Cyberbullying Roles among Adolescents: A Social-Ecological Theory Perspective

Autor/inn/en	Guo, Siying; Liu, Jin; Wang, Jiandong
Titel	Cyberbullying Roles among Adolescents: A Social-Ecological Theory Perspective
Quelle	In: Journal of School Violence, 20 (2021) 2, S.167-181 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Siying) ORCID (Liu, Jin) ORCID (Wang, Jiandong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2020.1862674
Schlagwörter	Adolescents; Middle School Students; High School Students; Bullying; Computer Mediated Communication; Aggression; Victims; At Risk Students; Role; Social Influences; Family Influence; Peer Influence; Student School Relationship; Student Characteristics; Context Effect; Predictor Variables + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Mobbing; Computerkonferenz; Victim; Opfer; Rollen; Sozialer Einfluss; Schüler-Lehrer-Beziehung; Prädiktor
Abstract	Few studies have been conducted to perform an in-depth examination of cyberbullying roles and to identify multifaceted factors associated with cyberbullying roles. Using Latent Class Analysis, the current study identified four cyberbullying roles (i.e., cyberbully, cyber victim, cyberbully victim, and noninvolved) based on the data from the 2009-2010 Health Behavior in School-Aged Children study in the United States. Multinomial logistic regressions were constructed to determine the social-ecological factors related to different cyberbullying roles. Certain individual, family, peer, and school factors were found to be associated with distinctive cyberbullying roles. There were common and unique predictors observed that distinguished cyberbullies, cyber victims, and cyberbully victims. Findings suggest the importance of considering both common and unique factors in intervention strategies targeting specific cyberbullying roles. Improving the effectiveness of cyberbullying intervention and prevention programs also requires attention to multifaceted domains and tailoring programs to the population served. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01