Top

Gepubliceerd in:

01-06-2022 | Empirical Research

Profiles and Transitions of Cyberbullying Perpetration and Victimization from Childhood to Early Adolescence: Multi-Contextual Risk and Protective Factors

Auteurs: Lili Tian, Jingyi Huang, E. Scott Huebner

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 2/2023

Abstract

Cyberbullying may negatively affect youth’s development. Because knowledge of the onset and course of cyberbullying during middle childhood and early adolescence is limited, studies of its antecedents, heterogeneous profiles, and transitions are needed to inform prevention and intervention efforts. The current longitudinal study explored the profiles and transitions of cyberbullying perpetration and victimization from middle childhood to early adolescence, along with their multi-contextual risk and protective factors. A total of 4326 Chinese elementary school students (44.6% female, M_age = 9.94) participated in self-report assessments at four time points with six-month intervals. The profiles and transitions of cyberbullying were modeled using latent profile analysis and latent transition analysis. Three cyberbullying profiles were identified: non-involved, cyberbully-victims, and cybervictims. The findings on the development of cyberbullying showed that: (1) its prevalence rate decreased from middle to late childhood and then increased during the transition to early adolescence; and (2) its stability increased from middle childhood to early adolescence. Multi-contextual risk and protective factors of profile memberships and transitions were also examined. The findings suggested that: (1) family abuse and peer aggression were stable risk factors for cyberbully-victims; (2) high-quality friendships and self-control were stable protective factors for cyberbully-victims; (3) family abuse and depressive symptoms were stable risk factors for cybervictims; and (4) significant predictive effects of family abuse, high-quality friendships, perceived parental warmth, and self-control were found for the transitions in cyberbullying profiles. These results supported multi-contextual models of the development and transitions of cyberbullying in Chinese children.

vorige artikel Late-Night Digital Media Use in Relation to Chronotype, Sleep and Tiredness on School Days in Adolescence

volgende artikel Use of Parental Disability Trajectories to Identify Adolescents Who are Young Carers

Alleen toegankelijk voor geautoriseerde gebruikers

Aboujaoude, E., Savage, M. W., Starcevic, V., & Salame, W. O. (2015). Cyberbullying: Review of an old problem gone viral. Journal of Adolescent Health, 57, 10–18. https://doi.org/10.1016/j.jadohealth.2015.04.011.CrossRef

Achenbach, T. M. (1991). Manual for the youth self-report and 1991 profile. Burlington, VT: Department of Psychiatry, University of Vermont.

Agnew, R. A. (1992). Foundation for a general strain theory of crime and delinquency. Criminology, 30, 47–88. https://doi.org/10.1111/j.1745-9125.1992.tb01093.x.CrossRef

Arrindell, W. A., Sanavio, E., Aguilar, G., Sica, C., Hatzichristou, C., Eisemann, M., Recinosc, L. A., Gaszner, P., Peter, M., Battagliese, G., Kallaii, J., & Ende, J. (1999). The development of a short form of the EMBU: Its appraisal with students in Greece, Guatemala, Hungary and Italy. Personality and Individual Differences, 27, 613–628. https://doi.org/10.1016/S0191-8869(98)00192-5.CrossRef

Baldry, A. C., Farrington, D. P., & Sorrentino, A. (2015). “Am I at risk of cyberbullying”? A narrative review and conceptual framework for research on risk of cyberbullying and cybervictimization: The risk and needs assessment approach. Aggression and Violent Behavior, 23, 36–51. https://doi.org/10.1016/j.avb.2015.05.014.CrossRef

Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Englewood Cliffs, NJ: Prentice-hall.

