Has Cyber Technology Produced a New Group of Peer Aggressors?

Dempsey, Allison G.; Sulkowski, Michael L.; Dempsey, John V.; Storch, Eric A.

doi:10.1089/cyber.2010.0108

Cited by 84 publications

(70 citation statements)

References 29 publications

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“…Findings from this study are inline with recent research [2], [9] that has found cyber to be a separate construct from school-based victimization. Although physical and verbal items combined to form one factor, relational remained a distinct construct from cyber and direct.…”

Section: Discussionsupporting

confidence: 90%

“…These shortcomings have led to years of inconsistent findings and no universally accepted measure of victimization [2], [4], [9], [10]. This study attempts to address some of these gaps by developing a new measure of victimization and examining its construct validity in a sample of 9 th grade students.…”

Section: Purpose Of Studymentioning

confidence: 99%

“…Finally, the recent explosion in the availability of electronic communication technologies has provided students with a new medium to bully [2], [9]. This form of bullying, known in the research as cyber bullying, includes bullying through e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to one's phone [2], [10], [11].…”

Section: A Types Of Victimizationmentioning

confidence: 99%

“…Often, such items are ranked on a Likert scale (e.g., "never", "sometimes", "often", "all the time") to provide information on frequency of the behavior. In addition to being intuitive and cost-effective to initiate, studies have shown this approach to be both valid and reliable [2], [4], [5], [9], [15], [16].…”

Section: Measurement Of Bullyingmentioning

confidence: 99%

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Do Cyber Victimization and Traditional Victimization Form Separate Factors? Evidence from a Preliminary Study

Betancourt¹

2016

IJIET

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Abstract-Few published studies measure electronic (cyber) bullying in conjunction with traditional (i.e., verbal, physical, and relational) forms of bullying, with even fewer using multiple items to measure the constructs. These two shortcomings have resulted in decades of inconsistent findings, uncertainty amongst experts about the structure of bullying, and no universally accepted measures to examine it. This study addresses these concerns by developing a new measure of victimization and examining its construct validity in a sample of 399 ninth-grade students. Exploratory Factor Analysis provides strong evidence that victimization is indeed multifaceted with cyber victimization emerging as a separate factor, distinct from school-based forms. Although, physical and verbal victimization items cross-loaded to form a single factor (labeled direct victimization), relational victimization emerged as a separate factor, distinct from cyber and direct victimization. Implications and limitations of these findings are discussed, along with how continued development of such measures may aid educational psychologists who work with victimized students regularly.Index Terms-Bullying, cyber bullying, direct bullying, relational bullying, victimization, construct validity.

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Section: Discussionsupporting

confidence: 90%

Section: Purpose Of Studymentioning

confidence: 99%

Section: A Types Of Victimizationmentioning

confidence: 99%

Section: Measurement Of Bullyingmentioning

confidence: 99%

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Do Cyber Victimization and Traditional Victimization Form Separate Factors? Evidence from a Preliminary Study

Betancourt¹

2016

IJIET

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“…Otros investigadores, como Dempsey et al (2011), llegan a la conclusión de que Internet sí genera nuevas herramientas útiles para el acoso. Estos autores basan esta afirmación en el hecho de que los análisis factoriales que realizan indican que los tres tipos de agresiones estudiadas (directas, agresión que se produce en el entorno fuera de Internet sin provocación previa; relacionales, agresión en el entorno sin conexión con provocación previa; y acoso en el ciberespacio, agresión en el ámbito en línea) se agrupan en diferentes factores latentes, por lo que parecen ser fenómenos diferentes.…”

Section: Entorno En Líneaunclassified

Factores de riesgo en el ciberacoso: revisión sistemática a partir del modelo del triple riesgo delictivo (TRD)

García

2016

IDP. Rev. de Int., Der. y Pol.

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74 Factores de riesgo en el ciberacoso… Eloi Puig Eloi Puig 74Abel González García de riesgo de la agresión en línea, también puede establecer un marco teórico sólido para el análisis de la interacción entre los diferentes factores de riesgo, y de esta manera poder llegar a establecer mecanismos explicativos de las agresiones en el ciberespacio, con lo que se conseguirá diferenciar el ciberacoso de las agresiones en el ámbito sin conexión o real a través de sus mecanismos etiológicos, aunque sea de una manera indirecta en este caso. Palabras clave

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Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior

Cross

Shaw

Hadwen

et al. 2015

Aggressive Behavior

156

122

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Cyberbullying is a major public health problem associated with serious mental, social, and academic consequences for young people. To date, few programs addressing cyberbullying have been developed and empirically tested. The Cyber Friendly Schools (CFS) group-randomized controlled trial measured the longitudinal impact of a whole-school online cyberbullying prevention and intervention program, developed in partnership with young people. Non-government secondary schools in Perth, Western Australia, (N = 35; 3,000+ students) were randomized to an intervention (n = 19) or usual practice control group (n = 16 schools). Students completed online questionnaires in 2010, 2011, and at 1-year follow-up in 2012, measuring their cyberbullying experiences during the previous school term. The intervention group received the program in Grades 8 and 9 (aged 13-14 years). Program effects were tested using two-part growth models. The program was associated with significantly greater declines in the odds of involvement in cyber-victimization and perpetration from pre- to the first post-test, but no other differences were evident between the study conditions. However, teachers implemented only one third of the program content. More work is needed to build teacher capacity and self-efficacy to effectively implement cyberbullying programs. Whole-school cyberbullying interventions implemented in conjunction with other bullying prevention programs may reduce cyber-victimization more than traditional school-based bullying prevention programs alone. Aggr. Behav. 42:166-180, 2016. © 2015 Wiley Periodicals, Inc.

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Has Cyber Technology Produced a New Group of Peer Aggressors?

Cited by 84 publications

References 29 publications

Do Cyber Victimization and Traditional Victimization Form Separate Factors? Evidence from a Preliminary Study

Do Cyber Victimization and Traditional Victimization Form Separate Factors? Evidence from a Preliminary Study

Factores de riesgo en el ciberacoso: revisión sistemática a partir del modelo del triple riesgo delictivo (TRD)

Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior

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