Cyberbullying: The Challenge to Define

Langos, Colette

doi:10.1089/cyber.2011.0588

Cited by 313 publications

(221 citation statements)

References 16 publications

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“…For the revised CBQ, see Appendix A. Sumscores were calculated (minimum score, 8; maximum score, 40) and the resulting eightitem CBQ was reliable with an average Cronbach a of .82 (average of three waves: M ¼ 8.87, SD ¼ 2.49). Some researchers argued that, in contrast to face-to-face bullying, repetitiveness is not a prerequisite for cyberbullying because a single act such as spreading rumors about someone online can lead to ongoing humiliation and may last on the Internet forever [2,31]. Furthermore, adolescents may find it hard to admit that they performed cyberbullying behavior.…”

Section: Methodsmentioning

confidence: 99%

Adolescents' Media Exposure May Increase Their Cyberbullying Behavior: A Longitudinal Study

Hamer¹,

Konijn

2015

Journal of Adolescent Health

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A B S T R A C TPurpose: The aim of this study was to examine the effect of adolescents' exposure to media portraying antisocial and risk behavior on cyberbullying behavior over time. Previous research established relatively high prevalence of cyberbullying behavior among adolescents, although not much is known about the possible predictors of cyberbullying behavior. This study examines the long-term effects of media exposure herein. Furthermore, we examined whether boys and girls differ in this respect. Methods: The long-term effects were tested in a longitudinal design with three waves (N ¼ 1,005; age range, 11e17 years; 49% boys). Measured variables: cyberbullying behavior and exposure to media with antisocial and risk behavior content. Results: Results of mixed-model analyses showed that higher levels of exposure to media with antisocial and risk behavior content significantly contributed to higher initial rates of cyberbullying behavior. Moreover, an increase in exposure to antisocial media content was significantly related to an increase in cyberbullying behavior over time. For both boys and girls, higher exposure to antisocial and risk behavior media content increases cyberbullying behavior over time though more clearly for boys than for girls. Conclusions: This study provided empirical support for the amplifying effect of exposure to antisocial media content on adolescents' cyberbullying behavior over time. Results are discussed in view of adolescents' media use and the larger theoretical framework.Ó 2015 Society for Adolescent Health and Medicine. All rights reserved. IMPLICATIONS AND CONTRIBUTIONThis study contributes to the better understanding of the long-term effects of media exposure on cyberbullying behavior. An increase in exposure to media with antisocial and risk behavior content relates to an increase in cyberbullying behavior over time. Continued research is needed to examine which adolescents are especially prone.Cyberbullying behavior received much research attention over the past few years, likely because of the prevalence of cyberbullying incidents reported in the media with severe consequences (e.g., see special journal issues about cyberbullying) [1,2]. Research shows that cyberbullying negatively affects adolescents' self-esteem, academic performances, and suicidal ideation among others [3e7]. Although not much is known about possible predictors of cyberbullying behavior, previous research showed that one such factor is media exposure. Former studies found significant relationships between exposure to media with violent content and face-to-face bullying as well as cyberbullying [8e13]. Recent research included a broader scope of antisocial media exposure, including not only violence portrayals but also other types of antisocial and risk behavior content such as stealing, substance abuse, and sexual intimidation, to be related to cyberbullying behavior [14]. However, to our knowledge, no research exists thus far that examined the longer term relationships between exposure to antisocial m...

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Section: Methodsmentioning

confidence: 99%

Adolescents' Media Exposure May Increase Their Cyberbullying Behavior: A Longitudinal Study

Hamer¹,

Konijn

2015

Journal of Adolescent Health

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“…These behaviours were identified from literature review and through 16 in-depth interviews during the pilot phase with and were validated among Vietnamese students (Le et al, 2016a). A definition adapted from Ybarra, Boyd, Korchmaros, and Oppenheim (2012) and Langos (2012) was given to students prior to the completing the questionnaires in order to standardise understanding of bullying. For the victimisation scale, students were prompted with the question 'How often have you been bullied in any way during the last six months?'…”

Section: Bullying Victimisation and Perpetrationmentioning

confidence: 99%

Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study

Dunne

Campbell

et al. 2017

Psychology, Health & Medicine

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Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12-17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers' attempt to stop bullying at school), and peers (social support, students' attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.

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“…Esta nueva forma de victimización entre pares involucra el uso de las tecnologías -teléfono celular, envío de SMS, uso de Internet, etc.,-para ejercer daño sobre una(s) víctima(s), que no puede defenderse fácilmente. El cyberbullying -al igual que en el bullying tradicional -se caracteriza por la intencionalidad de ejercer daño, la reiteración de la conducta agresiva, y el desequilibrio de poderes entre la víctima y el agresor (Langos, 2012). Sin embargo, a diferencia de éste, se caracteriza por la invisibilidad del agresor (Spears, Slee, Owens & Johnson, 2009), el aumento potencial del número de personas que pueden ser espectadores de la agresión y, la re-victimización constante (Wong--Lo, Bullock & Gable, 2011).…”

Section: Bullying Y Cyberbullyingunclassified

Caracterización de cyberbullying en el gran Santiago de Chile, en el año 2010

et al. 2014

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ResumenEl estudio caracteriza el cyberbullying en estudiantes del gran Santiago de Chile (2010). Se aplicó una encuesta de autorreporte (Cuestionario de Experiencias de Internet) a 1.357 estudiantes entre 7º básico a IV° medio. El diseño de muestra fue no probabilístico por cuotas en 32 establecimientos educacionales, ponderados según género, curso y tipo de dependencia. El 50% fueron hombres, con un promedio de edad 15 años (DS= 1,82 años). Resultados: El 11,4% reportó haber sido víctima de algún tipo de cyberbullyingy el 12,5% victimario. No se encontraron diferencias significativas en las víctimas según sexo, curso y tipo de dependencia. Sólo los hombres reportan identificarse en forma más frecuente con los victimarios que las mujeres. Conclusiones: El cyberbullying es un fenómeno existente en la realidad chilena, siendo -mayormentehomogéneo en su presentación. Dado esto, se plantean nuevos desafíos y preguntas respecto a sus consecuencias tanto para los estudiantes como para todo el sistema escolar.Palabras Clave: Bullying, tecnologías, prevención. Cyberbullying prevalence in Santiago of Chile, in 2010 AbstractThis study characterizes the cyberbullying among students in Santiago, Chile (2010). A self-report questionnaire (Internet Experiences Questionnaire) was completed by 1,357 students from 7th to 12th grade. The sample design was non-probability and based on quota sampling.The data were weighted by gender, grade and type of school dependency. Among the respondents 50% were men, average age 15 years (SD = 1.82 years). The results show that 11.4% reported having been the victim of some form of cyberbullying and 12.5% victimizer. No significant differences were found between the gender, grade or type of school dependency of the victims. In the role of perpetrator, boys reported a higher frequency in compare to girls. We conclude that cyberbullying is a phenomenon that exists in Chilean reality, and it is mostly-homogenous in its presentation. Given this, new challenges and questions regarding the consequences of cyberbullying for students and the educational system are raised.

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Cyberbullying: The Challenge to Define

Cited by 313 publications

References 16 publications

Adolescents' Media Exposure May Increase Their Cyberbullying Behavior: A Longitudinal Study

Adolescents' Media Exposure May Increase Their Cyberbullying Behavior: A Longitudinal Study

Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study

Caracterización de cyberbullying en el gran Santiago de Chile, en el año 2010

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