Differences in predictors of traditional and cyber-bullying: a 2-year longitudinal study in Korean school children

Abstract

Traditional bullying has received considerable research but the emerging phenomenon of cyber-bullying much less so. Our study aims to investigate environmental and psychological factors associated with traditional and cyber-bullying. In a school-based 2-year prospective survey, information was collected on 1,344 children aged 10 including bullying behavior/experience, depression, anxiety, coping strategies, self-esteem, and psychopathology. Parents reported demographic data, general health, and attention-deficit hyperactivity disorder (ADHD) symptoms. These were investigated in relation to traditional and cyber-bullying perpetration and victimization at age 12. Male gender and depressive symptoms were associated with all types of bullying behavior and experience. Living with a single parent was associated with perpetration of traditional bullying while higher ADHD symptoms were associated with victimization from this. Lower academic achievement and lower self esteem were associated with cyber-bullying perpetration and victimization, and anxiety symptoms with cyber-bullying perpetration. After adjustment, previous bullying perpetration was associated with victimization from cyber-bullying but not other outcomes. Cyber-bullying has differences in predictors from traditional bullying and intervention programmes need to take these into consideration.

To Use Facebook for Good: Usage, Cyberbullying Involvement, and Perceived Social Support

“…However, studies in Asia tend to agree that boys are more involved in cyberbullying than girls. In a recent review on the moderating role of culture on risk factors of cyberbullying, most studies under review have found that male teenagers tend to cyberbully and be cyberbullied more than their female counterparts (e.g., Huang & Chou, 2010;Wong, Chan, & Cheng, 2014;Yang et al, 2013;Zhou, Tang, Tian, Wei, Zhang, & Morrison, 2013). Moreover, among the 26 studies reviewed, none found evidence that girls perpetrate more than boys in cyberbullying (Wong, in press).…”

Validity and reliability of the Cybervictimization questionnaire in secondary education students

“…Atendiendo a lo esperado, la puntuación en el test correlaciona de manera estadísticamente significativa con la puntuación en los seis criterios externos utilizados. Tal como han hallado estudios previos, correlaciona positivamente con la victimización escolar off-line (Álvarez-García et al, 2011;Del Rey, Casas y Ortega, 2012), las conductas de riesgo en Internet (Mishna et al, 2012;Walrave y Heirman, 2011;Zhou et al, 2013) y la timidez y ansiedad social (Juvonen y Gross, 2008;Kowalski et al, 2014;; y negativamente con la autoestima (Yang et al, 2013;Patchin y Hinduja, 2010), la formación (Del Rey et al, 2012a, b;Garaigordobil y Martínez-Valderrey, 2014) y el apoyo en el centro educativo (Kowalski et al, 2014) y el control parental (Mesch, 2009). Los dos criterios con los que más correlaciona, de entre los analizados, son la victimización escolar off-line y las conductas de riesgo en Internet, lo que coincide con la evidencia previa (Kowalski et al, 2014).…”

“…Entre ellas, se ha destacado su correlación positiva con la victimización escolar tradicional (Álvarez-García, Núñez, Álvarez, Dobarro, Rodríguez y González-Castro, 2011; Del Rey, Elipe y Ortega, 2012; Félix-Mateo, Soriano-Ferrer, Godoy-Mesas y Sancho-Vicente, 2010), el desarrollo de conductas de riesgo en el uso de Internet (Mishna, Khoury-Kassabri, Gadalla y Daciuk, 2012;Walrave y Heirman, 2011;Zhou, Tang, Tian, Wei, Zhang y Morrison, 2013) y la timidez y ansiedad social (Juvonen y Gross, 2008;Kowalski, Giumetti, Schroeder y Lattanner, 2014;Navarro, Yubero, Larrañaga y Martínez, 2012), así como su correlación negativa con la autoestima (Yang et al, 2013;Patchin y Hinduja, 2010), la formación (Del Rey, Casas y Ortega, 2012;Garaigordobil y Martínez-Valderrey, 2014), el apoyo social (Kowalski et al, 2014) y el control parental (Mesch, 2009).…”

Applying the social–ecological framework to explore bully–victim subgroups in South Korean schools.

“…Concerning specific forms of bullying behavior, Kang and Park's (2014) study involving 3 rd to 6 th graders found depression to be associated with both direct and indirect bullying and victimization, while aggression was associated with only bullying behaviors, though these relationships were only true for boys and not for girls. Two studies (Yang et al, 2006;Yang et al, 2013) have reported that higher levels of depression are associated with more bullying and peer victimization. Thus, involvement in bullying may be associated with psychosocial maladjustment for South Korean children and young people.…”

“…Kim et al's (2009) prospective study of 1,666 7 th and 8 th grade students found that adolescents whose father had lower educational attainment, and those whose mother had higher educational attainment, were at an increased risk for peer victimization. Family structure, particularly non-traditional structures (e.g., single parent household) is also significantly associated with bullying and peer victimization (Kim et al, 2004;Kim et al, 2009;Yang et al, 2013).…”