Psychological, physical, and academic correlates of cyberbullying and traditional bullying.

By Robin M. Kowalski, Susan P. Limber. Journal of Adolescent Health, 2013

1,231 citations recorded by the source corpus.

PURPOSE To examine the relationship between children's and adolescents' experiences with cyberbullying and traditional bullying and psychological health, physical health, and academic performance. METHODS Nine hundred thirty-one students in grades 6 through 12 completed an anonymous survey examining their experiences with cyberbullying and traditional bullying. Also included were measures of anxiety, depression, self-esteem, physical well-being, school attendance, and academic performance. RESULTS Participants were categorized as belonging to one of four groups: cyber victims, cyberbullies, cyber bully/victims, and those not involved in cyberbullying. A similar categorization was done with traditional bullying. Those in the bully/victim groups (and particularly the cyber bully/victim group) had the most negative scores on most measures of psychological health, physical, health, and academic performance. CONCLUSIONS There appears to be a substantial, although not perfect, overlap between involvement in traditional bullying and cyberbullying. Additionally, the physical, psychological, and academic correlates of the two types of bullying resembled one another.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2b8892ac323db6106348cc587ce97223fe5ec11c

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Citations in the corpus

A Systematic Review and Meta-Analysis of Cyber-Victimization and Educational Outcomes for Adolescents (2017, background): “Some specify that repeated instances of violence with imbalances of power between bully and victim constitute cyberbullying (e.g., Kowalski & Limber, 2013), whereas others do not specify a limited number of repetitive victimization experiences or imbalances of power (e.g., Wigderson & Lynch, 2013).”
Victimization and Perpetration of Bullying/Cyberbullying: Connections with Emotional and Behavioral Problems and Childhood Stress (2019, background): “…Kowalski & Limber, 2013; Mitchell et al., 2007; Price et al., 2013; Stewart et al., 2014), more anxiety (Aoyama et al., 2011; Ayas & Deniz, 2014; Kowalski & Limber, 2013; Stewart et al., 2014), and more violent behavior (Hinduja & Patchin, 2007), get worse grades (Wright, 2015), and present…”
Cyberbullying, self-esteem, empathy and loneliness (2015, background): “…recent research has reported that victims display lower self-esteem (Cenat et al., 2014; Chang et al., 2013), though some researchers have reported low self-esteem amongst both perpetrators and victims (Kowalski & Limber, 2013; Patchin & Hinduja, 2010) compared to those that were not involved.”
From normative influence to social pressure: how relevant others affect whether bystanders join in cyberbullying (2016, neutral): “Cyberbullying victimization is related to emotional distress and (social) anxiety (e.g., Kowalski & Limber, 2013; Mishna, Khoury-Kassabri, Gadalla, & Daciuk, 2012; Pure & Metzger, 2012; Şahin, 2012), depression (e.g., Kowalski & Fedina, 2011; Machmutow, Perren, Sticca, & Alsaker, 2012; Schneider,…”
The relationship between online activities, netiquette and cyberbullying (2014, background): “Past research indicates a link between traditional and online bullying (Almeida, Correia, Marinho, et al., 2012; Kowalski & Limber, 2013; Livingstone et al., 2011) and a strong correlation between people's propensity to misbehave online and offline (Selwyn, 2008).”
Bullying in the digital age: a critical review and meta-analysis of cyberbullying research among youth. (2014, background): “…2009); low self-control (Vazsonyi, Machackova, Ševčíková, Šmahel, & Cerna, 2012); suicidal ideation (Hinduja & Patchin, 2010; Schenk & Fremouw, 2012); poor physical health (Kowalski & Limber, 2013); increased likelihood of self-injury (Kessel Schneider et al., 2012); and loneliness (Şahin, 2012).”
Gender Differences in the Association Between Cyberbullying Victimization and Perpetration: The Role of Anger Rumination and Traditional Bullying Experiences (2020, background): “In other research, Kowalski and Limber (2013) emphasized that TB and CB should not be approached as two separate phenomena given that there is a considerable overlap between TB and CB experiences (Fletcher et al. 2014; Hemphill and Heerde 2014; Waasdorp and Bradshaw 2015).”
Cyberbullying in College (2014, neutral): “…have issues with substance abuse, delinquency, depression, and receive poorer grades similar to their cyberbully-victim peers (Eisenberg, Neumark-Sztainer, & Perry, 2003; Kowalski & Limber, 2013; Mitchell, Ybarra, & Finkelhor, 2007; Ybarra, Espelage, & Mitchell, 2007; Ybarra & Mitchell, 2007).”
Bullying Victimization and Perpetration among U.S. Children and Adolescents: 2016 National Survey of Children’s Health (2018, background): “2015), suicidal thoughts and behavior (Espelage and Holt 2013; Kowalski and Limber 2013; van Geel et al. 2014), psychotic symptoms (Cunningham et al.”
Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims (2018, neutral): “…problems in both bullies and their victims when compared to uninvolved peers (Analitis et al., 2009; Cook, Williams, Guerra, Kim, & Sadek, 2010; Kowalski & Limber, 2013; Longobardi, Iotti, Jungert, & Settanni, 2018; Schneider, O'donnell, Stueve, & Coulter, 2012; Smith, Talamelli, Cowie,…”
Towards typologies of virtual maltreatment: sport, digital cultures & dark leisure (2016, background): “Research into the nature and prevalence of virtual maltreatment, commonly referred to as ‘cyberbullying’, is relatively recent (Kowalski & Limber, 2013), and focuses largely upon abuse by and against young people.”