A model of personal relationships and cyberbullying perpetration among adolescents
A person*environment model
Bibliographic Data
| ID | 2923693 |
|---|---|
| Authors | Jennifer L Doty (0000-0001-8603-2721, University of Oregon, corresponding author), Christopher P Barlett (0000-0003-4065-1126, Kansas State University), Joy Gabrielli (0000-0001-8003-6078, University of Florida), Jacqlyn L Yourell, Jacqlyn Yourell (0000-0003-2958-1411, University of Florida), Yi-Wen Su (0000-0002-5954-1122, Portland State University), Tracy Evian Waasdorp (0000-0002-6176-7817, Children's Hospital of Philadelphia) |
| Year | 2024 |
| Volume | 41 |
| Issue | 7 |
| Pages | 1980-2005 |
| Publication date | 2024-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Social and Personal Relationships (JOURNAL) |
| Journal identifiers | ISSN: 0265-4075 • E-ISSN: 1460-3608 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/02654075241227394 |
| OpenAlex | W4391782391 |
| Language | EN |
| Citations received | 5 |
| References cited | 111 |
Although cyberbullying is relational by nature, prior models focused on individual explanations for cyberbullying rather than integrating contextual processes. We present the Relational Model of Cyberbullying Motivation and Regulation (RMC). This model applies the concepts of proximal processes (e.g., interactions with parents, teachers, peers) from ecological systems theory and the concepts of psychological resources (e.g., autonomy, competency, and relatedness) from self determination theory to explain youth motivation and self-regulation of cyberbullying. First, we review theoretical foundations for the theories involved and outline postulates for youths' proximal influences, motivations for, and regulation against cyberbullying perpetration. Then, we present a pathway by which the most proximal social influences on youth impact the development of psychological resources, which then may impact cyberbullying. We also present pathways by which autonomy, competence, and relatedness have an indirect impact on cyberbullying via motivation and self-regulation. The RMC informs intervention efforts by identifying proximal contexts and leverage points to disrupt processes that lead to competence and/or autonomy to cyberbully others
Developmental psychology · Medical emergency · Poison control · Structural equation modeling · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Child Development and Digital Technology · Human Factors and Ergonomics · Psychology · Social Psychology
The Affective Politics of Cyberbullying
(In)congruence Between Justice Beliefs and Justice Experiences Predicts Adolescents' Prosocial Behaviors
Linking cyberbullying sensitivity to life satisfaction
Restrictive Media Parenting Associated With Reduced Cyberbullying in Early Adolescents
A model of personal relationships and cyberbullying perpetration among adolescents
Why Interventions to Influence Adolescent Behavior Often Fail but Could Succeed
Psychological, Physical, and Academic Correlates of Cyberbullying and Traditional Bullying
Transformation of Adolescent Peer Relations in the Social Media Context
Defining Cyberbullying
A social–ecological framework for understanding and reducing cyberbullying behaviours
Prevalence and Predictors of Internet Bullying
Cyberbullying Prevalence Among US Middle and High School–Aged Adolescents
Parental mediation, peer norms and risky online behavior among adolescents
Motivation, Personality, and Development Within Embedded Social Contexts
Factors influencing bystanders' behavioral reactions in cyberbullying situations
Parenting in a digital age
Transformation of Adolescent Peer Relations in the Social Media Context
Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review
A developmental approach to cyberbullying
Cyberbullying in context
Parental Monitoring
Intrinsic Motivation and Self-Determination in Human Behavior
Parenting and tweens’ media use during the Covid-19 pandemic
Relationships Matter
Why did you do that? Differential types of aggression in offline and in cyberbullying
Feeling Me, Feeling You
“People think it’s a harmless joke”
A Multi-faceted Approach to Anonymity Online
“If you really love me, you will do/be…”
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The Nature of Social Competence
Parental autonomy support predicts academic achievement through emotion-related self-regulation and adaptive skills in Chinese American adolescents
Longitudinal Relations among Cyber, Physical, and Relational Bullying and Victimization
Problematic Online Behaviors among Adolescents and Emerging Adults
Whom to Trust
Bullying in the digital age
Examining the relation between parental ignorance and youths’ cyberbullying perpetration
Attacking others online
Learning to cyberbully
Influence of Family Variables on Cyberbullying Perpetration and Victimization
Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development
Managing Positive and Negative Media Effects Among Adolescents
Developmental Science in the 21 st Century
Executive function and theory of mind as predictors of aggressive and prosocial behavior and peer acceptance in early childhood
Cyber Aggression
The social media see-saw
A meta-analysis of factors predicting cyberbullying perpetration and victimization
Interpersonal control, dehumanization, and violence
Bystander Intervention in Cyberbullying
Moral Disengagement About Cyberbullying and Parental Monitoring
Popularity Through Online Harm
Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior
Effectiveness and sustainability of the ViSC Social Competence Program to prevent cyberbullying and cyber‐victimization
Feeling cybervictims’ pain—The effect of empathy training on cyberbullying
A meta-analysis of the convergent validity of self-control measures
The Association Between Cyber Victimization and Subsequent Cyber Aggression
Suicide Risk in Emerging Adulthood
Media as a “Super Peer”
Trajectories of Social and Emotional Competencies according to Cyberbullying Roles
Adjustment Correlates of Social Media Engagement Among Early Adolescents
Patterns of Bullying and Sexual Harassment
Cyberbullying
Parenting Strategies and Adolescents’ Cyberbullying Behaviors
Where self-control comes from
Friending, IMing, and hanging out face-to-face
Interpersonal relatedness, self-definition, and their motivational orientation during adolescence
Competence-impeding electronic games and players’ aggressive feelings, thoughts, and behaviors
Understanding the psychology of bullying
Associations between parental media monitoring style, information management, and prosocial and aggressive behaviors
A model of personal relationships and cyberbullying perpetration among adolescents
Morally Motivated Networked Harassment as Normative Reinforcement
Parent-Child Time Together
Bullying Perpetration and Perceived Parental Monitoring
The Individual or the Group
Parenting and Internet Behavior Predictors of Cyber-Bullying and Cyber-Victimization among Preadolescents
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |