Tending to the Emotional Experience of Cyber-Victimized Youth: How Teachers Can Support Victims of Severe Cyberbullying Incidents

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2023-09-16 DOI:10.1080/07380569.2023.2256714

Pooja Megha Nagar, Victoria Talwar

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引用次数: 0

Abstract

AbstractCyberbullying negatively impacts the social-emotional development of youth and can interfere with school engagement and academic functioning. However, little is known about how teachers can support cyber-victims. This study aims to examine the specific support strategies that predict emotional relief from severe cyber-victimization. This study also identifies demographic and contextual determinants that further facilitate emotional relief when teacher support is provided. Using a within-subjects design, participants aged 12-to-17 years old rated the intensity of their emotions after being presented with vignettes about hypothetical cyberbullying scenarios. The study found that each type of teacher support predicted emotional relief in comparison to no support for each form of severe cyberbullying, but the amount of emotional relief varied across support types, demographic factors, and contextual factors. These findings have implications for early prevention methods for teachers of victimized youth.Keywords: Cyberbullyingadolescentsocial supportteacheremotional impact Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementData and study materials are available upon request.

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照顾受网络欺凌青少年的情绪体验:教师如何支持严重网络欺凌事件的受害者

摘要网络欺凌对青少年的社会情感发展有负面影响，并会干扰青少年的学习投入和学业功能。然而，对于教师如何支持网络受害者，人们知之甚少。本研究旨在探讨预测严重网络受害情绪缓解的具体支持策略。本研究还确定了在提供教师支持时进一步促进情绪缓解的人口统计学和环境决定因素。使用受试者内部设计，12至17岁的参与者在看到关于假想的网络欺凌场景的小插曲后，对他们的情绪强度进行了评分。研究发现，与没有老师支持相比，每一种类型的老师支持都预示着对每种形式的严重网络欺凌的情绪缓解，但情绪缓解的数量因支持类型、人口因素和环境因素而异。这些发现对受害青年教师的早期预防方法具有启示意义。关键词:网络欺凌青少年社会支持教师情感影响披露声明作者未报告潜在利益冲突数据可用性声明数据和研究材料可根据要求提供。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.