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13-07-2018 | Empirical Research

Trajectories of Social and Emotional Competencies according to Cyberbullying Roles: A Longitudinal Multilevel Analysis

Auteurs: Vítor Alexandre Coelho, Marta Marchante

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2018

Abstract

Current cyberbullying literature lacks longitudinal studies clarifying its predictors and consequences. This 1-year longitudinal study investigated how social and emotional competencies develop according to Portuguese middle school students’ involvement in cyberbullying, and whether class size influences this relationship. There were 455 participants (M_age = 12.58; SD = 0.94; 46% girls), and data collection through self-reports took place in three different moments during 12 months. The results showed that students involved in cyberbullying in any role displayed negative trajectories during 1 year in self-control and social awareness, while victims and bully-victims displayed a more pronounced decrease in self-esteem and relationship skills during the same period. Additionally, girls displayed higher initial social awareness levels, while larger classes were associated with higher levels of self-control and responsible decision making. These results supported the importance of conducting longitudinal research and using a multilevel approach to address this topic.

vorige artikel Trends in the Perpetration of Physical Aggression among Norwegian Adolescents 2007–2015

volgende artikel Development of Friendship and Task Values in a New School: Friend Selection for the Arts and Physical Education but Socialization for Academic Subjects

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Titel: Trajectories of Social and Emotional Competencies according to Cyberbullying Roles: A Longitudinal Multilevel Analysis
Auteurs: Vítor Alexandre Coelho
Marta Marchante
Publicatiedatum: 13-07-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 9/2018
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-018-0895-5

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