Rethinking Indirect Aggression: The End of the Mean Girl Myth

Artz, Sibylle; Kassis, Wassilis; Moldenhauer, Stephanie

doi:10.1080/15564886.2012.756842

Cited by 9 publications

(5 citation statements)

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“…No obstante, esta distinción ha sido objeto de polémica ya que los meta-análisis de Archer (2004) y Card et al, (2008) y la revisión de Artz, Nicholson y Magnusson (2008), no hallaron diferencias en función del sexo en las agresiones indirectas o relaciones. A su vez, algunos estudios han encontrado mayor participación de los varones en todas las modalidades de agresión (Artz, Kassis, & Moldenhauer, 2013;Griezel et al, 2012).…”

Section: Palabras Claveunclassified

“…Con estos objetivos, se formulan dos hipótesis: (a) En bullying se espera encontrar que en línea con varios estudios (Cerezo et al, 2015;Merril & Hanson, 2016;Pabian & Vandebosch, 2016;Pouwelse et al, 2011;Vaillancourt et al, 2010) un mayor porcentaje de niños será víctima-pura, agresor-puro, víctima-agresiva y observador de bullying. Asimismo, y siguiendo los estudios que sugieren que los niños son más agresivos (Artz et al, 2013;Griezel et al, 2012) se espera que las puntuaciones medias en la conducta de bullying sufrida, realizada y observada sea mayor en los niños que en las niñas, y (b) En cyberbullying, basándonos en varios de los estudios revisados (Bauman, 2010;Brown, et al, 2014;De Paolis & Williford, 2015;Mishna et al, 2010;Monks et al, 2012;Navarro et al, 2015) no se espera encontrar diferencias en función del sexo en los porcentajes de cibervíctimas-puras, ciberagresores-puros, cibervíctimas-agresivas y ciberobservadores; ni en las puntuaciones medias de conducta de cyberbullying sufrida, realizada y observada entre niños y niñas.…”

Section: Introductionunclassified

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Bullying y cyberbullying: diferencias en función del sexo en estudiantes de quinto y sexto curso de educación primaria

Machimbarrena

Garaigordobil

2018

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Resumen La literatura científica ha encontrado resultados discrepantes en el análisis de las diferencias en función del sexo en bullying y sobre todo en cyberbullying. Este estudio tuvo como objetivo analizar estas diferencias entre sexos en una muestra del último ciclo de educación primaria del País Vasco. Se administró el test "Cyberbullying: Screening de acoso entre iguales", a 1.993 (edad media = 10,68) participantes, el 50,2% niños y el 48,8% niñas. En bullying los resultados muestran similar porcentaje de víctimas-puras, agresores-puros y observadores en ambos sexos; únicamente se confirmó un porcentaje mayor de niños víctimas-agresivas. Analizando las conductas sufridas y perpetradas, se encontró que un porcentaje significativamente mayor de niños participaba como víctima, agresor y observador de agresiones físicas, verbales y psicológicas. La puntuación media de conducta sufrida, realizada y observada fue también significativamente mayor en los niños. En cyberbullying los porcentajes en ambos sexos en todos los roles fueron similares. Sin embargo, al analizar las conductas, se encontró que un porcentaje mayor de niños es víctima de agresiones para grabarlas y subirlas a internet y que observa llamadas anónimas para asustar, mientras que un mayor porcentaje de niñas observa conductas de acoso sexual. Finalmente, la puntuación media de cibervictimización fue significativamente mayor en los niños. Este estudio aporta información sobre una problemática de interés y resalta la importancia de crear programas de intervención para niños y niñas de estas edades.

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Section: Palabras Claveunclassified

Section: Introductionunclassified

Bullying y cyberbullying: diferencias en función del sexo en estudiantes de quinto y sexto curso de educación primaria

Machimbarrena

Garaigordobil

2018

Sumapsi

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“…It has been previously reported that boys tend to get involved in direct forms of physical or verbal aggression [16] and girls use indirect aggression, like spreading rumors or social exclusion [17]. However, a more recent transcultural study with adolescents from six countries, including Spain, found more boys using indirect methods of aggressions than girls [18].…”

Section: Introductionmentioning

confidence: 99%

Cybervictimization among secondary students: social networking time, personality traits and parental education

et al. 2019

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BackgroundCyberbullying among children and adolescents is a major public health concern. However, research has not yet definitively identified the risk factors associated with cybervictimization. The purpose of this study was to determine the association of cybervictimization with use of social networks, personality traits and parental education in secondary students.MethodsThe study population consisted of 765 secondary students (56.5% girls) from Majorca (Spain) who were aged 15.99 years (grade 4). The data were from the 16 secondary school centers that participated in the ITACA Project, a multi-center, cluster randomized controlled trial. Cybervictimization was measured by the Garaigordobil Cybervictimization Scale, and the Big Five Questionnaire for Children was used to assess personality traits.ResultsResults showed that 39.9% of the students were cybervictims. Univariate analysis indicated that more girls than boys were cybervictimized (43.1% vs 35.7%). Cybervictims spent more time in social networking sites than non-victims (6 h 30 min vs. 5 h 16 min) and had greater emotional instability (0.16 vs. -0.23) and extraversion (0.11 vs. -0.09) and were less conscientious (− 0.001 vs. 0.20). Multivariable analysis indicated that social networking time was not significantly associated with cybervictimization after controlling for personality traits, but the same personality traits remained significantly associated.ConclusionsOur findings indicate that cyberbullying is a frequent and relevant problem in adolescents. Big Five personality traits are related with cybervictimization. Possible ways to design interventions include promoting social leisure activities, encourage responsible attitudes and provide stress coping tools.

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“…Likewise, we use the subjectivities "mean boys" and "mean girls" when these terms are deployed to describe gendered relational aggression. We are mindful, however, that the exclusivity of these two categories is under contestation (Artz, Kassis, & Moldenhauer, 2013;Ringrose, 2006). We, therefore, use the terms "young men" and "young women" rather than "boy" and "girl" and describe behaviors to avoid where possible the perpetuation of potentially problematic subjectivities.…”

Section: Relational Aggression and The "Mean Boy": Re-gendering Concementioning

confidence: 99%

“…To reiterate, there is research to challenge the long held view in the literature that "mean" is the popular construction of girls' aggression (Artz, Kassis, & Moldenhauer;Chesney-Lind & Irwin, 2004). While the term "mean boys" has generally referred to boys who bully other boys (Luzer, 2015), Orpinas, McNicholas, and Nahapetyan (2015) found that significantly more boys than girls exhibited high levels of relational aggression in the early years of their schooling (Grade 6 compared to Grade 12 boys).…”

Section: Is "Mean" Gendered?mentioning

confidence: 99%

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Rethinking Indirect Aggression: The End of the Mean Girl Myth

Cited by 9 publications

References 20 publications

Bullying y cyberbullying: diferencias en función del sexo en estudiantes de quinto y sexto curso de educación primaria

Bullying y cyberbullying: diferencias en función del sexo en estudiantes de quinto y sexto curso de educación primaria

Cybervictimization among secondary students: social networking time, personality traits and parental education

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