of Cyberbullying before and after the COVID-19 Pandemic in Korea. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph181910085. [PMID: 34639385 PMCID: PMC8508115 DOI: 10.3390/ijerph181910085] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Revised: 09/15/2021] [Accepted: 09/22/2021] [Indexed: 11/16/2022]
Abstract
Because of the implementation of social distancing measures following the onset of the COVID-19 pandemic, face-to-face interaction has plummeted, which has resulted in the prolific use of social networking services (SNS) and increased activity in the cyberspace environment. This is especially true for teenagers and young adults with the shift to online classes in the education sector, which has increased the chances of being exposed to cyberbullying. This study attempts to determine a strategy for counteracting cyberbullying in the post-COVID-19 era by identifying the factors that have contributed toward greater aggression by adolescents in South Korea in 2020 when the spread of COVID-19 was at its height. To achieve this, we employed the Cyberbullying Circumstance Analysis dataset from the Korea Communications Commission for the time frame of between 2019 and 2020, with 4779 and 4958 participants, respectively. The causes and effects that led to cyberbullying were investigated using binary logistic regression analysis. By reviewing the research data targeted towards Korean adolescents, our analysis found that the average age of those who engage in cyberbullying decreased in 2020 compared to 2019. In addition, cyberbullying awareness at school and the school's capability of controlling it influenced the number of cyberbullies from a statistical grounding, which could be found only in the 2020 dataset. An approach to establishing policies in schools to contain preemptive measures and increase cyberbullying awareness has been proposed to prevent such mishaps in the post-COVID-19 era.
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Affiliation(s)
- So Young Shin
- Department of Police Administration, Joongbu University, Geumsan 32713, Korea;
| | - Yeon-Jun Choi
- Department of Aviation Security Protection, Kwangju Women’s University, Gwangju 62396, Korea
- Correspondence:
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Qiu XY, Zhang X, Wang MC, Liu XQ, Wang XF. Psychometric Properties of the Bullying Participant Behaviors Questionnaire (BPBQ) among Chinese Middle School Students. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2021. [DOI: 10.1007/s10862-021-09873-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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