Literaturnachweis - Detailanzeige
Autor/inn/en | Fredrick, Stephanie S.; Coyle, Samantha; King, Jay'ana |
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Titel | Middle and High School Teachers' Perceptions of Cyberbullying Prevention and Digital Citizenship |
Quelle | In: Psychology in the Schools, 60 (2023) 6, S.1958-1978 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Coyle, Samantha) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.22844 |
Schlagwörter | Middle School Teachers; High School Teachers; Teacher Attitudes; Bullying; Computer Mediated Communication; Prevention; Citizenship; Readiness; COVID-19; Pandemics |
Abstract | Cyberbullying is a significant public health concern that has been associated with negative outcomes. The pandemic has increased the reliance on technology in the classroom; thus, research exploring cyberbullying in the classroom is even more important. Furthermore, it is important to understand teachers' perceptions of cyberbullying to inform efforts to support teachers in addressing cyberbullying. With a nationally representative sample of 174 teachers in the United States, a series of questionnaires were administered to investigate teachers' perceptions of cyberbullying, their preparedness to address cyberbullying, perceptions of effective strategies to address cyberbullying and whether social-emotional learning programs used in their schools incorporate digital citizenship skills. Results indicated little change in the rates of cyberbullying in schools, but that teachers reported a need for training and professional development to best support them on this topic. Implications related to teacher educator preparation programs and school based interventions targeting cyberbullying are discussed. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |