Do Children Who Bully Their Peers Also Play Violent Video Games? A Canadian National Study

Autor/inn/en	Dittrick, Crystal J.; Beran, Tanya N.; Mishna, Faye; Hetherington, Ross; Shariff, Shaheen
Titel	Do Children Who Bully Their Peers Also Play Violent Video Games? A Canadian National Study
Quelle	In: Journal of School Violence, 12 (2013) 4, S.297-318 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2013.803244
Schlagwörter	Foreign Countries; Bullying; Peer Relationship; Video Games; Violence; Adolescents; Preadolescents; Surveys; Parents; Computer Mediated Communication; Regression (Statistics); Aggression; Sexual Harassment; Sexuality; Racial Bias; Canada + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Peer-Beziehungen; Video game; Videospiel; Videospiele; Gewalt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Survey; Umfrage; Befragung; Eltern; Computerkonferenz; Regression; Regressionsanalyse; Sexuelle Belästigung; Sexualität; Racial discrimination; Rassismus; Kanada
Abstract	The study examined whether children who bully others are likely to prefer playing video games that are rated high in maturity and violence. A stratified random sample of Canadian children ages 10 to 17 years from the provinces of Canada was obtained. Parents (n = 397) and their children (n = 492) completed an online survey of children's bullying behaviors and their three favorite video games. Ordinal logistic regression analyses showed that parents' and children's reports of child preferences for mature and violent video games were significantly related to children's perpetration of bullying and cyberbullying. Panel regression analyses revealed no significant difference between parent and child informants. Children who play highly violent and mature video games were likely to bully and cyberbully their peers, according to both parent and child reports. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10