Characteristics of college cyberbullies

Schenk, Allison M.; Fremouw, William J.; Keelan, Colleen M.

doi:10.1016/j.chb.2013.05.013

Cited by 119 publications

(102 citation statements)

References 21 publications

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“…Other motives found in Schenk et al (2013), included ''dislike'' and ''hatred'' (both with 38.2%) which may be linked to the motive ''Because I don't like the person's attitudes'' (36.4%) found in our study. Through focus group interviews, Smith et al (2008) presented other motives for cyberbullying.…”

Section: Discussionmentioning

confidence: 63%

“…In accordance with our findings, Akbulut and Eristi (2011) found that approximately 25% of the aggressors reported similar reasons: ''To get revenge'' and ''Having previously been a cybervictim''. Furthermore, Schenk, Fremouw, and Keelan (2013) found that half of the aggressors reported ''anger'' and 17.6% ''revenge''. Therefore, these actions can be associated with retaliation of victimization from bullying and /or cyberbullying (Akbulut & Eristi, 2011;Slonje & Smith, 2008).…”

Section: Discussionmentioning

confidence: 99%

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Cyberbullying: The hidden side of college students

Francisco

Simão

Ferreira

et al. 2015

Computers in Human Behavior

117

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a b s t r a c tThe purpose of this study was to investigate how university students perceive their involvement in the cyberbullying phenomenon, and its impact on their well-being. Thus, this study presents a preliminary approach of how college students' perceived involvement in acts of cyberbullying can be measured. Firstly, Exploratory Factor Analysis (N = 349) revealed a unidimensional structure of the four scales included in the Cyberbullying Inventory for College Students. Then, Item Response Theory (N = 170) was used to analyze the unidimensionality of each scale and the interactions between participants and items. Results revealed good item reliability and Cronbach's a for each scale. Results also showed the potential of the instrument and how college students underrated their involvement in acts of cyberbullying. Additionally, aggression types, coping strategies and sources of help to deal with cyberbullying were identified and discussed. Lastly, age, gender and course-related issues were considered in the analysis. Implications for researchers and practitioners are discussed.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Cyberbullying: The hidden side of college students

Francisco

Simão

Ferreira

et al. 2015

Computers in Human Behavior

117

View full text Add to dashboard Cite

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“…Those articles which shared study populations were: Schenk et al [28] and Schenk et al [29]; Bauman et al [30] and Romero et al [31]; Alavi et al [32] and Roberts et al [33]; Cénat et al [34] and Hébert et al [35]; Hay and Meldrum [14] and Hay et al [36]; and Messias et al [37], Reed et al [38], and Kindrick et al [39]. Further details of these study populations are available in Supplementary Material 1.…”

Section: Study Populationsmentioning

confidence: 99%

“…Excluding duplicate populations [29,31,32,34,36,38,39], the total number of unique participants was 155,471, with a mean of 6,478 and median of 2,761 individuals per study. Most studies included both female and male participants (often not reported separately).…”

Section: Study Populationsmentioning

confidence: 99%

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Self-Harm, Suicidal Behaviours, and Cyberbullying in Children and Young People: Systematic Review (Preprint)

John¹,

Glendenning²,

Marchant³

et al. 2017

Preprint

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Evidence before this studyThe adverse impact of bullying on children and young people has long been recognised. The rise of electronic communication has led to "cyberbullying". Two previous systematic reviews exploring the association between cyberbullying involvement and self-harm (SH)/suicidal behaviours included only three quantitative studies on this topic but the field has rapidly expanded. Added value of this studyWe conducted a comprehensive search of all available literature form 1 st January 1996 to 3 rd February 2017 examining the association between cyberbullying involvement and SH and suicidal behaviours in children and young people. We included studies on both victims and perpetrators of cyberbullying and assessed SH, suicidal behaviours, suicide attempts, and suicidal ideation separately. We quantified these relationships through metaanalyses. We identified 31 eligible articles across almost 30 different nations.Victims of cyberbullying are at a greater risk than non-victims of both SH and suicidal behaviours. To a lesser extent, perpetrators of cyberbullying are at risk of suicidal behaviours and suicidal ideation when compared to non-perpetrators. Implications of all the available evidenceAnti-bullying programmes in educational settings should include cyberbullying prevention alongside traditional bullying and address the needs and behaviours of both victims and perpetrators. Clinicians assessing mental health issues in children and young people should specifically and routinely ask about Internet use and cyberbullying. This research area would benefit from a clear definition of cyberbullying. Prospective longitudinal study designs should be employed to address issues of causality and direction using validated instruments to assess suicidal behaviours. More detailed analysis of the medium of cyberbullying, the interaction of cyberbullying with traditional bullying and potential protective factors is also required. 2 ABSTRACT Background

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