Longitudinal Predictors of Cyber and Traditional Bullying Perpetration in Australian Secondary School Students
ABSTRACT Cyberbullying perpetration (using communication technology to engage in bullying) is a recent phenomenon that has generated much concern. There are few prospective longitudinal studies of cyberbullying. The current article examines the individual, peer, family, and school risk factors for both cyber and traditional bullying (the latter is bullying that does not use technology) in adolescents.
This article draws on a rich data set from the International Youth Development Study, a longitudinal study of students in Victoria, Australia and Washington State, United States, which began in 2002. In this article, data from almost 700 Victorian students recruited in grade 5 are analyzed to examine grade 7 (aged 12-13 years) predictors of traditional and cyberbullying perpetration in grade 9 (aged 14-15 years).
Fifteen per cent of students engaged in cyberbullying, 21% in traditional bullying, and 7% in both. There are similarities and important differences in the predictors of cyber and traditional bullying. In the fully adjusted model, only prior engagement in relational aggression (a covert form of bullying, such as spreading rumors about another student) predicted cyberbullying perpetration. For traditional bullying, previous relational aggression was also predictive, as was having been a victim and perpetrator of traditional bullying, family conflict, and academic failure.
The use of evidence-based bullying prevention programs is supported to reduce experiences of all forms of bullying perpetration (cyber, traditional, and relational aggression). In addition, for traditional bullying perpetration, addressing family conflict and student academic support are also important.
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ABSTRACT: The present study examined factors associated with the emergence and cessation of youth cyberbullying and victimization in Taiwan. A total of 2,315 students from 26 high schools were assessed in the 10th grade, with follow-up performed in the 11th grade. Self-administered questionnaires were collected in 2010 and 2011. Multiple logistic regression was conducted to examine the factors. Multivariate analysis results indicated that higher levels of risk factors (online game use, exposure to violence in media, internet risk behaviors, cyber/school bullying experiences) in the 10th grade coupled with an increase in risk factors from grades 10 to 11 could be used to predict the emergence of cyberbullying perpetration/victimization. In contrast, lower levels of risk factors in the 10th grade and higher levels of protective factors coupled with a decrease in risk factors predicted the cessation of cyberbullying perpetration/victimization. Online game use, exposure to violence in media, Internet risk behaviors, and cyber/school bullying experiences can be used to predict the emergence and cessation of youth cyberbullying perpetration and victimization.International Journal of Public Health 12/2014; 60(2). DOI:10.1007/s00038-014-0643-x · 1.97 Impact Factor
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ABSTRACT: Objective: Cyber bullying represents a new and alarming form of bullying that potentially leads to serious and long-lasting consequences for young people; yet, there is a dearth of research on the assessment of cyberbullying behaviors among emerging adults. Thus, this study aims to close this gap by assessing the development and validation of the cyberbullying behavior scales for application in social work research and practice settings. Methods: Two scales, cyberbullying perpetration (CBP) and cyberbullying victimization (CBV), were validated using a purposive sample of 286 undergraduate students aged 18 to 25. Results: Both CBP and CBV scales showed excellent reliability (a = .93 for CBP and a = .95 for CBV), good fit, and strong convergent validity. Conclusions: The cyberbullying behavior scales provide valid and reliable measures of emerging adults’ bullying behaviors. Implications for further social work research and practice are discussed.Research on Social Work Practice 03/2015; DOI:10.1177/1049731515578535 · 1.53 Impact Factor
Frontiers in Psychology 01/2015; 6(486). DOI:10.3389/fpsyg.2015.00486 · 2.80 Impact Factor