The Impact of Cyberbullying and Cyber Harassment on Academic Achievement

Egeberg, Gunstein; Thorvaldsen, Steinar; Rønning, John A.

doi:10.1007/978-94-6300-648-4_11

Cited by 26 publications

(23 citation statements)

References 58 publications

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“…Emotional skills help students to feel a greater level of empathy toward their classmates, which may significantly reduce their involvement in intimidating behavior; however, one of the characteristics that is typically mentioned by cyberbullies is a low level of empathy with victims, since they do not appear to demonstrate unrest or guilt as a result of their aggressions, being unable to empathize with the victim's emotions or feelings (Hinduja and Patchin, 2007;Aricak, 2009). On the other hand, bullies tend to display poor academic performance, with low integration in academic and scholastic dynamics (Egeberg et al, 2016). So, having a positive academic adjustment (motivation for completing academic requirements, making an effort academically and satisfaction with the academic environment) acts as a protective factor against engaging in aggressive behavior toward peers.…”

Section: Discussionmentioning

confidence: 99%

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University

et al. 2020

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Little scientific attention has been paid to the problem of cyberbullying in the university environment, compared to similar studies conducted on adolescents. This study attempts to analyze the predictive capacity of certain emotional problems (anxiety, depression, and stress) and university adaptation with respect to cyberbullying in victims and aggressors. The European Cyberbullying Intervention Project Questionnaire, the Depression Anxiety Stress Scale-21 and the Student Adaptation to College Questionnaire were administered to a sample of 1282 university students (46.33% male) aged between 18 and 46. The results suggest that high levels of depression and stress increase the probability of being a cyberbullying victim, while high levels of depression increase the probability of being a cyberbullying aggressor. Similarly, the personal-emotional and social adaptation of students are found to be predictor variables of being a cyberbullying victim, in that high levels of personal-emotional and social adaptation decrease the probability of being a victim, while high levels of personalemotional, academic and institutional adaptation decrease the probability of being a cyberbullying victim. The results of this study are of special relevance, since they indicate that intervention programs should consider the influence of emotional intelligence, as well as the relevance students' adaptation to university.

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Section: Discussionmentioning

confidence: 99%

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University

et al. 2020

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“…The part that we present here is situated in the analysis of the positive relations between students and the rest of the educational community as a protection factor preventing relational or indirect bullying and cyberbullying, the two types of school harassment with the greatest prevalence in our sample. We share the vision of Giménez, Arnáiz, Cerezo, and Prodócimo (2018) that bullying is a topic of great educational and social occupation (Egeberg, Thorvaldsen, & Ronning, 2016;González-Calatayud, 2018) and that it is, therefore, important to start CONTACT Alejandra Cortés-Pascual alcortes@unizar.es from the voices of the people involved (Cano & Cortés, 2018) to determine how the subject can be studied from a positive and preventive approach. In this work we have based on two models: Bronfenbrenner's (1979) ecological model that collects the theoretical systemic vision that we want to give to the subject, and, linked to it, the Rawlings's model (2015) on school connectedness as a preventive factor for bullying behaviours.…”

Section: Introductionmentioning

confidence: 93%

Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain)

Pascual

Cano-Escorianza

Saso

et al. 2019

International Journal of Adolescence and Youth

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Coexistence between adolescents in educational centres and people outside these centres is increasingly mediated by the use of different technologies. The present study analyses the perceptions of 4,273 students in secondary education in Aragon (Spain) on how the positive relationships that occur in the educational centre (among students and their classmates, teachers, school principals and other staff) and between the family and the school mediate the prevention of bullying and cyberbullying. The study was performed in 20 educational centres of the Autonomous Community of Aragon, considering the stratified representation of the provinces, private and public schools, and rural and urban areas. The study was conducted by applying questionnaires on bullying and cyberbullying, among other questions, and by evaluating the relationship between students and the rest of the educational community. An analysis was elaborated from a structural equation model (SEM), using as exogenous variables the student's assessment of relations with the rest of the members of the educational community and, as endogenous variables, victimization, aggression and perception of bullying situations and cyberbullying (bystanders). This study concluded by exposing aspects related to these protective factors, which are so important for the development of a positive coexistence and personal relationships. Our research brings advances towards a positive and transformative vision for preventing bullying and cyberbullying. From this proposal, we find interesting the importance and necessity to overcome the silence of cyber-victimized adolescents, reinforcing not only the peer network in the educational centre but also teacher and family networks. ARTICLE HISTORY

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“…Some results from the first year of the study are recently reported in Thorvaldsen et al (2016), and in Egeberg et al (2016). It was found that, compared to traditional bullying, cyberbullying is less common, but it now affects some 3.5% of pupils, i.e.…”

Section: Long-term Studymentioning

confidence: 99%

“…Both bullying and victimization are associated with the experience of poor quality of life (Thorvaldsen et al 2016). Quality of life is the individual's experience of life being satisfactory.…”

Section: Quality Of Lifementioning

confidence: 99%

Well-Being in an Arctic City. Designing a Longitudinal Study on Student Relationships and Perceived Quality of Life

Rønning

Thorvaldsen

Egeberg

2017

The Interconnected Arctic — UArctic Congress 2016

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Research on bullying and harassment in Scandinavia has been going on for several decades, and is appearing in new frameworks and forms since the new categories of "cyber-harassment" or "cyber-bullying" have been introduced. Bullying is a phenomenon of great worry, as it seems to affect children and adolescents both on short and long term. A questionnaire on cyber-harassment was designed in this study, and answered by pupils and their parents and teachers, at five schools in the city of Tromsø, Norway. The questionnaire included a section of questions concerning traditional forms of harassment and bullying, as well as questions on quality of life (QoL), and the Strength and Difficulties Questionnaire (SDQ). The main research questions were: (1) What is the prevalence of the three classical types of bullying and cyberbullying; (2) Are there gender or age differences; (3) What percentage of children bullied classically were also cyberbullied; (4) How and to what extend did those that were bullied also suffer a lower quality of life. The main novel contribution of this study to the ongoing research is that students who reported being cyber-harassed or cyberbullied, also reported significantly lower QoL-scores than their non-harassed peers.

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The Impact of Cyberbullying and Cyber Harassment on Academic Achievement

Cited by 26 publications

References 58 publications

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University

Cyberbullying in the University Setting. Relationship With Emotional Problems and Adaptation to the University

Positive relationships for the prevention of bullying and cyberbullying: a study in Aragón (Spain)

Well-Being in an Arctic City. Designing a Longitudinal Study on Student Relationships and Perceived Quality of Life

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