Children’s Cyberbullying Victimization: Associations with Social Anxiety and Social Competence in a Spanish Sample

Navarro, Raúl; Jiménez, Santiago Yubero; Rubio, Elisa Larrañaga; Martínez, Verónica

doi:10.1007/s12187-011-9132-4

Cited by 100 publications

(69 citation statements)

References 46 publications

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“…This digital generation gap keeps many parents from properly controlling the cybernetic activity of their children, and this knowledge is necessary to reduce the incidence of cyberbullying (Navarro et al, 2012;Popovic-Citic et al, 2011;Sakellariou et al, 2012).…”

Section: Implications For School Practitioners Allied Professionalsmentioning

confidence: 99%

“…Cyberbullying aggressors Stein, 2014;Fanti et al, 2012;Navarro et al, 2012;Tokunaga, 2010), turning this type of bullying into an emergent public health problem (Bickham and Rich, 2009;David-Ferdon and Hertz, 2007;Kowalski et al, 2012;Spears et al, 2015). One topic of interest in the current global research is the prevalence of perpetrators of cyberbullying, as there are fewer studies on this role than on the cyber victims.…”

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confidence: 99%

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Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Buelga

Cava

Ochoa

et al. 2015

Interactive Technology and Smart Education

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Purpose – This paper aims to explore the prevalence rate of adolescents engaging in aggressive behaviours towards their peers using the Internet and mobile phones, while examining the duration and intensity of this cyberbullying, and to analyse differences in cyberbullying behaviours based on gender and age (academic grades). Research on cyberbullying indicates that it is a global problem that is increasing dramatically among adolescents. Design/methodology/approach – The sample was composed of 1,415 Spanish adolescents of both sexes (760 boys and 655 girls) between 12 and 17 years old (M = 13.9 years old; SD = 1.4). Findings – The results indicated that the cyberbullying prevalence among adolescents in the past year was 32 per cent. Likewise, the data suggest that boys and students in their fourth year of secondary education (15-17 years old) perpetrated cyberbullying on their peers more than girls and students in lower grades. Research limitations/implications – The results presented in this research should be interpreted with caution due to its cross-sectional nature; a longitudinal study with measurements at different times would help to confirm the results observed here. On the other hand, in this study, the adolescents’ responses were obtained through self-reports and, although they could be subject to social desirability effects and biases, as indicated by Flisher et al. (2004), the reliability and validity of adolescent self-reports in the measurement of risk behaviours were quite acceptable. Practical implications – It is of crucial importance to develop educational strategies designed to favour the responsible use of the new technologies. In many cases, children and adolescents are not aware of psychological and legal consequences that their cyber-aggressions can have on themselves, on the victims and on their families and social environment. Social implications – The authors feel that this research may contribute to clarifying some crucial issues related to the growing problem of cyberbullying that affects adolescents in many countries of the world. As the present research deals with aspects of interactive technology and smart education, the authors believe that the findings reported in the manuscript would be of interest to potential readers of this Journal. Originality/value – This paper is an original perspective on cyberbullying aggressors among secondary education students in a Spanish context.

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Section: Implications For School Practitioners Allied Professionalsmentioning

confidence: 99%

mentioning

confidence: 99%

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Buelga

Cava

Ochoa

et al. 2015

Interactive Technology and Smart Education

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“…Moreover, the studies have shown that the victims have low self-confidence and self-respect (Didden et al, 2009;Mason, 2008;Patchin and Hinduja, 2010a). In the study by Navarro et al (2011) on 10-12 year-old students, it was observed that the victims of cyberbullying have social anxiety and especially fear of being negatively assessed. Female victims of cyberbullying are more likely to have emotional symptoms than male victims.…”

Section: Its Effects On Victimsmentioning

confidence: 99%

Cyberbullying from the perspective of choice theory

Tanrikulu¹

2014

Educ. Res. Rev.

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This study aims to propose a theoretical explanation for the cyberbullying problem, which is the use of cyber communication tools to endanger other people. In recent years, the cyberbullying problem, which is widespread especially among the young, has been the subject of scientific studies. These studies have mostly focused on the issues of causes and results of cyberbullying, and variables related to it. The research has shown that the ones showing cyberbullying behaviors or the ones trying to prevent these behaviors are in need of studies aiming to minimize these kinds of behaviors. It has been observed that theoretical explanations directed towards the minimization of this behavior and towards making contributions to the studies aiming to prevent cyberbullying are required. In this study, cyberbullying is discussed within the framework of William Glasser's choice theory. In the study, first, information about cyberbullying is presented, and then, general views of choice theory related to the nature of humans are clarified. Lastly, assessments about cyberbullying are stated with regard to the concepts in choice theory, such as basic needs, Quality World, successful and unsuccessful identity, choice and responsibility.

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“…Whereas the earliest studies of online peer victimization focused mainly on prevalence rates, more studies have recently been conducted on the correlates of being victimized online (Cassidy, Faucher, & Jackson, 2013). In line with studies on offline peer victimization, these studies have shown that online peer victimization is negatively related to indicators of psychosocial well-being, including depression (e.g., Bauman, Toomey, & Walker, 2013;Chang et al, 2013;Kowalski & Limber, 2013;Olenik-Shemesh, Heiman, & Eden, 2012;Schultze-Krumbholz, Jäkel, Schultze, & Scheithauer, 2012), loneliness (e.g., Jackson & Cohen, 2012;Olenik-Shemesh et al, 2012), and social anxiety (e.g., Juvonen & Gross, 2008;Navarro, Yubero, Larrañaga, & Martínez, 2012).…”

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confidence: 95%

Development and validation of the Multidimensional Offline and Online Peer Victimization Scale

Sumter

Valkenburg

Baumgartner

et al. 2015

Computers in Human Behavior

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a b s t r a c tPeer victimization can seriously impair one's well-being. As youth spend more time on the Internet, a new form of peer victimization has emerged, namely, online peer victimization. To fully comprehend peer victimization among today's youth, there is a need for a psychometrically sound measure that can assess peer victimization occurring both offline and online. In addition, research has shown that it is also important to distinguish between direct and indirect peer victimization. Thus, the aim of this study was to develop and validate the Multidimensional Offline and Online Peer Victimization Scale (MOOPV). The MOOPV measures how often adolescents experience direct and indirect forms of offline and online peer victimization. The four-factor structure of the MOOPV was confirmed using exploratory (n = 325) and confirmatory factor analyses (n = 799) among adolescents aged 9-18 years. As expected, higher scores on all subscales were related to lower levels of psychosocial wellbeing, i.e., less life satisfaction, more loneliness and less social self-esteem. In all, the 20-item MOOPV proved to be a valid, reliable and highly useful instrument. Importantly, because the MOOPV is not linked to specific technologies, it will remain viable even after new technologies for online communication become available.

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Children’s Cyberbullying Victimization: Associations with Social Anxiety and Social Competence in a Spanish Sample

Cited by 100 publications

References 46 publications

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Cyberbullying aggressors among Spanish secondary education students: an exploratory study

Cyberbullying from the perspective of choice theory

Development and validation of the Multidimensional Offline and Online Peer Victimization Scale

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