Risk Factors for involvement in cyber bullying: Victims, bullies, and bully-victims

By Faye Mishna, Mona Khoury-Kassabri, T. Gadalla, J. Daciuk. 2012

587 citations recorded by the source corpus.

Abstract Objectives The purpose of the current study was to examine the frequency of cyber bullying among youth by distinguishing among the three categories of involvement in cyber bullying: victims, bullies, and bully–victims, to compare these to a fourth category of students who are not involved in the three categories of cyber bullying and to explore the factors that contribute to involvement in cyber bullying. Method This study utilized a large and diverse sample of 2186 middle and high school students, who completed self report questionnaires during class time. We performed a Multinomial Logistic Regression to examine the relationship between the cyber bullying categories and our independent variables (gender, age, technology use, parental involvement and safety). Results Over 30% of the students in this study identified as involved in cyber bullying, as victims or perpetrators, and one in four of the students (25.7%) reported having been involved in cyber bullying as both bully and victim during the previous three months. Students who were involved in cyber bullying were more likely than others to report perpetration of violence toward peers, to use computers for more hours a day, and to give their password to friends. Other risk factors, such as gender, age and safety, were found to be specific only for one category of cyber bullying. Conclusion The findings revealed that students are highly involved in cyber bullying. Several unique characteristics emerged regarding the frequency and risk factors of students' involvement in cyber bullying. In traditional bullying the category of bully–victims represents the smallest and most vulnerable group of children, whereas in the current study the bully–victims category emerged as common. In addition, females were more likely than males to be bully–victims, in contrast to research on traditional bullying, in which more males than females are typically involved as bully–victims. In addition, several risk factors were common among the three groups of children, including the amount of hours per day students use the computer, and giving passwords to a friend. These results point to the need for further examination and to focus on the risk factors for students' cyber bullying involvement in each of the three categories.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b7a41e79e4b6474060ddd0d08ae9daf8236101a0

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Citations in the corpus

School Bullying and Cyberbullying Among Boys and Girls: Roles and Overlap (2017, background): “Mishna et al. (2012) suggested that the cyber world’s features could facilitate not only youngsters’ involvement in cyberbullying but also the possibility to shift boundaries between the roles of cyberbullies and cybervictims, sometimes inverting roles.”
Cyberbullying victimisation in adolescence: relationships with loneliness and depressive mood (2012, background): “Studies in Europe, the USA and Canada indicate that approximately 20% of teenagers aged 7–18 who used the Internet reported repeated experiences of cyberbullying (Ybarra and Mitchell 2004; CyberTraining 2008; Vandebosch and Van Cleemput 2009; Cyberbullying Research Center 2010; Mishna et al. 2012).”
A review of cyberbullying and suggestions for online psychological therapy (2015, background): “Some researchers have even reported that youths who were harassed online show more signs of school aggression and were more likely to carry a gun to school (Mishna et al., 2012; Ybarra et al., 2007).”
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): “…relational pursuit (ORI) Menesini et al. (2013) yes (2.841 ) no self-report cyberbullying no teenagers (mean 15.6) 390 adolescents aged 14–18 Mishna et al. (2012) yes (1.105 ) no self-report cyberbullying no children / teenagers (grades 6, 7, 10, 11) 2186 students in grade 6, 7, 10, 11…”
Cyberbullying and subjective health : A large-scale study of students in Stockholm, Sweden (2013, background): “…is concerned, earlier studies suggest that there is at least some overlap (Beran & Li, 2007; Hinduja & Patchin, 2008; Juvonen & Gross, 2008; Mishna et al., 2012; Raskauskas & Stoltz, 2007; Schneider et al., 2012; Smith et al., 2008; Sourander et al., 2010; Ybarra, Diener-West, & Leaf,…”