Cyberbullying: Its Nature and Impact in Secondary School Pupils
Journal of Child Psychology and Psychiatry Volume 49, Number 4, ISSN 0021-9630
Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional "bully-victims". Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.
Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S. & Tippett, N. (2008). Cyberbullying: Its Nature and Impact in Secondary School Pupils. Journal of Child Psychology and Psychiatry, 49(4), 376-385.
Cited ByView References & Citations Map
Konstantinos Kokkinos & Kyriaki Karagianni
Preschool and Primary Education Vol. 5, No. 1 (Mar 06, 2017) pp. 2–45
El acoso y el ciberacoso en Tailandia: las estrategias de afrontamiento y la relacin con la edad, el sexo, la religin, y la condicin de vctima
Ruthaychonnee Sittichai & Peter Smith
Journal of New Approaches in Educational Research (NAER Journal) Vol. 7, No. 1 (Jan 15, 2018) pp. 24–30
Qing Li & Arkhadi Pustaka, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 579–583
Yehuda Peled, Western Galilee College, Israel; Efrat Pieterse, The Open University of Israel, Israel; Mandy B. Medvin & Linda P. Domanski, Westminster College, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1265–1270
A Case Study of Student, Teacher, Parent and Administrator Perceptions of Cyberbullying at a Public Elementary School in the USA
Sonya Collins & Gregory M. Hauser, Roosevelt University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 709–713
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.