Discrepant gender patterns for cyberbullying and traditional bullying – An analysis of Swedish adolescent data

Beckman, Linda J.; Hagquist, Curt; Hellström, Lisa

doi:10.1016/j.chb.2013.03.010

Cited by 119 publications

(129 citation statements)

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“…This gender difference in cyberbullying victimization is in line with the findings of some previous studies (Beckman et al 2013), although a review of the literature suggests that no clear gender difference exists (Tokunaga 2010). Boys' high engagement with online pornography as compared to girls is in line with what was found in previous studies (Vandenbosch and Peter 2016).…”

Section: Discussionsupporting

confidence: 90%

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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Section: Discussionsupporting

confidence: 90%

Parental Knowledge of Adolescents’ Online Content and Contact Risks

Symons

Ponnet

Emmery³

et al. 2016

J Youth Adolescence

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“…Previous studies report inconsistent results regarding gender differences. This result is in line with authors who claim that girls are more likely to be victims of cyberbullying (Beckman et al, 2013;Connell et al, 2013;Garaigordobil & Aliri, 2013;Lee & Shin, 2017;Stewart et al, 2014), but it does not match those indicating that there are more male victims (Gá-mez-Guadix et al, 2014;Huang & Chou, 2010;Pelfrey & Weber, 2013;Popovic-Citic et al, 2011;Yang et al, 2014). This may be due to the fact that more women use the Internet for communication than men (Fundación Telefónica, 2016) or because girls tend to be more involved in cases of indirect bullying .…”

Section: Discussionsupporting

confidence: 82%

“…For cyberbullying, in the various studies undertaken, the data obtained differs substantially in relation to gender (Connell, Schell-Busey, Pearce, & Negro, 2013). Thus, in some studies, women suffer more harassment than men (Beckman et al, 2013;Connell et al, 2013;Garaigordobil & Aliri, 2013;Lee & Shin, 2017;Stewart, Drescher, Maack, Ebesutani, & Young, 2014), while in others, the opposite is the case, with men being the most victimised (Gámez-Guadix, Villa-George, & Calvete, 2014;Huang & Chou, 2010;Pelfrey & Weber, 2013;Popovic-Citic, Djuric, & Cvetkovic, 2011;Yang, Lin, & Chen, 2014). There are other examples where no differences between the sexes have been found (Coelho, Sousa, Marchante, Bras, & Romao, 2016;Fletcher et al, 2014;Palermiti, Servidio, Bartolo, & Costabile, 2017).…”

Section: Gender Differencesmentioning

confidence: 85%

“…Accordingly, there are studies where the authors refer to the need to bear repetition in mind as a key factor as with -traditional-bullying (Ang, Huan, & Florell, 2014;Müller, Pfetsch, & Ittel, 2014;Wachs, 2012;West, 2015), while other authors believe that with ICT it is impossible to know how often a video or web page, is viewed, copied and passed on to the others, so a victim can be humiliated time and again through a single act (Beckman, Hagquist, & Hellström, 2013;Frisén, Berne, & Lunde, 2014;Kowalski & Limber, 2013;Slonje, Smith, & Frisén, 2013). If you add to this the fact that a new questionnaire is often created for each study, and that the psychometric properties thereof vary (Berne et al, 2013), it is easily understood how many variations exist.…”

Section: Introductionmentioning

confidence: 99%

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Victims of cyberbullying in the Region of Murcia: a growing reality

Calatayud

2018

J. New Approaches Educ. Res.

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The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to "hide" from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11-13; 14-15; 16-18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.

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“…As matter of fact, findings on the two genders' relative level of participation in cyberbullying have been highly mixed in the west. For example, a higher percentage of girls was found to be cyberbullies and cyberbullied victims than boys in some studies conducted in Europe and the United States (e.g., Mark & Ratliffe, 2011;Rivers & Noret, 2010;Smith et al, 2008;Snell & Englander, 2010;Tokunaga, 2010), while others found other patterns (e.g., Beckman, Hagquist & Hellström, 2013;Calvete et al, 2010;Erdur-Baker, 2010;Garaigordobil, 2011). However, studies in Asia tend to agree that boys are more involved in cyberbullying than girls.…”

Section: Discussionmentioning

confidence: 99%