Year: 2016
Type: dissertation
Study design: Observational Study
Abstract: With the development of and increased access to information and communication technologies a \nnew form of peer to peer aggression, cyberbullying, is on the rise. Research has only started to \nskim the surface of this new form of bullying but, research has shown that there are numerous \nnegative outcomes associated with cyberbullying involvement whether it is as a cyberbully, a \ncybervictim, both, or a witness. The current study investigated differences in aggression style, \ninterpersonal competence and school identification based on cyberbullying involvement as a \ncyberbully, cybervictim, both or witness. As well the current study looked at how gender, age, \nand grade related to cyberbullying involvement, and the impact of computer time, supervision, \nand access to technology and location of home computers. One hundred twenty four students in \ngrades six through ten completed questionnaire packages, and there were significant differences \nfound in aggression style; cyberbully-victims had higher reactive aggression than cybervictims, \nand interpersonal competence, specifically on asserting and conflict resolution subscales with \ncyberbully-victims having lower competence scores than cybervictims. Significant results were \nalso found for access to technology. A correlational analysis was conducted to examine the \nrelationships between interpersonal competence, aggression, and school identification; numerous \nsignificant results were found. As well an exploratory discriminant analysis was conducted to \ndetermine if cyberbullying involvement could be predicted based on interpersonal competence, \naggression style, and school identification. Implications as they apply to research and \nprevention are discussed.
Author: Jennifer Drummelsmith
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2570553434