Adolescents' Cyber Aggression Perpetration and Cyber Victimization: The Longitudinal Associations with School Functioning

Autor/in	Wright, Michelle F.
Titel	Adolescents' Cyber Aggression Perpetration and Cyber Victimization: The Longitudinal Associations with School Functioning
Quelle	In: Social Psychology of Education: An International Journal, 18 (2015) 4, S.653-666 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-015-9318-6
Schlagwörter	Aggression; Computer Mediated Communication; Grade 8; Middle School Students; Victims; Academic Achievement; Correlation; Attendance Patterns; Behavior Problems; Student Behavior; Interpersonal Relationship; Interaction; Adolescents; Longitudinal Studies + Suchen Sie Ihr Suchwort? Computerkonferenz; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Victim; Opfer; Schulleistung; Korrelation; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The literature on cyber aggression is advancing, revealing many risk factors associated with the involvement in these behaviors. Academic correlates, particularly academic performance, have received some attention, with few studies utilizing longitudinal designs. The present study examined these associations among 673 8th graders (51% female) from middle schools in the United States. Findings revealed that cyber aggression perpetration and cyber victimization each related positively to poor academic performance, absenteeism, and school behavioral problems, assessed one and a half years later (T2), while controlling for face-to-face aggression and victimization and Time 1 school related variables. Significant interactions suggested that at higher levels of cyber victimization, Time 2 academic performance and cyber aggression perpetration were more strongly associated. In addition, the relationship between cyber aggression perpetration and Time 2 school behavioral problems was stronger when adolescents had higher levels of cyber victimization. These results suggest that adolescents who were both perpetrators and victims of cyber aggression had poorer academic performance and more behavioral problems at school one and a half years later. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01