Bayraktar, F., Machackova, H., Dedkova, L., Cerna, A., & Ševčíková, A. (2015). Cyberbullying: The discriminant factors among cyberbullies, cybervictims, and cyberbully-victims in a Czech adolescent sample. Journal of Interpersonal Violence, 30, 3192–3216. https://doi.org/10.1177/0886260514555006.CrossRef

Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7–10. https://doi.org/10.1111/1467-8721.00157.CrossRef

Bernstein, D. P., Stein, J. A., Newcomb, M. D., Walker, E., Pogge, D., Ahluvalia, T., Stokes, J., Handelsman, L., Medrano, M., Desmond, D., & Zule, W. (2003). Development and validation of a brief screening version of the childhood trauma questionnaire. Child Abuse & Neglect, 27, 169–190. https://doi.org/10.1016/S0145-2134(02)00541-0.CrossRef

Bland, J. M., & Altman, D. G. (1995). Multiple significance tests: The Bonferroni method. British Medical Journal, 310, 170 https://doi.org/10.1136/bmj.310.6973.170.CrossRef

Bollen, K. A. (1989). Structural equation models with latent variables. New York: Wiley.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Boston: Harvard University Press.

Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.

Caspi, A., Elder, G. H., & Bem, D. J. (1987). Moving against the world: Life-course patterns of explosive children. Developmental Psychology, 23, 308–313. https://doi.org/10.1037/0012-1649.23.2.308.CrossRef

Chen, G. H. (2010). The definition and fundamental features of qifu/suffering qifu and its relationship with peer context in indigenous perspective (in Chinese). Shandong: Unpublished Doctor’s thesis, Shandong Normal University.

China internet network information center (CNNIC). Research Report on National Minors’ Internet Usage in 2020. http://www.cnnic.cn/hlwfzyj/hlwxzbg/qsnbg/202107/t20210720_71505.htm

Chu, X. W., Fan, C. Y., Liu, Q. Q., & Zhou, Z. K. (2018). Stability and change of bullying roles in the traditional and virtual contexts: A three-wave longitudinal study in Chinese early adolescents. Journal of Youth and Adolescence, 47, 2384–2400. https://doi.org/10.1007/s10964-018-0908-4.CrossRef

Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. New York: Wiley.

Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710–722. https://doi.org/10.1111/j.1467-8624.1995.tb00900.x.CrossRef

Del Rey, R., Lazuras, L., Casas, J. A., Barkoukis, V., Ortega-Ruiz, R., & Tsorbatzoudis, H. (2016). Does empathy predict (cyber) bullying perpetration, and how do age, gender and nationality affect this relationship? Learning and Individual Differences, 45, 275–281. https://doi.org/10.1016/j.lindif.2015.11.021.CrossRef

Ding, Y., Li, D., Li, X., Xiao, J., Zhang, H., & Wang, Y. (2020). Profiles of adolescent traditional and cyber bullying and victimization: The role of demographic, individual, family, school, and peer factors. Computers in Human Behavior, 111, 106439 https://doi.org/10.1016/j.chb.2020.106439.CrossRef

Elsaesser, C., Russell, B., Ohannessian, C. M., & Patton, D. (2017). Parenting in a digital age: A review of parents' role in preventing adolescent cyberbullying. Aggression and Violent Behavior, 35, 62–72. https://doi.org/10.1016/j.avb.2017.06.004.CrossRef

Fanti, K. A., Demetriou, A. G., & Hawa, V. V. (2012). A longitudinal study of cyberbullying: Examining risk and protective factors. European Journal of Developmental Psychology, 9, 168–181. https://doi.org/10.1080/17405629.2011.643169.CrossRef

Festl, R., Vogelgesang, J., Scharkow, M., & Quandt, T. (2017). Longitudinal patterns of involvement in cyberbullying: Results from a latent transition analysis. Computers in Human Behavior, 66, 7–15. https://doi.org/10.1016/j.chb.2016.09.027.CrossRef

Finkelhor, D., & Kendall‐Tackett, K. (1997). A developmental perspective on the childhood impact of crime, abuse, and violent victimization. In D. Cicchetti, & S. L. Toth (Eds.), Developmental perspectives on trauma: Theory, research and intervention. Rochester Symposium on Developmental Psychology (Vol. 8, pp. 1–32). Rochester, NY: University of Rochester Press.

