School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate.

Abstract

Although the importance of social and emotional learning (SEL) competencies in bullying prevention has received increased recognition, limited research has examined youth's cyberbullying victimization (CBV) experiences through a school-wide SEL perspective. Guided by the school-wide SEL framework and the social-ecological model, this study examined the associations between students' perception of four core SEL competencies (i.e., responsible decision-making, social awareness, self-management, and relationship skills), school climate, and their CBV experience. It also examined the multilevel moderating effects of students' school climate perception, gender, and grade levels on the association between SEL competencies and CBV. Participants were 15,227 students (6th-12th graders) from 39 schools in Delaware. Using hierarchical linear modeling while controlling for demographic factors and school climate at both student and school levels, we found that CBV was negatively associated with responsible decision-making and self-management, and positively associated with social awareness. The negative association between self-management and CBV was intensified with a more positive student-level school climate, whereas the negative association between responsible decision-making and CBV was mitigated by the school-level climate. The association of CBV and self-management was stronger among female than male students; the strength of CBV and responsible decision-making was also stronger among high school students than middle school students. The findings highlight the differentiated associations between four core SEL competencies and students' CBV; they also indicate the importance of assessing and monitoring school climate and developing cyberbullying prevention programs with an SEL focus that is responsive to students of different genders and grade levels. Implication StatementThe findings highlight the unique and differentiated relations between four core SEL competencies and students' CBV experience. They also highlight the importance of including school climate assessment and applying for domain-specific, gender-, and grade-level-sensitive cyberbullying prevention programs with an SEL focus.

Correlational study on cyberbullying and social abilities in intercultural teenagers

“…The data obtained through the percentages of the answers show that the adolescents evaluated have, for the most part, social skills and that, in general, they had no experiences related to this type of cyberbullying (Tanrikulu and Erdur-Baker, 2019). This is consistent with previous studies, which indicate that having social skills is less frequent to become involved as a victim or stalker in situations of cyber violence (Bradbury et al, 2018;Acosta et al, 2019;Yang et al, 2021). Subsequently, the Spearman correlation test was applied to analyze the relationship between the six categories of the SSYI scale and the three factors of each subscale of the CSCRD.…”

Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems

“…Research evidence is consensual to show that socioemotional development is considered one of the predictors of positive outcomes both at school (e.g., academic achievement, and positive relationships with peers) and throughout life (e.g., social inclusion or integration into the labor market) [2,3]. Empirical evidence confirms that the implementation of SEL programs allows: (1) students' greater attitudinal adjustment and higher ability to effectively manage their difficulties; (2) increased academic achievement; (3) a reduction of emotional and behavioral problems and psychological distress; and (4) the promotion of more positive school environments, with a lower prevalence of bullying behaviors [4][5][6][7][8]. In particular, the promotion of socioemotional development, specifically the stimulation of skills related to self-control, empathy, and problem solving are associated with higher levels of motivation and school involvement, therefore enhancing academic success and preventing students from dropping out of school [9][10][11][12].…”

The Role of Verbal Aggression in Cyberbullying Perpetration and Victimization by Middle School Students

“…Notably, Anthony et al [17] found that 35% of their participants reported being a perpetrator of cyberbullying during the senior year of high school. Recent studies have found similar estimates of cyberbullying during high school [58][59][60][61][62], and, that outside of the COVID-19 pandemic school year where cyberbullying decreased [63,64], cyberbullying perpetration increases through middle school and then stabilizes through high school [7,37,60,61,[65][66][67]. These findings taken together suggest this upward trend continues beyond middle school, and that middle school and early high school may be the best time to intervene [15,[38][39][40][41]68].…”

“…Currently, there is no clear picture regarding the relationship between sex and cyberbullying perpetration and victimization [61]. For example, several studies have found that neither boys nor girls were especially more likely to take on the role of cyberbullying perpetrator or victim [17,38,61,71].…”

“…Currently, there is no clear picture regarding the relationship between sex and cyberbullying perpetration and victimization [61]. For example, several studies have found that neither boys nor girls were especially more likely to take on the role of cyberbullying perpetrator or victim [17,38,61,71]. On the other hand, Willard [72] reports that female students perpetrate a higher ratio of cyberbullying than male students while Schultze-Krumbholz, Hess, Pfetsch, and Scheithauer found that male students were most likely to experience cyber victimization [73].…”