Anna C. Baldry , David P. Farrington , Anna Sorrentino
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Cyberbullying in youth: A pattern of disruptive behaviour
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.
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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