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Abstract
This longitudinal study examined normative beliefs about aggression (e.g., face-to-face,
cyber) in relation to the engagement in cyber aggression 6 months later among 126
(69 women) young adults. Participants completed electronically administered measures
assessing their normative beliefs, face-to-face and cyber aggression at Time 1, and
cyber aggression 6 months later (Time 2). We found that men reported more cyber relational
and verbal aggression when compared to women. After controlling for each other, Time
1 face-to-face relational aggression was positively related to Time 2 cyber relational
aggression, whereas Time 1 face-to-face verbal aggression was positively related to
Time 2 cyber verbal aggression. Normative beliefs regarding cyber aggression was positively
related to both forms of cyber aggression 6 months later, after controlling for normative
beliefs about face-to-face aggression. Furthermore, a significant two-way interaction
between Time 1 cyber relational aggression and normative beliefs about cyber relational
aggression was found. Follow-up analysis showed that Time 1 cyber relational aggression
was more strongly related to Time 2 cyber relational aggression when young adults
held higher normative beliefs about cyber relational aggression. A similar two-way
interaction was found for cyber verbal aggression such that the association between
Time 1 and Time 2 cyber verbal aggression was stronger at higher levels of normative
beliefs about cyber verbal aggression. Results are discussed in terms of the social
cognitive and behavioral mechanisms associated with the engagement of cyber aggression.
Cyberbullying has recently emerged as a new form of bullying and harassment. 360 adolescents (12-20 years), were surveyed to examine the nature and extent of cyberbullying in Swedish schools. Four categories of cyberbullying (by text message, email, phone call and picture/video clip) were examined in relation to age and gender, perceived impact, telling others, and perception of adults becoming aware of such bullying. There was a significant incidence of cyberbullying in lower secondary schools, less in sixth-form colleges. Gender differences were few. The impact of cyberbullying was perceived as highly negative for picture/video clip bullying. Cybervictims most often chose to either tell their friends or no one at all about the cyberbullying, so adults may not be aware of cyberbullying, and (apart from picture/video clip bullying) this is how it was perceived by pupils. Findings are discussed in relation to similarities and differences between cyberbullying and the more traditional forms of bullying.
Electronic communications technologies are affording children and adolescents new means of bullying one another. Referred to as electronic bullying, cyberbullying, or online social cruelty, this phenomenon includes bullying through e-mail, instant messaging, in a chat room, on a website, or through digital messages or images sent to a cell phone. The present study examined the prevalence of electronic bullying among middle school students. A total of 3,767 middle school students in grades 6, 7, and 8 who attend six elementary and middle schools in the southeastern and northwestern United States completed a questionnaire, consisting of the Olweus Bully/Victim Questionnaire and 23 questions developed for this study that examined participants' experiences with electronic bullying, as both victims and perpetrators. Of the students, 11% that they had been electronically bullied at least once in the last couple of months (victims only); 7% indicated that they were bully/victims; and 4% had electronically bullied someone else at least once in the previous couple of months (bullies only). The most common methods for electronic bullying (as reported by both victims and perpetrators) involved the use of instant messaging, chat rooms, and e-mail. Importantly, close to half of the electronic bully victims reported not knowing the perpetrator's identity. Electronic bullying represents a problem of significant magnitude. As children's use of electronic communications technologies is unlikely to wane in coming years, continued attention to electronic bullying is critical. Implications of these findings for youth, parents, and educators are discussed.
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