Bullying in School and Cyberbullying among Adolescents without and with Special Educational Needs in Emotional-Social Development and in Learning in Germany

Autor/inn/en	Schütz, Jessica; Schipper, Neele; Koglin, Ute
Titel	Bullying in School and Cyberbullying among Adolescents without and with Special Educational Needs in Emotional-Social Development and in Learning in Germany
Quelle	In: Psychology in the Schools, 59 (2022) 9, S.1737-1754 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schütz, Jessica) ORCID (Schipper, Neele) ORCID (Koglin, Ute)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22722
Schlagwörter	Bullying; Computer Mediated Communication; Adolescents; Special Needs Students; Victims; At Risk Students; Behavior Problems; Interpersonal Competence; Foreign Countries; Students with Disabilities; Social Emotional Learning; Social Development; Emotional Development; Germany + Suchen Sie Ihr Suchwort? Mobbing; Computerkonferenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sonderpädagogischer Förderbedarf; Victim; Opfer; Interpersonale Kompetenz; Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Soziale Entwicklung; Gefühlsbildung; Deutschland
Abstract	Bullying in school and cyberbullying are highly relevant issues. Students with special educational needs in emotional-social development and learning show individual characteristics that could be risk factors for bullying perpetration and victimization (e.g., externalizing behavior problems or poor social skills). Therefore, the present study was carried out to explore differences in school bullying and cyberbullying between adolescents without and with the aforementioned special educational needs. A cross-sectional questionnaire study was carried out with N = 649 (M[subscript age] = 13.66, SD = 2.17, 61% boys and 39% girls) participants from Lower Saxony (Germany). Analyses of covariance only revealed differences regarding school bullying. Adolescents with special educational needs in emotional-social development were significantly more often bullying perpetrators. For the victim role, there are no differences between the groups without and with special educational needs in emotional-social development and in learning. The externalizing behavior problems of adolescents were considered to be the main predictor of bullying behavior and victim experiences. To imply targeted bullying interventions and preventions further research is needed focusing on characteristics, risk, and protective factors of special educational needs in emotional-social development. (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