Student's Experiences with Traditional Bullying and Cyberbullying: Findings from a Romanian Sample

One step forward, two steps back: Cyberbullying within social networking sites

“…The lack of a universal definition across studies has likely contributed to the wide prevalence estimates found regarding how many youth experience cyberbullying: from less than 10 per cent to over 50 per cent (for example, Ackers, 2012;Gomez-Garibello et al, 2012;Jasinski, 2012, 2013;Tomşa et al, 2013). A complicating factor to establishing the actual prevalence of cyberbullying is that studies have also found a high degree of overlap between online bullying and offline bullying leading some to question whether cyberbullying is an 'overrated phenomenon' (for example, Olweus, 2012).…”

Bullying on the pixel playground: Investigating risk factors of cyberbullying at the intersection of children’s online-offline social lives

“…While the utilization of social media can have several benefits for young people (e.g., greater connectivity with friends; increased online sociability; increased access to information) (Cummings, Sproull, & Kiesler, 2002;Neustadl & Robinson, 2002;Van Cleemput, 2010), this reliance on technology can also increase one's risk of experiencing cyberbullying or lead to other serious problems (e.g., Internet addiction) (Christakis, 2010;Griffiths, 1999;Widyanto & Griffiths, 2006;Young, 1998). Indeed, previous studies document prevalence rates of cyberbullying ranging from less than 10 percent to over 50 percent among youth (Ackers, 2012;Gomez-Garibello, Shariff, McConnell, & Talwar, 2012;Marcum, 2008;Navarro & Jasinski, 2012, 2013Patchin & Hinduja, 2012;Tomşa, Jenaro, Campbell, & Neacşu, 2013). Although these rates stem from several methodological variations across studies (Patchin & Hinduja, 2012), they underscore the point that the risk of experiencing cyberbullying is a reality for many youth.…”

Acoso escolar y habilidades sociales en alumnado de educación básica

“…La evidencia encontrada permitió identificar diferencias entre la víctima, la víctima/acosador y el alumnado que no se involucra. El alumnado victimizado es más ansioso y tímido, que son variables que interfieren en las habilidades necesarias para afrontar situaciones de agresión con sus pares (Moraes y Hutz, 2010;Ok y Aslan, 2010;Tomsa et al, 2013), lo que confirma la evidencia en otras investigaciones (Cava, 2011;Cava et al, 2010;Cerezo y Ato, 2010;Cervantes, 2015;Polo del Río et al, 2013). Los sitúa incluso en mayor riesgo de suicidio y depresión (Ceccatelli et al, 2010;Hunter et al, 2007).…”