scholarly journals Correction to: Gender Differences in the Association between Cyberbullying Victimization and Perpetration: The Role of Anger Rumination and Traditional Bullying Experiences

2018 ◽  
Vol 18 (1) ◽  
pp. 257-257 ◽  
Author(s):  
Ágnes Zsila ◽  
Róbert Urbán ◽  
Mark D. Griffiths ◽  
Zsolt Demetrovics
Keyword(s):  
Gender Differences ◽  
Traditional Bullying ◽  
Anger Rumination ◽  
Cyberbullying Victimization ◽  
Bullying Experiences

scholarly journals Gender Differences in the Association Between Cyberbullying Victimization and Perpetration: The Role of Anger Rumination and Traditional Bullying Experiences

2018 ◽  
Vol 17 (5) ◽  
pp. 1252-1267 ◽  
Author(s):  
Ágnes Zsila ◽  
Róbert Urbán ◽  
Mark D. Griffiths ◽  
Zsolt Demetrovics
Keyword(s):  
Gender Differences ◽  
Online Survey ◽  
Traditional Bullying ◽  
Anger Rumination ◽  
Cyberbullying Victimization ◽  
Adolescents And Adults ◽  
Bullying Experiences ◽  
Relationship Of ◽  
The Relationship

Abstract Studies investigating the similarities and differences in traditional bullying and cyberbullying experiences have demonstrated considerable gender differences concerning its determinants. The aim of the present study was to provide further evidence for the differential role of determinants for males and females by investigating the moderating role of traditional bullying and anger rumination in the relationship of past cyberbullying victimization and recent cyberbullying perpetration in respect to gender. A total of 1500 Hungarian adolescents and adults (57.9% male, M age = 28.9 years, SD = 8.7) completed an online survey on bullying experiences. Results indicated that males were more likely than females to engage in cyberbullying when they had been previously bullied online. Furthermore, high anger rumination elevated the risk of perpetration among male cyberbullying victims, while repeated victimization in traditional bullying increased the risk of cyberbullying perpetration among females. These results underline the importance of considering gender differences in intervention efforts against bullying.

Cyberbullying

2018 ◽  
pp. 156-181
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Sexual Victimization ◽  
National Sample ◽  
School Level ◽  
Traditional Bullying ◽  
Cyberbullying Victimization ◽  
Emerging Issues ◽  
Legal Frameworks ◽  
Research And Policy

This chapter explores the emerging issues surrounding cyberbullying. It discusses the role of the school regarding cyberbullying victimization (even when it does not take place on school grounds) and the shift toward schools taking more responsibility over these behaviors. The chapter examines critically multiple definitions of cyberbullying and their implications for research and policy. It identifies specific types and manifestations of cyberbullying (e.g., social and sexual victimization). The chapter reviews some of the findings on prevalence, correlates, and consequences of cyberbullying and discusses interventions, policies, and legal frameworks that address these issues. The chapter presents a case study of a large national sample of Israeli students that examines the prevalence of cyberbullying, traditional bullying, and their interrelationships in the context of school climate, both on the student and the school level.

After the Bell and into the Night

2016 ◽  
Vol 54 (3) ◽  
pp. 409-441 ◽  
Author(s):  
Timothy McCuddy ◽  
Finn-Aage Esbensen
Keyword(s):  
Substance Use ◽  
Deviant Behavior ◽  
Bullying Victimization ◽  
Traditional Bullying ◽  
School Students ◽  
Cyberbullying Victimization ◽  
Individual Effects ◽  
Traditional Bullying Victimization ◽  
And Training

Objectives: This study examines the effects of traditional bullying, cyberbullying, and dual-bullying victimization on subsequent delinquent outcomes. Method: Data come from a longitudinal sample of middle school students ( N = 3,271) as part of the evaluation of the Gang Resistance Education and Training (GREAT) program. A hybrid random effects model is used to estimate the between- and within-individual effects of traditional, cyber-, and dual-bullying victimization while controlling for other predictors of delinquency. Outcomes include general delinquency, violent and nonviolent delinquency, and substance use. Results: The findings demonstrate that those who are cyberbullied exhibit a higher propensity for substance use and nonviolent delinquency compared to those who are traditionally bullied. Changes in dual victimization within respondents over time are most strongly related to general delinquency. With one exception, the effect of traditional bullying victimization remained weakest in all of the models. Conclusions: This study finds evidence that victims of cyberbullying may be more likely to engage in delinquent and deviant behavior compared to victims of traditional bullying. Criminologists and antibullying prevention efforts should consider the broader role of cyberbullying victimization in the developmental processes of adolescents.

Gender Differences in Empathy During Adolescence: Does Emotional Self-Awareness Matter?

2021 ◽  
pp. 003329412097663
Author(s):  
Cristina Trentini ◽  
Renata Tambelli ◽  
Silvia Maiorani ◽  
Marco Lauriola
Keyword(s):  
Gender Differences ◽  
Reactivity Index ◽  
Self Awareness ◽  
Emotional States ◽  
Personal Distress ◽  
Full Knowledge ◽  
Emotional Concern ◽  
Insight Into ◽  
Tas 20

Empathy refers to the capacity to experience emotions similar to those observed or imagined in another person, with the full knowledge that the other person is the source of these emotions. Awareness of one's own emotional states is a prerequisite for self-other differentiation to develop. This study investigated gender differences in empathy during adolescence and tested whether emotional self-awareness explained these differences. Two-hundred-eleven adolescents (108 girls and 103 boys) between 14 and 19 years completed the Interpersonal Reactivity Index (IRI) and the Toronto Alexithymia Scale (TAS-20) to assess empathy and emotional self-awareness, respectively. Overall, girls obtained higher scores than boys on IRI subscales like emotional concern, personal distress, and fantasy. Regarding emotional self-awareness, we found gender differences in TAS-20 scores, with girls reporting greater difficulty identifying feelings and less externally oriented thinking than boys. Difficulty identifying feelings explained the greatest personal distress experienced by girls. Lower externally oriented thinking accounted for girls’ greater emotional concern and fantasy. These findings offer an insight into the role of emotional self-awareness–which is essential for self-other differentiation–as an account for gender differences in empathic abilities during adolescence. In girls, difficulty identifying feelings can impair the ability to differentiate between ones’ and others’ emotions, leading them to experience self-focused and aversive responses when confronted with others’ suffering. Conversely, in boys, externally oriented thinking can mitigate personal distress when faced with others’ discomfort.

scholarly journals Gender differences in willingness to compete: The role of public observability

2021 ◽  
Vol 83 ◽  
pp. 102366
Author(s):  
Thomas Buser ◽  
Eva Ranehill ◽  
Roel van Veldhuizen
Keyword(s):  
Gender Differences ◽  
Willingness To Compete
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