Cyber victimization and adolescent self‐esteem: The role of communication with parents

Özdemir, Yalçın

doi:10.1111/ajsp.12070

Cited by 41 publications

(24 citation statements)

References 63 publications

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“…Contrary to other studies where high selfesteem was related to low aggressive tendencies or bullying (Donnellan et al, 2005;Özdemir, 2014;Patchin & Hinduja, 2010;Skues et al, 2005), the results from the study indicate the higher the level of self-esteem, the higher the level of tendency of bullying displays. This is similar to a few published study, which found that many bullies had higher levels of self-esteem and social success compared to victims (Koh & Wong, 2015;Menon et al, 2007;Salmivalli, 2010;Slee & Rigby, 1993;Volk et al, 2012).…”

Section: Discussioncontrasting

confidence: 99%

“…In some studies, self-esteem was not correlated with bullying behaviour (Chen & Wei, 2011;Seals & Young, 2003;Thomaes, Bushman, Stegge & Olthof, 2008;Tritt & Duncan, 1997). However, there are a number of studies reported self-esteem is related to bullying behaviour in either positive (Koh & Wong, 2015;Menon, Tobin, Corby, Menon, Hodges, & Perry, 2007;Salmivalli, 2010;Slee & Rigby, 1993;Volk, Camilleri, Dane, & Marini, 2012;Yang, Kim, Kim, Shin & Yoon, 2006) or negative direction (Donnellan et al, 2005;Özdemir, 2014;Patchin & Hinduja, 2010;Skues, Cunningham & Pokharel, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Self-Esteem and Tendency of Bullying among Primary School Children

Ang¹,

Chong²,

Cheong³

et al. 2018

RJAP

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In this exploratory research, a mixed method research design was used to understand how primary school children perceive bullying behaviour and to uncover the extent of self-esteem on their bullying experiences. Two hundred and eighty participants took part in a survey of their bullying behaviour and self-esteem. Additionally, semi-structured interviews were conducted with 6 children. Survey findings indicated that higher self-esteem leads to higher bullying behaviour. Further analyses within sub-samples defined by gender and ethnic subgroups revealed that there are differences in bullying behaviour across subgroups. In addition, qualitative interviews yielded three key themes including (i) physical and verbal bullying, (ii) relational bullying, and (iii) gender-based bullying.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Self-Esteem and Tendency of Bullying among Primary School Children

Ang¹,

Chong²,

Cheong³

et al. 2018

RJAP

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“…As for its relationship with cybervictimization, past studies have associated a poor self-concept with being cyberbullied by peers in preadolescent and adolescent samples [ 26 , 27 ]. Along these lines, Cole et al [ 28 ] found that, in a sample of 827 US students aged 8–13 who participated in a longitudinal study, cybervictimization significantly predicted an increase in negative self-perceptions, as well as cognitive reactions related to depression.…”

Section: Introductionmentioning

confidence: 99%

Cybervictimization, Self-Concept, Aggressiveness, and School Anxiety in School Children: A Structural Equations Analysis

Escortell

Delgado

Martínez-Monteagudo

2020

IJERPH

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The rapid increase in cases of cybervictimization amongst children has led researchers to examine the psychoemotional factors related to cyberbullying behavior, in an attempt to prevent and minimize its impact. The objective of this study was to establish and contrast the fit of an explanatory model on cybervictimization based on its relationship with self-concept, aggressiveness, and school anxiety using a structural equations analysis. A total of 542 Spanish students aged 10–12 (M age = 10.97; SD = 0.74) completed a battery of questionnaires. An adjusted structural equations model was obtained (χ2 = 512.23; df = 99; p < 0.001; CFI = 0.928; NFI = 0.91; IFI = 0.928; RMSEA = 0.078). A direct and negative relationship was obtained between cybervictimization and self-concept and between cybervictimization and school anxiety. In addition, a direct and positive relationship was found between aggressiveness and self-concept and between aggressiveness and school anxiety. Indirect relationships were not found between the variables. The study’s findings demonstrate that the variables of self-concept and school anxiety are directly related to cybervictimization and that the improved psychoemotional adjustment of the youngest students may help to prevent the risk of being victimized over the Internet.

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“…In the case of cyberbullying, parental involvement can be beneficial for the child both in terms of stopping the bullying and in terms of emotional support (Fridh et al 2015;Özdemir 2014). In order for parents to offer adequate guidance and support, parental knowledge about the child's online activities and experiences is essential.…”

Section: Introductionmentioning

confidence: 99%

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Symons

Ponnet

Emmery³

et al. 2016

J Youth Adolescence

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Parental knowledge about adolescents' activities is an identified protective factor in terms of adolescent adjustment. While research on parental knowledge has focused on adolescents' offline behavior, there is little empirical understanding of parental knowledge about adolescents' online behavior. This study investigates parental knowledge about adolescents' online activities and experiences with online risks, as well as the correlates of such knowledge. Building on former research, open communication and knowledge-generating monitoring practices are investigated as potential correlates of parental knowledge. Use is made of triadic data, relying on reports from children aged 13 to 18, mothers and fathers within the same family (N = 357 families; 54.9 % female adolescents). The results showed that parents have little knowledge about the occurrence of online risks and their children's online activities. While mothers did not have more accurate knowledge compared to fathers, they did perceive themselves to be more knowledgeable than fathers. Associations between parental knowledge and hypothesized correlates were tested by means of one-way ANOVA tests and stepwise logistic regression models. Limited evidence was found for associations with parents' accurate knowledge about the occurrence of online risks. Engagement in knowledge-generating monitoring practices was linked to mothers and fathers' self-perceived knowledge about their children's online activities. For mothers, open communication with the child was linked to self-perceived knowledge. The findings suggest that parents need to be more aware of the possibility that online risks might occur and that more research needs to be done in order to understand what parents can do to improve their accurate knowledge.

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Cyber victimization and adolescent self‐esteem: The role of communication with parents

Cited by 41 publications

References 63 publications

Self-Esteem and Tendency of Bullying among Primary School Children

Self-Esteem and Tendency of Bullying among Primary School Children

Cybervictimization, Self-Concept, Aggressiveness, and School Anxiety in School Children: A Structural Equations Analysis

Parental Knowledge of Adolescents’ Online Content and Contact Risks

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