Relationship Between Cyberbullying, Positive Mental Health, Stress Symptoms and Teachers' Cybercompetence

IF 2.3 3区心理学 Q1 CRIMINOLOGY & PENOLOGY

Journal of School Violence Pub Date : 2023-08-22 DOI:10.1080/15388220.2023.2249824

J. Brailovskaia, Stephanie L. Diez, J. Margraf

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引用次数: 0

Abstract

ABSTRACT The present study investigated how teachers’ cyberbullying experiences are associated with their mental health. Data of 372 school teachers in Germany were assessed via online surveys. Overall, 91.1% of the teachers reported that cyberbullying is an issue at their school, and 69.9% wanted more training in how to manage cyberbullying. In a moderated mediation analysis, the positive association between cyberbullying experience and stress symptoms was mediated negatively by positive mental health (PMH), i.e., the higher the cyberbullying experience, the lower the PMH and the higher the stress symptoms. Teachers’ cybercompetence in managing cyberbullying moderated the link between PMH and stress symptoms. Specifically, the higher the cybercompetence, the weaker their association. Therefore, among persons with high cybercompetence the decrease of PMH caused by cyberbullying experience could contribute to a lesser increase in stress symptoms. Teachers’ training in managing cyberbullying is discussed as an approach to protect teachers’ and students’ mental health.

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网络欺凌、积极心理健康、压力症状与教师网络能力的关系

摘要本研究旨在探讨教师网络欺凌经历与心理健康的关系。通过在线调查对德国372名学校教师的数据进行了评估。总体而言，91.1%的教师表示网络欺凌是他们学校的一个问题，69.9%的教师希望更多关于如何管理网络欺凌的培训。在有调节的中介分析中，积极心理健康(PMH)负向中介网络欺凌经历与压力症状之间的正相关关系，即网络欺凌经历越高，积极心理健康越低，压力症状越高。教师管理网络欺凌的网络能力调节了PMH与压力症状之间的联系。具体来说，网络能力越高，他们之间的联系越弱。因此，在网络能力高的人群中，网络欺凌经历导致的PMH减少可能有助于压力症状的较小增加。教师在管理网络欺凌方面的培训是一种保护教师和学生心理健康的方法。

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

Journal of School Violence Multiple-

CiteScore

4.60

自引率

8.30%

发文量

期刊介绍： The Journal of School Violence is a multi-disciplinary, quarterly journal that publishes peer-reviewed empirical studies related to school violence and victimization. Accepting a variety of social science methodologies, this international journal explores the broad range of contemporary issues centering on violence in the school environment. These issues often include, but are not limited to, the nature, extent, prevention, and consequences of school violence for students, teachers, and staff of all manner of educational systems.