网络欺凌通过自尊对网络诱骗受害者的直接和间接影响的跨国研究

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sebastian Wachs , Gabriela Ksinan Jiskrova , Alexander T. Vazsonyi , Karsten D. Wolf , Marianne Junger
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引用次数: 45

摘要

本研究报告了网络诱骗的频率、网络诱骗犯罪者的特征,并研究了网络欺凌受害者、自尊和网络诱骗受害者之间的直接和间接联系。研究样本包括2162名11至19岁的青少年,他们来自三个西方国家(德国、荷兰、美国)和一个东南亚国家(泰国)。在各国中,18.5%的参与者报告曾与网络美容师有过接触。与男孩相比,西方女孩被网络美容师联系的风险更大。在东南亚青少年中没有发现显著的性别差异。此外,与西方青少年相比,东南亚青少年报告的网络美容师接触率更高。网络美容师通常是男性,年龄比受害者大。网络欺凌受害和低自尊都增加了与网络美容者接触的可能性,自尊在网络欺凌受害对网络美容受害的影响中起中介作用。讨论了研究结果的实际意义和未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A cross-national study of direct and indirect effects of cyberbullying on cybergrooming victimization via self-esteem

The present study reports frequency rates of cybergrooming, profiled characteristics of cybergrooming perpetrators, and examine direct and indirect associations between cyberbullying victimization, self-esteem, and cybergrooming victimization. The study sample included 2,162 adolescents between 11 and 19 years from three Western (Germany, the Netherlands, the United States) countries and one Southeast Asian country (Thailand). Across countries, 18.5% of participants reported having had contact with a cybergroomer. Western girls, as compared to boys, were at greater risk to have been contacted by a cybergroomer. No significant sex difference was found for Southeast Asian adolescents. Also, Southeast Asian adolescents reported higher rates of cybergroomer contact as compared to Western adolescents. Cybergroomers were most often males and older than victims. Both cyberbullying victimization and low self-esteem increased the probability of coming into contact with a cybergroomer, and self-esteem mediated the effects of cyberbullying victimization on cybergrooming victimization. The results are discussed in relation to practical implications and future research.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
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.
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