Cyberbullying in youth: A pattern of disruptive behaviour

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2016-06-01 DOI:10.1016/j.pse.2016.02.001

Anna C. Baldry , David P. Farrington , Anna Sorrentino

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引用次数: 60

Abstract

Despite the growing diffusion of cyberbullying among students and the numerous studies in the literature, to date relatively little is known about its relationship with school bullying. This article seeks to understand if there is an overlap between the roles of bullies and victims in traditional and electronic bullying. In order to investigate this, 5,058 Italian middle and high school students were surveyed about their experiences of cyberbullying and cybervictimisation, looking also at their involvement in school bullying. The results highlighted a significant overlap between school bullying and cyberbullying, with 12.1% of all students who bullied others at least sometimes being also cyberbullies. Similarly, there was a significant overlap between school victimisation and cybervictimisation, with 7.4% of all students who were victimised at school at least sometimes being also cybervictimised. Our findings confirm the existence of an overlap between school bullying and cyberbullying. We discuss useful intervention programs to reduce or prevent cyberbullying.

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青少年网络欺凌:一种破坏性行为模式

尽管网络欺凌在学生中越来越普遍，文献中也有大量研究，但迄今为止，人们对其与校园欺凌的关系知之甚少。本文试图了解在传统欺凌和电子欺凌中，欺凌者和受害者的角色之间是否存在重叠。为了调查这一点，5058名意大利中学生和高中生接受了关于网络欺凌和网络受害者经历的调查，同时也调查了他们参与校园欺凌的情况。研究结果强调了校园欺凌和网络欺凌之间的显著重叠，在所有欺凌他人的学生中，至少有12.1%的人有时也是网络欺凌者。同样，学校受害者和网络受害者之间也存在明显的重叠，在学校受害的所有学生中，至少有7.4%的学生有时也是网络受害者。我们的研究结果证实了校园欺凌和网络欺凌之间存在重叠。我们讨论有用的干预方案，以减少或防止网络欺凌。

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.