Fromuth, M. E., Davis, T. L., Kelly, D. B., & Wakefield, C. (2015). Descriptive features of student psychological maltreatment by teachers. Journal of Child & Adolescent Trauma, 8, 127–135. https://doi.org/10.1007/s40653-015-0042-3.CrossRef

Gottfredson, M. R., & Hirschi, T. (1990). General theory of crime. Stanford, CA: Stanford University Press.

Guo, S. (2016). A meta-analysis of the predictors of cyberbullying perpetration and victimization. Psychology in the Schools, 53, 432–453. https://doi.org/10.1002/pits.CrossRef

Haltigan, J. D., & Vaillancourt, T. (2018). The influence of static and dynamic intrapersonal factors on longitudinal patterns of peer victimization through mid-adolescence: A latent transition analysis. Journal of Abnormal Child Psychology, 46, 11–26. https://doi.org/10.1007/s10802-017-0342-1.CrossRef

Jiang, J., Lu, Z. R., Jiang, B. J., & Xu, Y. (2010). Revision of the short form Egna Minnen av Barndoms Uppfostran for Chinese. Psychological Development and Education, 1, 94–99. https://doi.org/10.16187/j.cnki.issn1001-4918.2010.01.017.CrossRef

Johansson, S., & Englund, G. (2021). Cyberbullying and its relationship with physical, verbal, and relational bullying: a structural equation modelling approach. Educational Psychology, 41, 320–337. https://doi.org/10.1080/01443410.2020.1769033.CrossRef

Juvonen, J., & Gross, E. F. (2008). Extending the school grounds?—Bullying experiences in cyberspace. Journal of School Health, 78, 496–505. https://doi.org/10.1111/j.1746-1561.2008.00335.x.CrossRef

Khan, F., Limbana, T., Zahid, T., Eskander, N., & Jahan, N. (2020). Traits, trends, and trajectory of tween and teen cyberbullies. Cureus, 12, e9738 https://doi.org/10.7759/cureus.9738.CrossRef

Kim, J., Song, H., & Jennings, W. G. (2017). A distinct form of deviance or a variation of bullying? Examining the developmental pathways and motives of cyberbullying compared with traditional bullying in South Korea. Crime and Delinquency, 63, 1600–1625. https://doi.org/10.1177/0011128716675358.CrossRef

Kochel, K. P., Ladd, G. W., & Rudolph, K. D. (2012). Longitudinal associations among youth depressive symptoms: An interpersonal process perspective. Child Development, 83, 637–650. https://doi.org/10.1111/j.1467-8624.2011.01722.x.CrossRef

Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: a critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073–1137. https://doi.org/10.1037/a0035618.CrossRef

Kowalski, R. M., Limber, S. P., & McCord, A. (2019). A developmental approach to cyberbullying: prevalence and protective factors. Aggression and Violent Behavior, 45, 20–32. https://doi.org/10.1016/j.avb.2018.02.009.CrossRef

Lazarus, P. J., Suldo, S. M., & Doll, B. (2021). Fostering the emotional well-being or our youth: A school-based approach. New York, NY: Oxford University Press.CrossRef

Lee, J. M., Hong, J. S., Yoon, J., Perguero, A. A., & Seok, H. J. (2017). Correlates of adolescent cyberbullying in South Korea in multiple contexts: A review of the literature and implications for research and school practice. Deviant Behavior, 39, 293–308. https://doi.org/10.1080/01639625.2016.1269568.CrossRef

Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202. https://doi.org/10.2307/2290157.CrossRef

Lovegrove, P. J., Henry, K. L., & Slater, M. D. (2012). Examination of the predictors of latent class typologies of bullying involvement among middle school students. Journal of School Violence, 11, 75–93. https://doi.org/10.1080/15388220.2011.631447.CrossRef

Monks, C. P., Robinson, S., & Worlidge, P. (2012). The emergence of cyberbullying: A survey of primary school pupils’ perceptions and experiences. School Psychology International, 33, 477–491. https://doi.org/10.1177/0143034312445242.CrossRef

Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic bullying and victimization and life satisfaction in middle school students. Social Indicators Research, 107, 429–447. https://doi.org/10.1007/s11205-011-9856-z.CrossRef

Nixon, C. L. (2014). Current perspectives: The impact of cyberbullying on adolescent health. Adolescent Health, Medicine and Therapeutics, 5, 143–158. https://doi.org/10.2147/AHMT.S36456.CrossRef

Nylund-Gibson, K., Grimm, R., Quirk, M., & Furlong, M. J. (2014). A latent transition mixture model using the three-step specification. Structural Equation Modeling: A Multidisciplinary Journal, 21, 439–454. https://doi.org/10.1080/10705511.2014.915375.CrossRef

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, UK; Cambridge, USA: Blackwell.

Pan, Y., Liu, H., Lau, P., & Luo, F. (2017). A latent transition analysis of bullying and victimization in Chinese primary school students. PLoS ONE, 12, e0182802 https://doi.org/10.1371/journal.CrossRef

Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 611–621. https://doi.org/10.1037/0012-1649.29.4.611.CrossRef

Rosen, P. J., Milich, R., & Harris, M. J. (2007). Victims of their own cognitions: Implicit social cognitions, emotional distress, and peer victimization. Journal of Applied Developmental Psychology, 28, 211–226. https://doi.org/10.1016/j.appdev.2007.02.001.CrossRef

Rudolph, K. D. (2009). The interpersonal context of adolescent depression. In S. Nolen-Hoeksema, & L. Hilt (Eds.), Handbook of Adolescent Depression (pp. 377–418). New York: Routledge.

Rudolph, K. D., Flynn, M., & Abaied, J. L. (2008). A developmental perspective on interpersonal theories of youth depression. In J. R. Z. Abela & B. L. Hankin (Eds.), Child and Adolescent Depression: Causes, Treatment, and Prevention (pp. 79–102). New York, NY: Guilford.

Runions, K. C. (2013). Toward a conceptual model of motive and self-control in cyber-aggression: Rage, revenge, reward, and recreation. Journal of Youth and Adolescence, 42, 751–771. https://doi.org/10.1007/s10964-013-9936-2.CrossRef

Ryoo, J. H., Wang, C., & Swearer, S. M. (2015). Examination of the change in latent statuses in bullying behaviors across time. School Psychology Quarterly, 30, 105e122 https://doi.org/10.1037/spq0000082.CrossRef

Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147–154. https://doi.org/10.1111/j.1467-9450.2007.00611.x.CrossRef

Smith, P. K. (2012). Cyberbullying and cyber aggression. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice (pp. 93–103). New York, NY: Routledge.

Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49, 376–385. https://doi.org/10.1111/j.1469-7610.2007.01846.x.CrossRef

Sumter, S. R., Baumgartner, S. E., Valkenburg, P. M., & Peter, J. (2012). Developmental trajectories of peer victimization: Off-line and online experiences during adolescence. Journal of Adolescent Health, 50, 607–613. https://doi.org/10.1016/j.jadohealth.2011.10.251.CrossRef

Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis-stress model. American Psychologist, 70, 344–353. https://doi.org/10.1037/a0038929.CrossRef

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–324. https://doi.org/10.1111/j.0022-3506.2004.00263.x.CrossRef

Tian, L. (2008). Developing scale for school well-being in adolescents. Psychological Development and Education, 24, 100–106. https://doi.org/10.16187/j.cnki.issn1001-4918.2008.03.011.CrossRef

Ubertini, M. (2011). Cyberbullying may reduce adolescent’s well-being: Can life satisfaction and social support protect them? Hempstead, NY: Hofstra University.

