The Association between Cyber Victimization and Subsequent Cyber Aggression: The Moderating Effect of Peer Rejection

Autor/inn/en	Wright, Michelle F.; Li, Yan
Titel	The Association between Cyber Victimization and Subsequent Cyber Aggression: The Moderating Effect of Peer Rejection
Quelle	In: Journal of Youth and Adolescence, 42 (2013) 5, S.662-674 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-012-9903-3
Schlagwörter	Adolescents; Rejection (Psychology); Victims; Internet; Correlation; Peer Relationship; Grade 6; Grade 7; Grade 8; Aggression; Bullying; Gender Differences; Educational Environment + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ablehnung; Victim; Opfer; Korrelation; Peer-Beziehungen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mobbing; Geschlechterkonflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Adolescents experience various forms of strain in their lives that may contribute jointly to their engagement in cyber aggression. However, little attention has been given to this idea. To address this gap in the literature, the present longitudinal study examined the moderating influence of peer rejection on the relationship between cyber victimization at Time 1 (T1) and subsequent cyber aggression at Time 2 (T2; 6 months later) among 261 (150 girls) 6th, 7th, and 8th graders. Our findings indicated that both peer rejection and cyber victimization were related to T2 peer-nominated and self-reported cyber aggression, both relational and verbal, after controlling for gender and T1 cyber aggression. Furthermore, T1 cyber victimization was related more strongly to T2 peer-nominated and self-reported cyber aggression at higher levels of T1 peer rejection. These results extend previous findings regarding the relationship between peer rejection and face-to-face aggressive behaviors to the cyber context. In addition, our findings underscore the importance of utilizing multiple methods, such as peer-nomination and self-report, to assess cyber aggression in a school setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10