Cyberbullying Experience and Gender Differences among Adolescents in Different Educational Settings

Autor/inn/en	Heiman, Tali; Olenik-Shemesh, Dorit
Titel	Cyberbullying Experience and Gender Differences among Adolescents in Different Educational Settings
Quelle	In: Journal of Learning Disabilities, 48 (2015) 2, S.146-155 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413492855
Schlagwörter	Bullying; Computer Mediated Communication; Internet; Gender Differences; Student Behavior; General Education; Special Education; Correlation; Coping; Middle School Students; High School Students; Questionnaires; Victims; Foreign Countries; Grade 7; Grade 8; Grade 9; Grade 10; Israel + Suchen Sie Ihr Suchwort? Mobbing; Computerkonferenz; Geschlechterkonflikt; Student behaviour; Schülerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Bewältigung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Fragebogen; Victim; Opfer; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students' expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students' involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01