Correlates of traditional bullying and cyberbullying perpetration among Australian students

Abstract

This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.

Assessing Predictors of Cyberbullying Perpetration Among Adolescents: the Influence of Individual Factors, Attachments, and Prior Victimization

“…Cyberbullying is a social issue that continues to affect adolescents, and as technology continues to grow, so have more pathways for this harmful behavior to endure. As research on the prevalence of cyberbullying grows, so does the exploration of factors that influence its occurrence among adolescents (Bonnanno and Hymel 2013;Elledge et al 2013;Paez 2018;Patchin and Hinduja 2011;Pelfrey and Weber 2013;Rice et al 2015;Tanrikulu and Campbell 2015). Some factors that have been identified in the literature include sociodemographic characteristics as well as previous victimization or involvement in traditional bullying.…”

Factores asociados al ciberacoso en adolescentes

“…Como hipótesis se espera que la empatía (Kowalski et al, 2014; Lee y Shin, 2017; Peterson y Densley, Steffgen et al, 2010), la competencia social (Savage y Tokunaga, 2017;Zych et al, 2018), el apoyo parental (Chang et al, 2015;Fanti et al, 2012;Wang et al, 2009), el apoyo docente (Baldry et al, 2015;Casas et al, 2013) y los activos de desarrollo en el barrio (Baldry et al, 2015) se asocien con conductas de ciberacoso en adolescentes. Por otra parte, se hipotetiza que la violencia familiar (Chen et al, 2018;Tanrikulu y Campbell, 2015;Yan et al, 2018) y el acoso y victimización tradicional en la escuela (Beltrán-Catalán et al, 2018; Tanrikulu y Campbell, 2015) se vinculen de forma positiva con el ciberacoso.…”

The Relationship of Peer Bullying with Cyberbullying and Anger Expression Styles in Adolescents Attending a Child Psychiatry Clinic

“…Sürekli Öfke Ölçeğinden alınabilecek en düşük puan 10, en yüksek puan 40'tır. Öfke İfade Tarzı Ölçeği, öfke içe (13,15,16,20,23,26,27…”

“…Ergenlik döneminde yaşanılan öfke, kendisine ve diğer insanlara fiziksel zarar verme olasılığı yanında, akademik başarı ve akran ilişkilerinin bozulmasına, okuldan uzaklaşmasına veya uzaklaştırılmasına neden olabilmektedir (14). Ayrıca öfke, siber zorbalık ve geleneksel zorbalık ile de ilişkilidir (15,16).…”