Do the face-to-face actions of adults have an online impact? The effects of parent and teacher responses on cyberbullying among students

Nappa, Maria Rosaria; Palladino, Benedetta Emanuela; Nocentini, Annalaura; Menesini, Ersilia

doi:10.1080/17405629.2020.1860746

Cited by 23 publications

(26 citation statements)

References 38 publications

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“…The fact that more than half of the teachers have children at preschool and primary school level, facilitates the implementation of giving information by communication. In many studies, similarly, it is pointed out that talking to children is an important tool in conscious use of technology and internet and in guiding children (Andrews, 2018;Broussard, 2021;Froeschle, Mayorga, Castillo, & Hargrave, 2008;Gallo, 2021;Martín-Criado, Casas and Ortega-Ruiz, 2021;Mehari, Moore, Waasdorp, Varney, Berg, & Leff, 2018;Nappa, Palladino, Nocentini, & Menesini, 2021).…”

Section: Discussionmentioning

confidence: 99%

Cyberbullying/Cyber-Victimization Status, Cyberbullying Awareness, and Combat Strategies of Administrators and Teachers of Pre-School Education Institutions

Tosun

Akcay

2022

IJTES

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This study aimed to determine whether the administrators and teachers of pre-school education institutions are aware of cyberbullying, whether they are cyber victims or cyberbullies, and their situations of creating strategies by taking security measures to combat cyberbullying. In this regard; A total of 15 public, private and independent kindergartens and teachers of the Ministry of National Education in Edirne city center were included in the study. The Cyberbullying Scale for University Students, developed by Tanrıkulu and Erdur - Baker (2019) was used as a data collection tool, the survey forms and the interview forms prepared by the researchers were used for managers and teachers. According to the results of the analysis, administrators and teachers' cyberbullying levels are lower than cyber victimization levels. Teachers who have not heard of cyberbullying are more likely to be cyberbullying than teachers who have heard of it. When the cyberbullying and cyber-victimization status of the teachers participating in the research were analyzed by age, it was concluded that younger teachers were more likely to be cyberbullies than older teachers. Managers with younger children are more cyberbullies than managers with older children. The managers and teachers who participated in the study stated that they learned the concept of cyberbullying most from social media. In addition, it was determined that participants' strategies to combat cyberbullying were also different from each other. Most managers and teachers have stated that seminars on cyberbullying should be held for them, and that family education is also important.

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Section: Discussionmentioning

confidence: 99%

Cyberbullying/Cyber-Victimization Status, Cyberbullying Awareness, and Combat Strategies of Administrators and Teachers of Pre-School Education Institutions

Tosun

Akcay

2022

IJTES

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“…The double negotiation in the Non-Intervention items and answer possibilities might be problematic, especially for elementary school children. The latter is supported by the finding of higher Cronbach's alphas for the Non-Intervention scale in studies with middle and high school students (Campaert et al, 2017;Nappa et al, 2021). Therefore, future administrators of the TRBQ are advised to give sufficient written or verbal information about the double negotiation of the Non-Intervention items.…”

Section: Limitationsmentioning

confidence: 96%

“…All indirect effects were mediated by moral disengagement. Nappa et al (2021) revised the original instrument by omitting the distinction between bullying and victimization. They formed a 15-item questionnaire with five overall subscales of teachers' responses to bullying with three items each.…”

Section: Teachers' Responses To Bullyingmentioning

confidence: 99%

“…This study aims at contributing to this gap by investigating the validity of the student-reported Teachers’ Responses to Bullying Questionnaire (TRBQ; Campaert et al, 2017 ; Nappa et al, 2021 ) in a sample of fourth and fifth grade elementary school students. More specifically, a cross-country validation in two European countries was conducted to ensure the suitability of the questionnaire in different educational contexts.…”

Section: Introductionmentioning

confidence: 99%

“…The present study aimed to contribute to this emerging field of research by investigating an instrument assessing teachers’ responses to actual bullying as perceived by students ( Campaert et al, 2017 ; Nappa et al, 2021 ). The original instrument, developed by Campaert et al (2017) , distinguished teachers’ interventions and non-intervention toward perpetrators (11 items) from teachers’ interventions and non-intervention toward victims of bullying (11 items).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts

et al. 2022

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Given the high prevalence and dramatic impact of being bullied at school, it is crucial to get more insight into how teachers can reduce bullying. So far, few instruments have measured elementary teachers’ responses to bullying. This study investigated the validity of the student-reported Teachers’ Responses to Bullying Questionnaire. The factor structure and measurement invariance were tested across two educational contexts among fourth and fifth grade students from Italy (n = 235) and Belgium (n = 667). Furthermore, associations between student-perceived teachers’ responses and students’ bullying behavior were examined. Confirmatory Factor Analysis supported the predicted five-factor structure, distinguishing Non-Intervention, Disciplinary Methods, Group Discussion, Mediation, and Victim Support. A partial factor means invariance model was found, allowing for valid comparisons between the Italian and Belgian educational contexts. Significant associations were found between self-reported, but not peer-nominated, bullying behavior and most student-perceived teachers’ responses.

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The Real‐Time Problems and Solutions in Online Classes for Students and Parents

Gayathiri¹

2023

Redefining Virtual Teaching Learning Pedagogy

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Do the face-to-face actions of adults have an online impact? The effects of parent and teacher responses on cyberbullying among students

Cited by 23 publications

References 38 publications

Cyberbullying/Cyber-Victimization Status, Cyberbullying Awareness, and Combat Strategies of Administrators and Teachers of Pre-School Education Institutions

Cyberbullying/Cyber-Victimization Status, Cyberbullying Awareness, and Combat Strategies of Administrators and Teachers of Pre-School Education Institutions

Teachers’ Responses to Bullying Questionnaire: A Validation Study in Two Educational Contexts

The Real‐Time Problems and Solutions in Online Classes for Students and Parents

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