Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes.

Bullying in the Digital Age: A Critical Review and Meta-Analysis of Cyberbullying Research Among Youth

Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

第二语言习得研究 = The study of second language acquisition

Cyberbullying has become an international public health concern among adolescents, and as such, it deserves further study. This paper reviews the current literature related to the effects of cyberbullying on adolescent health across multiple studies worldwide and provides directions for future research. A review of the evidence suggests that cyberbullying poses a threat to adolescents’ health and well-being. A plethora of correlational studies have demonstrated a cogent relationship between adolescents’ involvement in cyberbullying and negative health indices. Adolescents who are targeted via cyberbullying report increased depressive affect, anxiety, loneliness, suicidal behavior, and somatic symptoms. Perpetrators of cyberbullying are more likely to report increased substance use, aggression, and delinquent behaviors. Mediating/moderating processes have been found to influence the relationship between cyberbullying and adolescent health. More longitudinal work is needed to increase our understanding of the effects of cyberbullying on adolescent health over time. Prevention and intervention efforts related to reducing cyberbullying and its associated harms are discussed.

https://www.dovepress.com/getfile.php?fileID=21042

Current perspectives: the impact of cyberbullying on adolescent health.

Cyberbullying research is rapidly expanding with many studies being published from around the world in the past five or six years. In this article we review the current international literature published in English, with particular attention to the following themes: The relationship of cyberbullying to the more traditional face-to-face bullying, including differences and similarities; the impacts of cyberbullying on victims, bullies, schools, families, and communities; coping strategies for victims, schools, and parents; and solutions, both effective and ineffective. A focus of this article is evidence-based prevention and intervention strategies, which may be employed by educators, psychological service providers, and by parents to counter the problem of cyberbullying. Here we address the importance of school and home culture, modelling, curriculum development in information and communication technology (ICT) and social media, peer and bystander education, and other non-punitive approaches. We conclude with a discussion of implications on policy and practice and future research directions. Language: en

Cyberbullying among youth: a comprehensive review of current international research and its implications and application to policy and practice

The current research used meta-analysis to determine whether (a) sex differences emerged in cyber-bullying frequency, (b) if age moderated any sex effect, and (c) if any additional moderators (e.g., publication year and status, country and continent of data collection) influenced the sex effect. Theoretically, if cyber-bullying is considered a form of traditional bullying and aggression, males are likely to cyber-bully more than females. Conversely, if cyber-bullying is considered relational/indirect aggression, females will be slightly more likely to cyber-bully than males. RESULTS from 122 effect size estimates showed that males were slightly more likely to cyber-bully than females; however, age moderated the overall effect. Specifically, females were more likely to report cyber-bullying during early to mid-adolescence than males, while males showed higher levels of cyber-bullying during later adolescence than females. Publication status and year and continent and country of data collection also moderated the overall effect. Aggr. Behav. 9999:1-15, 2014. © 2014 Wiley Periodicals, Inc. Language: en

A meta-analysis of sex differences in cyber-bullying behavior: the moderating role of age.

This study explored Turkish students' experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Ist...

http://journals.sagepub.com/doi/pdf/10.1177/0143034311410262

Cyberbullying in Turkish middle schools: An exploratory study:

Effect of different turbulence models on combustion and emission characteristics of hydrogen/air flames

This study aimed to investigate pre-service teachers’ views about teaching and the relation of those views to epistemological beliefs, gender, and subject areas. The data collection tool was adapted from “The Traditional Teaching (TT) and Constructivist Teaching (CT) Scale,” developed by Chan and Elliot (2004). Participants consisted of 490 pre-service teachers from different teacher education programs in Turkey. Principal component analysis was carried out, and nine items were removed from the adapted questionnaire because of low loadings. The data analysis showed that pre-service teachers preferred constructivist teaching views more than traditional teaching views, and this correlated with their epistemological beliefs. Male participants preferred constructivist teaching views significantly more than female participants did. Freshmen, sophomores, and those from English language programs preferred traditional teaching significantly more than others did.

/pdf/pre-service-teachers-epistemological-beleifs-and-conceptions-3hcfobxhh1.pdf

Pre-Service teachers' Epistemological beleifs and Conceptions of Teaching

Today, in parallel with the increase of technology use, cyberbullying becomes one of the major issues in schools affecting students’ lives negatively similar to bullying. To minimize the negative effects of cyberbullying and to get preservice teachers ready for managing cyberbullying, it is necessary to examine preservice teachers’ perception about cyberbullying. For this mission, the present study was conducted. Data were collected using a web-based survey form from seven different state universities in Turkey. One hundred and sixty three preservice teachers, who are senior level students, participated in the study. The results indicate that a majority of the preservice teachers recognize cyberbullying as a problem and understand its negative effects on students, as well as the need for school commitment on preventing cyberbullying. Although a majority of the preservice students have a high level of awareness for cyberbullying, they indicate the need for cyberbullying training during university education.

/pdf/an-examination-of-preservice-teachers-perceptions-about-4jqnz6r6l5.pdf

Harun Yilmaz

Papers

Cyberbullying in Turkish middle schools: An exploratory study:

Effect of different turbulence models on combustion and emission characteristics of hydrogen/air flames

Pre-Service teachers' Epistemological beleifs and Conceptions of Teaching

An Examination of Preservice Teachers' Perceptions about Cyberbullying

Investigation of combustion and emission performance of a micro combustor: Effects of bluff body insertion and oxygen enriched combustion conditions