Possible common correlates between bullying and cyber-bullying among adolescents

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2016-06-01 DOI:10.1016/j.pse.2016.01.003

Nafsika Antoniadou, Constantinos M. Kokkinos, Angelos Markos

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引用次数: 55

Abstract

The present study investigates possible individual characteristics associated with traditional and cyber-bullying/victimization among 146 Greek junior high school students and their contribution in the prediction of the phenomena. Participants completed a self-report questionnaire, measuring online disinhibition, personality traits, social skills, and relations, as well as Internet use. Results indicated that although some students participated with the same role in traditional and cyber-bullying/victimization and shared common characteristics, most of them participated in either one or both phenomena with opposite roles. In terms of predictive factors, cyber-bullying was predicted by being a male, online disinhibition, online activity and psychopathic traits, while traditional bullying was predicted by being a male, online disinhibition and sensation seeking. Cyber-victimization was predicted by online disinhibition, assertion, and few peer relations, while traditional victimization by Internet skills and impulsive-irresponsible traits. Findings are discussed in terms of common and differentiated prevention and intervention practices.

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青少年欺凌与网络欺凌之间可能存在的共同关联

本研究调查了146名希腊初中生中与传统欺凌和网络欺凌/受害相关的可能的个体特征及其在预测现象中的作用。参与者完成了一份自我报告问卷，测量在线解除抑制、人格特征、社交技能、人际关系以及互联网使用情况。结果表明，虽然部分学生以相同的角色参与传统欺凌和网络欺凌/受害，并具有共同的特征，但大多数学生以相反的角色参与其中一种或两种现象。在预测因素方面，网络欺凌的预测因素为男性身份、网络去抑制、网络活动和精神病态特征，传统欺凌的预测因素为男性身份、网络去抑制和感觉寻求。网络去抑制、断言和同伴关系较少是网络受害的预测因素，而传统的网络受害是由网络技能和冲动-不负责任特征预测的。研究结果讨论了共同和有区别的预防和干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.