A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data from Six European Countries

Autor/inn/en	Schultze-Krumbholz, Anja; Göbel, Kristin; Scheithauer, Herbert; Brighi, Antonella; Guarini, Annalisa; Tsorbatzoudis, Haralambos; Barkoukis, Vassilis; Pyzalski, Jacek; Plichta, Piotr; Del Rey, Rosario; Casas, José A.; Thompson, Fran; Smith, Peter K.
Titel	A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data from Six European Countries
Quelle	In: Journal of School Violence, 14 (2015) 1, S.47-65 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2014.961067
Schlagwörter	Bullying; Computer Mediated Communication; Comparative Analysis; Cross Cultural Studies; Classification; Adolescents; Victims; Gender Differences; Age Differences; Cultural Influences; Foreign Countries; Secondary School Students; Questionnaires; Peer Relationship; Germany; Greece; Italy; Poland; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Mobbing; Computerkonferenz; Cultural comparison; Kulturvergleich; Classification system; Klassifikation; Klassifikationssystem; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Victim; Opfer; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Cultural influence; Kultureinfluss; Ausland; Sekundarschüler; Fragebogen; Peer-Beziehungen; Deutschland; Griechenland; Italien; Polen; Spanien; Großbritannien
Abstract	In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10