Teacher, parent and student perceptions of the motives of cyberbullies

Compton, Louise; Campbell, Marilyn; Mergler, Amanda

doi:10.1007/s11218-014-9254-x

Cited by 64 publications

(67 citation statements)

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“…Indeed, during the past few years, qualitative research has been increasingly fruitful. Several studies have analyzed the way children and adolescents from different countries perceive cyberbullying, the behaviors that they include as part of it, the impact of cyberbullying on those who suffer it, the reasons why youths engage in cyberbullying, and the coping strategies they use to stop cyberbullying (Ackers 2012;Agatston et al 2007;Bryce and Fraser 2013;Cassidy et al 2009;Compton et al 2014;Frisén et al …”

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confidence: 99%

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

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Sarrato

2015

Cyberbullying Across the Globe

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Studies on cyberbullying have been a recurring theme in psychological research over the past 10 years. These studies, as previously occurred with school bullying, have attempted to know the nature of this phenomenon and lower its prevalence, considering the negative consequences for both victims and perpetrators. However, given the epidemiological approach of initial studies, cyberbullying research has predominantly used a quantitative approach where surveys have been the most widely used methodology to evaluate cyberbullying.Research from this quantitative methodology has been devoted to analyze cyberbullying prevalence and risk and protective factors related to this phenomenon. Less attention has been paid to the meanings that youth confer to cyberbullying, considering the social nature of such interactions as well as the role that socialization agents (e.g., the family) play in cyberbullying. In this sense, qualitative research offers new ways to know youth's perspectives about cyberbullying, not only their own definitions about this type of aggression but also what role they believe that adults have to play in preventing and intervening in cyberbullying. Indeed, during the past few years, qualitative research has been increasingly fruitful. Several studies have analyzed the way children and adolescents from different countries perceive cyberbullying, the behaviors that they include as part of it, the impact of cyberbullying on those who suffer it, the reasons why youths engage in cyberbullying, and the coping strategies they use to stop cyberbullying (Ackers 2012;Agatston et al. 2007;Bryce and Fraser 2013;Cassidy et al. 2009;Compton et al. 2014;Frisén et al.

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confidence: 99%

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

Navarro

Sarrato

2015

Cyberbullying Across the Globe

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“…However, lack of knowledge may also be an example of institutional factors, which says something about how schools discuss with their students what bullying is and how to respond to it. Adults and students sometimes have different views of what counts as bullying (Cheng et al, 2011;Compton et al, 2014), but there may also be a lack of attention in school to social issues affecting students' knowledge about bullying. It is also possible that some actions are viewed as routine phenomena and therefore not as bullying.…”

Section: Students' Perspectives On Being Bystandersmentioning

confidence: 99%

“…Previous research has revealed that students and adults might have different views on what counts as bullying (Cheng et al, 2011;Compton, Campbell, & Mergler, 2014). The teachers/adults perspectives' were not explored in my study, but I do know that the students sometimes referred to not knowing what counted as bullying and did not make distinctions between discrimination and bullying as the Swedish school legislation do (but several international bullying researchers in contrast do not but instead identify bullying based on discrimination (e.g., Cowie & Jennifer, 2008;Davies, 2011;Duncan, 1999;Ellwood & Davies, 2010;Rigby, 2008).…”

Section: For the Futurementioning

confidence: 99%

“…Compared to adults, students are found more seldom to address repetition and power imbalances as part of their bullying definition (Cheng, Chen, Ho, & Cheng, 2011;Frisén, Holmqvist, Oscarsson, 2008;Naylor, Cowie, Cossin, Bettencourt, & Lemme, 2006). Hence, Compton, Campbell, & Mergler (2014) found that teachers ignored power imbalance in their definition, whereas both students and teachers disregarded repetition as crucial. The value of my research lies in its usability for researched practice (Dewey, 1925;Peirce, 1940) and my intended audiences include schools, school professionals and prospective teachers, and how the conceptualisations made in this study could be used as tools for reflecting, interpreting and improving bullying prevention and intervention efforts.…”

Section: Introduction and Aimmentioning

confidence: 96%

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Students’ Perspectives on Bullying

Forsberg

2016

Linköping Studies in Behavioural Science

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FörordAtt vara doktorand eller inte. Det är den stora frågan. För en måste traska igenom, vad som i doktorandtermer kan benämnas som, "The Valley of Shit". Ni vet, den där mörka, geggiga fasen, där en säger till sig själv "Nej, det här kommer aldrig blir färdigt och bra".Under sådana processer behövs någon annan som kan ge stöd, vägledning och analytisk skärpa på ens arbete. Just detta har jag många olika personer att tacka för. Alldeles i synnerhet mina två handledare. Min huvudhandledare, Robert Thornberg, du har bidragit med ovärderliga kunskaper och analytiska idéer, vägledning och engagemang under hela processen. Marcus Samuelsson, min biträdande handledare, du har kommit med kloka råd och uppmuntran och bidragit med en analytisk blick som fört mig och avhandlingen framåt. Ett Stort och innerligt tack till er båda! Tack även till Gunnel Colnerud som inledningsvis var min biträdande handledare. Din vishet och ditt engagemang gör dig till en oerhörd förebild.Tack även till mina fantastiska kollegor och vänner vid PeDi för uppmuntran, engagemang och social samvaro. Jag är väldigt tacksam över att jag har fått lära känna er och arbeta tillsammans med er. Tack särskilt till doktorandgruppen. Ett extra tack till Elisabeth Eriksson. Du har inte bara stått ut med att dela kontor och ha mig inneboende utan även varit mig följsam och behjälplig genom hela processen. Ett stort tack även till Tove Mattsson, Björn Sjögren, Jessica Elofsson och Joakim Strindberg för insatser i ett kritiskt skede av arbetet.Jag vill även tacka Elisabet Näsman som var granskare vid mitt slutseminarium. Du hade noggrant läst mitt arbete och kom med konstruktiva kommentarer som jag hade stor nytta av i det fortsatta arbetet med avhandlingen. Värdefulla kommentarer har jag även fått ifrån Susanne Kreitz-Sandberg och Håkan Löfgren som tillsammans med mina handledare utgjorde min läsgrupp. Tack för att ni engagerade er i min text och gav mig synpunkter som vägledde mig in i mål! Tack även till mina vänner och kollegor vid Pedvux, särskilt för att ni så varmt tog emot mig när jag lånade ett kontor uppe hos er. Ett särskilt tack till Song-ee Ahn för alla skratt och klokheter. Och tack Elli, my companion in all of this, vad skulle jag göra utan dig? Jag vill även tacka alla i den f.d. FOG-gruppen som jag har haft många roliga och givande stunder tillsammans med.Tack även till Confero, jag är så glad att jag fått vara en del av denna tidskrift. Det har lärt mig och gett mig mycket. Ni är alla bäst! För gott samarbete vill jag tacka Paul Horton, Jelmer Brüggeman och Lisa Kilman. Det har varit väldigt spännande och utvecklande att få samarbeta med er alla.The research team at Georgia State University: Thank you all for our collaboration! Det är så många som har bidragit till att denna avhandling nu ser sitt gryningsljus. Inte minst vill jag tacka alla elever som jag har fått möjlighet att intervjua, utan er hade det inte blivit någon avhandling. Tack även till alla skolor och lärare som varit med och möjliggjort att jag fått träffa just era elever.Ti...

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“…Additionally, adolescents mentioned the lack of consequences and confrontation as reasons to cyberbully. Other studies suggest avoiding retaliation or punishment [49] and boy/girlfriend break ups [50] as motivations. Further, according to adolescents, people will become the victim of (traditional) bullying when they have a different appearance, and a bully when they have low self-esteem [51].…”

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confidence: 99%

Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with) Cyberbullying: Focus Group Interviews

et al. 2015

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Because of the negative effects of cyberbullying; and because of its unique characteristics; interventions to stop cyberbullying are needed. For this purpose, more insightful information is needed about cyberbullying victims' (i.e., the target group) experiences, perceptions, attitudes and motivations related to (coping with) cyberbullying. Five schools with 66 low-educated Dutch adolescents between 12 and 15 (53% female) participated in 10 focus group interviews. Results show that victims do not perceive all behaviors as cyberbullying and traditional bullying is generally perceived as worse than cyberbullying. Cyberbullies are perceived as sad, cowards and embarrassing themselves. Victims are perceived as easy targets; they wear strange clothes, act in a provocative manner and have a bad appearance. These perceptions often depend on context, the level of anonymity, being in a fight or not, the person sending the message and his/her behavior. Further, victims reacted to cyberbullying by acting nonchalant, by not actually saying anything and seeking help from others (i.e., parents are not often asked for help because they do not want to bother them; fear of restricted Internet privileges). It can be concluded that asking cyberbullying victims about their experiences in an open manner, and allowing them to discuss these experiences, likely results in new and insightful information compared to using self-reports. In this questioning the perception of adolescents is key to see what is perceived as cyberbullying. OPEN ACCESSSocieties 2015, 5 44

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Teacher, parent and student perceptions of the motives of cyberbullies

Cited by 64 publications

References 35 publications

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

Spanish Youth Perceptions About Cyberbullying: Qualitative Research into Understanding Cyberbullying and the Role That Parents Play in Its Solution

Students’ Perspectives on Bullying

Dutch Cyberbullying Victims’ Experiences, Perceptions, Attitudes and Motivations Related to (Coping with) Cyberbullying: Focus Group Interviews

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