Vazsonyi, A. T., Machackova, H., Sevcikova, A., Smahel, D., & Cerna, A. (2012). Cyberbullying in context: Direct and indirect effects by low self-control across 25 European countries. European Journal of Developmental Psychology, 9, 210–227. https://doi.org/10.1080/17405629.2011.644919.CrossRef

Walters, G. D., & Espelage, D. L. (2018). From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization-bullying perpetration association. Journal of School Psychology, 68, 73–83. https://doi.org/10.1016/j.jsp.2017.12.003.CrossRef

Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021.CrossRef

Werner, N. E., Bumpus, M. F., & Rock, D. (2010). Involvement in internet aggression during early adolescence. Journal of Youth and Adolescence, 39, 607–619. https://doi.org/10.1007/s10964-009-9419-7.CrossRef

Wickrama, K. K., Lee, T. K., O’Neal, C. W., & Lorenz, F. O. (2016). Higher-order growth curves and mixture modeling with Mplus: A practical guide. New York: Routledge.

Williams, K. R., & Guerra, N. G. (2007). Prevalence and predictors of Internet bullying. Journal of Adolescent Health, 41(6, Suppl.), S14–S21. https://doi.org/10.1016/j.jadohealth.2007.08.018.CrossRef

Williford, A., Boulton, A. J., & Jenson, J. M. (2014). Transitions between subclasses of bullying and victimization when entering middle school. Aggressive Behavior, 40, 24–41. https://doi.org/10.1002/ab.21503.CrossRef

Yang, S., Stewart, R., Kim, J., Kim, S., Shin, I., Dewey, M. E., Maskey, S., & Yoon, J. (2013). Differences in predictors of traditional and cyber-bullying: A 2-year longitudinal study in Korean school children. European Child & Adolescent Psychiatry, 22, 309–318. https://doi.org/10.1007/s00787-012-0374-6.CrossRef

Yang, Y. (2020). Research on children’s online behavior based on the usage of smart watch. Public Communication of Science & Technology, 20, 142–144. https://doi.org/10.16607/j.cnki.1674-6708.2020.20.046.CrossRef

Zhang, D., Huebner, E. S., & Tian, L. (2020). Longitudinal associations among neuroticism, depression, and cyberbullying in early adolescents. Computers in Human Behavior, 112, 106475 https://doi.org/10.1016/j.chb.2020.106475.CrossRef

Zhang, W., Chen, L., & Chen, G. (2016). Research on school bullying in mainland China. In School Bullying in Different Cultures (pp. 113–132), Cambridge University Press. https://doi.org/10.1017/CBO9781139410878.009.

Zhang, W., Chen, L., Ji, L., Zhang, L., & Wang, S. (2009). Physical and relational victimization, and children’s emotional adjustment in middle childhood. Acta Psychologica Sinica, 41, 167–189. https://doi.org/10.3724/SP.J.1041.2009.00433.CrossRef

Zhou, Z., Li, M., & Zhao, D. (2006). Social competence and academic achievement in middle childhood: A cross-lagged regression analyses. Psychological Science, 29, 1071–1075. https://doi.org/10.16719/j.cnki.1671-6981.2006.05.011.CrossRef

Zhu, Y., Yang, X., & Chen, C. (2021). Cyberbullying, self-esteem, and risky behavior: An exploratory study among vocational school students. Journal of East China University of Science and Technology (Social Science Edition), 36, 64–77.

Titel: Profiles and Transitions of Cyberbullying Perpetration and Victimization from Childhood to Early Adolescence: Multi-Contextual Risk and Protective Factors
Auteurs: Lili Tian
Jingyi Huang
E. Scott Huebner
Publicatiedatum: 01-06-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 2/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-022-01633-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2023

Promoting Diverse Youth’s Career Development through Informal Science Learning: The Role of Inclusivity and Belonging

Examining the Prospective Bidirectional Associations between Subjective and Objective Attractiveness and Adolescent Internalizing Symptoms and Life Satisfaction

Use of Parental Disability Trajectories to Identify Adolescents Who are Young Carers

Helicopter Parenting and Emotional Problems in Chinese Emerging Adults: Are there Cross-lagged Effects and the Mediations of Autonomy?

Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers

Bullying and Cyberbullying Perpetration and Victimization: Prospective Within-Person Associations