Swipe om te navigeren naar een ander artikel
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 (Mage = 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.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Brown, C. F., Demaray, M. K., & Secord, S. M. (2017). Cyber victimization in middle school and relations to social emotional outcomes. Computers in Human Behavior, 35, 12–21. https://doi.org/10.1016/j.chb.2014.02.014. CrossRef
Busch, V., Laninga-Wijnen, L., vanYperen, T. A., Schrijvers, A. J. P., & De Leeuw, J. R. J. (2015). Bidirectional longitudinal associations of perpetration and victimization of peer bullying with psychosocial problems in adolescents: A cross-lagged panel study. School Psychology International, 36, 532–549. https://doi.org/10.1177/0143034315604018. CrossRef
Coelho, V. A., & Romão, A. M. (2018). The relation between social anxiety, social withdrawal and (cyber)bullying roles: A multilevel analysis. Computers in Human Behavior, 86, 218–226. https://doi.org/10.1016/j.chb.2018.04.048. CrossRef
Coelho, V. A., & Sousa, V. (2016). Desenvolvimento de um sistema de avaliação multi-informantes de competências socioemocionais [Development of a multi-informant evaluation system for social and emotional competencies]. In A. M. Pinto & R. Raimundo (Eds.), Avaliação e promoção de competências socioemocionais em Portugal (pp. 135–153). Lisboa: Coisas de Ler.
Collaborative for Academic, Social, and Emotional Learning. (2013). 2013 CASEL guide: Effective social and emotional learning programs (Preschool and elementary school edition). Chicago, IL: Weissberg, R. P., Goren, P., Domitrovich, C., & Dusenbury, L.
Fontaine, A. M. (1991). Desenvolvimento do conceito de si próprio e realização escolar na adolescência [Development of self-concept and school achievement during adolescence]. Psychologica, 5, 13–31.
INE. (2016). Portugal em Números 2015 [Portugal in numbers 2015]. Lisboa: Instituto Nacional de Estatística.
Jenkins, L. N., Demaray, M. K., Fredrick, S. S., & Summers, K. H. (2016). Associations among middle school students’ bullying roles and social skills. Journal of School Violence, 15, 259–278. https://doi.org/10.1080/15388220.2014.986675. CrossRef
Li, C. K., Holt, T. J., Bossler, A. M., & May, D. C. (2016). Examining the mediating effects of social learning on the low self-control cyberbullying relationship in a youth sample. Deviant Behavior, 37(2), 1–13. https://doi.org/10.1080/01639625.2014.1004023. CrossRef
Matos, A. P. M., Vieira, C. C., Amado, J., Pessoa, T., & Martins, M. J. D. (2017). Cyberbullying in Portuguese schools: Prevalence and characteristics. Journal of School Violence, 17(1), 123–137. https://doi.org/10.1080/15388220.2016.1263796. CrossRef
Marsh, H. W., Relich, J. D., & Smith, I. D. (1983). Self-concept: The construct validity of interpretations basedupon SDQ. Journal of Personality and Social Psychology, 45, 173–187. https://doi.org/10.1037/0022-3518.104.22.1680. CrossRef
Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: a meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55, 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007. CrossRefPubMed
Nickerson, A. B., Mele, D., & Princiotta, D. (2008). Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions. Journal of School Psychology, 46, 687–703. https://doi.org/10.1016/j.jsp.2008.06.002. CrossRefPubMed
Nocentini, A., Menesini, E., & Salmivalli, C. (2013). Level and change of bullying behavior during high school: A multilevel growth curve analysis. Journal of Adolescence, 36, 495–505. https://doi.org/10.1016/j.adolescence.2013.02.004. CrossRefPubMed
Olenik-Shemesh, D., Heiman, T., & Eden, S. (2012). Cyberbullying victimisation in adolescence: Relationships with loneliness and depressive mood. Emotional and Behavioural Difficulties, 17, 361–374. https://doi.org/10.1080/13632752.2012.704227. CrossRef
Olweus, D. (1993). Bullying at school. Oxford: Blackwell.
Pabian, S., & Vandebosch, H. (2016). An investigation of short-term longitudinal associations between social anxiety and victimization and perpetration of traditional bullying and cyberbullying. Journal of Youth and Adolescence, 45, 328–339. https://doi.org/10.1007/s10964-015-0259-3. CrossRefPubMed
Palermiti, A. L., Servidio, R., Bartolo, M. G., & Costabile, A. (2017). Cyberbullying and self-esteem: An Italian study. Computers in Human Behavior, 69, 136–141. https://doi.org/10.1016/j.chb.2016.12.026. CrossRef
Patchin, J. W., & Hinduja, S. (2010). Cyberbullying and self-esteem. Journal of School Health, 80, 614–621. https://doi.org/10.1111/j.1746-1561.2010.00548.x. CrossRefPubMed
Patchin, J. W., Hinduja, S. (2012). Cyberbullying: An update and synthesis of research. In: In J. W. Patchin, S. Hinduja (Eds.), Cyberbullying prevention and response. (pp. 13–35). New York, NY: Taylor & Francis. .
Pettalia, J. L., Levin, E., & Dickinson, J. (2013). Cyberbullying: eliciting harm without consequence. Computers in Human Behavior, 29, 2758–2765. https://doi.org/10.1016/j.chb.2013.07.020. CrossRef
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press. CrossRef
Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15, 112–120. https://doi.org/10.1016/j.avb.2009.08.007. CrossRef
Savage, M. W., & Tokunaga, R. S. (2017). Moving toward a theory: Testing an integrated model of cyberbullying perpetration, aggression, social skills, and Internet self-efficacy. Computers in Human Behavior, 71, 353–361. https://doi.org/10.1016/j.chb.2017.02.016. CrossRef
Schoffstall, C. L., & Cohen, R. (2011). Cyber aggression: The relation between online offenders and offline social competence. Social Development, 20, 587–604. https://doi.org/10.1111/j.1467-9507.2011.00609.x. CrossRef
Schultze-Krumbholz, A., & Scheithauer, H. (2013). Is cyberbullying related to lack of empathy and social-emotional problems? International Journal of Developmental Science, 7, 161–166. https://doi.org/10.3233/DEV-130124.
Söderberg, P., Korhonen, J., & Björkqvist, K. (2017). Psychosocial maladjustment at student and classroom level as indicators of peer victimization. Violence and Victims, 32, 842–857. https://doi.org/10.1891/0886-6708.VV-D-15-00166. CrossRefPubMed
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
Wachs, D. (2012). Moral disengagement and emotional and social difficulties in bullying and cyberbullying: Differences by participant role. Emotional and Behavioral Difficulties, 17, 347–360. https://doi.org/10.1080/13632752.2012.704318. CrossRef
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., Gullotta, T. P. (2015). Social and emotional learning: past, present, and future. In: In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, T. P. Gullotta, (Eds.), Handbook of social and emotional learning: Research and practice. (pp. 3–19). New York, NY: Guilford Press. .
Ybarra, M. L., & Mitchell, K. J. (2004). Online aggressor/targets, aggressors, and targets: A comparison of associated youth characteristics. Journal of Child Psychology and Psychiatry, 45, 1308–1316. https://doi.org/10.1016/j.adolescence.2004.03.007. CrossRefPubMed
- Trajectories of Social and Emotional Competencies according to Cyberbullying Roles: A Longitudinal Multilevel Analysis
Vítor Alexandre Coelho
- Springer US
- Journal of Youth and Adolescence
A Multidisciplinary Research Publication
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601