Differentiating cyber bullying perpetration from non-physical bullying: commonalities across race, individual, and family predictors.

By Sabina Low, Dorothy Espelage. 2013

204 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4a83267e5805571f423163c7be4c99a4b2890956

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

A meta-analysis of factors predicting cyberbullying perpetration and victimization: From the social cognitive and media effects approach (2017, background): “Additionally, research examining cyberbullying victimization has demonstrated that moral disengagement (Almeida et al., 2012) and depression (Didden et al., 2009; Low and Espelage, 2013) are positive predictors of cyberbullying victimization.”
Why Do Adults Engage in Cyberbullying on Social Media? An Integration of Online Disinhibition and Deindividuation Effects with the Social Structure and Social Learning Model (2016, background): “Low and Espelage (2013) yes (2.368 ) social learning theory self-report cyberbullying and offline bullying no teenagers (mean 13.9) 1023 students in grades 5-7 from four Midwestern middle schools in US Lyndon et al. (2011) yes (2.182 ) attachment theory & routine activities theory self-report…”
Ecological Theory: Preventing Youth Bullying, Aggression, and Victimization (2014, background): “Bullies tend to have parents who do not provide adequate supervision or are not actively involved in the lives of their children (Espelage, Bosworth, & Simon, 2000; Georgiou & Fanti, 2010; Low & Espelage, 2013).”
Cyberbullying among adolescents: Measures in search of a construct. (2014, unknown): “Low and Espelage (2013) found that nonphysical bullying (teasing, rumor-spreading, and threats) predicted changes in cyberbullying one year later among middle school students in the U.S. Similarly, Modecki, Barber, and Vernon (2013) found that changes in aggression from grades 8 through 10…”