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01-05-2013 | Empirical Research

Individual and Contextual Predictors of Cyberbullying: The Influence of Children’s Provictim Attitudes and Teachers’ Ability to Intervene

Auteurs: L. Christian Elledge, Anne Williford, Aaron J. Boulton, Kathryn J. DePaolis, Todd D. Little, Christina Salmivalli

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2013

Abstract

Electronic social communication has provided a new context for children to bully and harass their peers and it is clear that cyberbullying is a growing public health concern in the US and abroad. The present study examined individual and contextual predictors of cyberbullying in a sample of 16, 634 students in grades 3–5 and 7–8. Data were obtained from a large cluster-randomized trial of the KiVa antibullying program that occurred in Finland between 2007 and 2009. Students completed measures at pre-intervention assessing provictim attitudes (defined as children’s beliefs that bullying is unacceptable, victims are acceptable, and defending victims is valued), perceptions of teachers’ ability to intervene in bullying, and cyberbullying behavior. Students with higher scores on provictim attitudes reported lower frequencies of cyberbullying. This relationship was true for individual provictim attitudes as well as the collective attitudes of students within classrooms. Teachers’ ability to intervene assessed at the classroom level was a unique, positive predictor of cyberbullying. Classrooms in which students collectively considered their teacher as capable of intervening to stop bullying had higher mean levels of cyberbullying frequency. Our findings suggest that cyberbullying and other indirect or covert forms of bullying may be more prevalent in classrooms where students collectively perceive their teacher’s ability to intervene in bullying as high. We found no evidence that individual or contextual effects were conditional on age or gender. Implications for research and practice are discussed.

vorige artikel Cyber Bullying and Internalizing Difficulties: Above and Beyond the Impact of Traditional Forms of Bullying

volgende artikel Social Influences on Cyberbullying Behaviors Among Middle and High School Students

Supplemental analyses were conducted to explore whether this finding was specific to indirect or covert forms of bullying (e.g., social exclusion, gossiping, cyber) or was a general finding for all forms of bullying. The same ordinal regression model was estimated separately for the remaining 8 bullying frequency items from the OBVQ. These items measure traditional forms of bullying in both direct (physical, verbal, threat/force, theft, racist, sexist) and indirect (gossip, social exclusion) forms. The effect of teachers’ ability to intervene at the classroom level was non-significant for all but one of these items. Specifically, higher mean levels of students’ perception of their teacher’s ability to intervene were associated with higher classroom levels of exclusionary behavior (“I left someone without any notification or outside activities or excluded from my friends”). The odds ratio for the effect was 1.22, which was smaller than the observed effect for cyberbullying of 1.44. Although not significant, the other indirect bullying item also had a positive effect size (OR = 1.11). Together, these findings may suggest that covert or indirect forms of bullying may be positively associated with higher levels of teachers’ ability to deter bullying, although in this sample the largest effect was for cyberbullying.

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Titel: Individual and Contextual Predictors of Cyberbullying: The Influence of Children’s Provictim Attitudes and Teachers’ Ability to Intervene
Auteurs: L. Christian Elledge
Anne Williford
Aaron J. Boulton
Kathryn J. DePaolis
Todd D. Little
Christina Salmivalli
Publicatiedatum: 01-05-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 5/2013
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-013-9920-x

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