Adolescents’ Evaluation of Cyberbullying Events
Bibliographic Data
| ID | 8158300 |
|---|---|
| Authors | Carlos Gomez-Garibello, Carlos Gomez‐garibello (0000-0003-0288-3081, McGill University), Shaheen Shariff (0000-0002-4922-5249, McGill University), Megan McConnell (McGill University), Victoria Talwar (0000-0001-9806-0279, McGill University) |
| Year | 2012 |
| Volume | 58 |
| Issue | 3 |
| Pages | 474-477 |
| Publication date | 2012-11-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Alberta Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Publisher | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v58i3.55634 |
| OpenAlex | W139054770 |
| Language | EN |
| Citations received | 3 |
| References cited | 3 |
Educators and other professionals working with adolescents have grown increasingly concerned about how technology affects social relationships given the amount of time that is spent engaging in online activities. Cyberbullying has sparked the interest of many researchers due to the tragic events reported in the media, relating to the online victimization that adolescents have experienced. Cyberbullying has been defined as any intentional and aggressive message, repeated over time against someone who is not able to defend him or herself using electronic communication devices (Menesini & Nocentini, 2009; Smith et al. 2008). This definition is similar to the classical definition of bullying, which includes three elements: intention to harm, repetition over time, and power imbalance (Olweus, 2001). Similar to the research on the disastrous effects of direct and indirect aggression in children and adolescents (Juvonen, Nishina & Graham, 2001), cyberbullying has also demonstrated negative effects on victims. The sequelae of cyberbullying include: distress, negative emotions, and frustration (McQuade, Colt, & Meyer, 2009). Although there is an increased interest in cyberbullying, most of the current research is focused on the frequency of cyberbullying (Hinduja & Patchin, 2008; Kowalski & Limber, 2007; Li, 2008; Raskauskas & Stoltz, 2007) and on co-occurrence of bullying in school settings and online (Li, 2006; Ybarra & Mitchell, 2004; Ybarra, Mitchel, Finkelhor, & Wolak, 2007). Regarding the moral evaluation of cyberbullying, it has been found that cyberbullies display low levels of moral values and emotions (Perren & Gutzwiller-Helfenfinger, 2012). Investigating moral aspects of cyberbullying is important so that we can understand why adolescents engage in these kinds of actions. By knowing how adolescents judge events online, educators can design more effective interventions aimed at preventing cyberbullying. The purpose of the current study was to examine children’s moral evaluations of cyberbullying. Additionally, this study was interested in understanding which characteristics of cyberbullying adolescents consider crucial to be classified as a bullying event. Our hypotheses were as follows: (1) adolescents would evaluate situations that surround lying and intention to harm as more negative, and (2) girls will evaluate cyberbullying as more negative than boys.
Aggression · Distress · Harm · Power (physics) · Social media · Bullying, Victimization, and Aggression · Child Development and Digital Technology · Clinical Psychology · Psychology · Social Psychology · Stalking, Cyberstalking, and Harassment
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2014 - 2022 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |