Examining the roles young people fulfill in five types of cyber bullying

Betts, Lucy R.; Gkimitzoudis, A; Spenser, Karin A.; Baguley, Thom

doi:10.1177/0265407516668585

Cited by 24 publications

(26 citation statements)

References 47 publications

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“…In a more recent study, Betts, Gkimitzoudis, Spenser, and Baguley (2017), using a sample of 440 British students aged 16 to 19, identified four student profiles using a cluster analysis technique: "not involved" (33%), "rarely victim and bully" (40%), "typically victim" (26%), and "retaliator" (1%) [16]. In a subsequent study, Schultze-Krumbholz, Hess, Pfetsch, and Scheithauer (2018) used LCA on a sample of 849 German students (11 to 17 years of age), determining five groups: "prosocial defenders", "communicating outsiders", "aggressive defenders", "bully-victims", and "assistants" [17].…”

Section: Roles In Cyberbullyingmentioning

confidence: 99%

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents

Martínez-Monteagudo

Delgado

Inglés

et al. 2020

IJERPH

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Cyberbullying is a common social maladjustment that has negative repercussions on the wellbeing and development of adolescents, but numerous questions remain as to the relationship between cyberbullying and social anxiety in adolescence. This study analyzes cyberbullying profiles (screening of harassment among peers) and assesses whether these profiles vary with respect to the level of social anxiety (social anxiety scale for adolescents). The sample consisted of 1412 Spanish secondary education students aged 12 to 18 (M = 14.36, SD = 1.65). Latent class analysis and ANOVA were performed. Analyses revealed three profiles: high cyberbullying (high victimization, aggression, and aggression-victimization), low cyberbullying (moderate victimization, aggression, and aggression-victimization), and non-cyberbullying. The cyberbullying patterns varied significantly for all social anxiety subscales. Students with the high cyberbullying profile (bully–victims) presented high scores on social avoidance and distress in social situations in general with peers, whereas these students presented lower levels of fear of negative evaluation and distress and social avoidance in new situations as compared to the low cyberbullying (rarely victim/bully) and non-involved student profiles. Implications for psychologists and educational counselors and cyberbullying preventive interventions are discussed.

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Section: Roles In Cyberbullyingmentioning

confidence: 99%

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents

Martínez-Monteagudo

Delgado

Inglés

et al. 2020

IJERPH

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“…Researchers who support the similarity of the phenomena claim that they are highly correlated and involve the same students (e.g., Betts et al 2017). According to the CB/CV and TB/TV definitions, both phenomena involve at least one perpetrator and one victim, while the existence of bully/ victims has been repeatedly confirmed (Slonje et al 2012), especially in CB/CV incidents (e.g., Antoniadou and Kokkinos 2013;Vandebosch and Van Cleemput 2009;Ybarra et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Traditional and Cyber Bullying/Victimization Among Adolescents: Examining Their Psychosocial Profile Through Latent Profile Analysis

Antoniadou

Kokkinos

Fanti

2019

Int Journal of Bullying Prevention

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Although increasingly more studies investigate the relationship of cyber and traditional bullying/victimization, it is unclear whether the phenomena are distinct. The purpose of this study was to investigate the roles that Greek Junior High school students engage in cyber and traditional bullying/victimization incidents, as well as the psychosocial and emotional profiles of the students that are classified into each participant role. Overall, 1097 Greek Junior High school students (mean age = 13.95, 51% girls) completed a self-report questionnaire about cyber and traditional bullying/victimization, empathy, psychopathic traits, online disinhibition, social skills, social anxiety, and peer relations. Latent profile analysis indicated four distinct groups of participants (Buninvolved,^Bbullies,^Bvictims,^Bbully/victims^). ANOVA and Kruskal-Wallis analyses showed that Buninvolved^students had the most adaptive profile (low scores in psychopathic traits and online disinhibition and high in social skills), while students who frequently bullied both online and offline (Bbullies^) were the least functional of the sample (e.g., high scores in psychopathic traits and low in empathy and social skills) and differed on several characteristics from those classified as Bbully/victims.F inally, victims had a poor psychosocial profile (e.g., high social anxiety and poor social relations). These findings confirm that cyber aggression is part of a general bullying/victimization pattern and that students are most effectively classified based on their behavior and not the context of manifestation. Findings can contribute to the ongoing debate on the similarities/differences of cyber and traditional bullying/victimization, as well as their simultaneous occurrence.

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“…between students and lecturers (e.g., DeSouza, 2010) or between higher education institutions' staff (e.g., Kang and Sidhu, 2015), however, some negative aspects of students' inter-relationship remain as if in a particular grey zone, and perpetrators not always remain identified and punished (Vidu et al, 2014;Valls et al, 2016). Conclusions of some researches on harassment and bullying performed in different cultures highlight that, in striving to ensure students' well-being, prevention policy of education institutions is important in tackling the problems related to bullying, assessing both direct interpersonal relationship and tendencies of rapid spread of bullying in cyberspace (DeSouza and Ribeiro, 2005;Valls et al, 2016;Betts et al, 2016;Myers and Cowie, 2017;etc.). Its importance grows when it's set that persons belonging to more than one disadvantaged groups more often suffer from assaults (Andersson et al, 2017), and some continuity exists, because bullying in childhood is related to aggressive behaviour when the person is an adult already (Sansone, Leung and Wiederman, 2012).…”

Section: Introductionmentioning

confidence: 99%

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

Vveinhardt¹,

Fominienė²,

Andriukaitienė³

et al. 2019

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The research goal -to analyse manifestations of single cases of harassment and bullying in students' inter-relationship and to compare them in aspects of socio-demographic variables. 623 students studying at Lithuanian higher education institutions were questioned. We determined a dependence of harassment and bullying on respondents' age: they were experienced more often by 18-30 year-old students, whereas older students' complaints were less. Older students more often requested for active policy of higher education institutions in preventing negative relations. Women showed more initiative in seeking for help, unlike men, experience of negative relations of which was higher in the past. Harassment and bullying were more experienced by the students studying at higher education colleges, unlike those studying at universities. The research results are significant in striving for better perception of impact of harassment and bullying at higher education institutions on demographic variables and negative inter-personal relationship experienced at school age. This knowledge is necessary for higher education institutions preparing and developing a prevention of harassment and bullying.

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Examining the roles young people fulfill in five types of cyber bullying

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Cited by 24 publications

References 47 publications

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents

Traditional and Cyber Bullying/Victimization Among Adolescents: Examining Their Psychosocial Profile Through Latent Profile Analysis

Harassment and Bullying among Students in Higher Education Institutions: Manifestation of Single Cases of Harassment and Bullying in Aspects of Demographic Variables

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