Review: Following you home from school: A critical review and synthesis of research on cyberbullying victimization

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

Bullying Prevalence Across Contexts: A Meta-analysis Measuring Cyber and Traditional Bullying

https://cyberleninka.org/article/n/1048488.pdf

Psychological, Physical, and Academic Correlates of Cyberbullying and Traditional Bullying

Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying.

/pdf/cyberbullying-versus-face-to-face-bullying-a-theoretical-and-23uzauakps.pdf

Cyberbullying Versus Face-to-Face Bullying A Theoretical and Conceptual Review

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.

Cyberbullying: Another main type of bullying?

The nature of cyberbullying, and strategies for prevention

We investigated cyberbullying in Swedish pupils, distribution processes of the bullying material, the role of actively targeted bystanders, and whether bullies feel more or less remorse when cyberbullying compared to bullying others via traditional means. Seven hundred fifty-nine children and adolescents (aged 9–16 years) participated. Cyberbullies not only targeted their victims, but quite often showed bullying material to other people they knew (39% of cases) and uploaded it onto the internet for others to see (16%). The actively targeted bystanders of cyberbullying mostly did nothing further to distribute the material (72% of cases). However, when they did distribute it further, they tended to help the victim by showing him/her what had been done (13%) more often than showing it to the victim in order to bully him/her further (6%); some others (9%) forwarded the material to other friends. Cyberbullies expressed less remorse than traditional bullies. Findings are discussed in relation to the definition ...

Processes of cyberbullying, and feelings of remorse by bullies: A pilot study

Cyberbullying: the nature and extent of a new kind of bullying, in and out of school

We investigated what perceived reasons may be involved in the negative feelings that a victim of bullying may have, and how these relate to four forms of bullying (direct traditional bullying, indirect traditional bullying, cyberbullying public forms, and cyberbullying private forms). In Study 1, nineteen Swedish pupils participated in focus groups to elicit a range of perceived reasons for negative emotional experiences when bullied, yielding reasons of Publicity, Threat, Lack of effective coping strategies, Lack of social support, Persistence, No escape and Anonymity. In Study 2 we investigated how relevant these seven reasons were for the four types of bullying, with 499 Swedish pupils aged 12–16 years. Reasons differed by age, gender, and type of bullying. Findings are discussed in relation to coping and support strategies for different types of bullying.

Robert Slonje

Papers

Cyberbullying: Another main type of bullying?

The nature of cyberbullying, and strategies for prevention

Processes of cyberbullying, and feelings of remorse by bullies: A pilot study

Cyberbullying: the nature and extent of a new kind of bullying, in and out of school

Perceived reasons for the negative impact of cyberbullying and traditional bullying