Patterns of Coping With Cyberbullying: Emotional, Behavioral, and Strategic Coping Reactions Among Middle School Students

2019 ◽  
Vol 34 (1) ◽  
pp. 28-45 ◽  
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh ◽  
Gali Frank
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Coping Strategies ◽  
Emotional Reactions ◽  
School Students ◽  
Behavioral Reactions ◽  
Emotionally Focused ◽  
Coping Patterns

The aim of the present study was to examine coping patterns among victims of cyberbullying in middle school. The study included 232 adolescents, of whom 20.7% reported having been the victim of cyberbullying. Findings show that the most common emotional reactions to cyberbullying among the cyber victims were anger, rage, and frustration. The most commonly found behavioral reactions to cyberbullying were informing a friend, counterattacking, and ignoring the cyber incident. Examining the types of coping strategies that were used, we found that the victims of cyberbullying reported a lower use of problem-focused coping strategies for stressful situations, compared to adolescents who were not cyber victims; in addition, cyber victims also reported a much greater use of emotionally focused coping strategies and avoidance-focused strategies, compared to adolescents who were not cyber victims.

Patterns of Coping With Cyberbullying: Emotional, Behavioral, and Strategic Coping Reactions Among Middle School Students

2019 ◽  
Vol 34 (1) ◽  
pp. 28-45
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh ◽  
Gali Frank
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Coping Strategies ◽  
Emotional Reactions ◽  
School Students ◽  
Behavioral Reactions ◽  
Emotionally Focused ◽  
Coping Patterns

The aim of the present study was to examine coping patterns among victims of cyberbullying in middle school. The study included 232 adolescents, of whom 20.7% reported having been the victim of cyberbullying. Findings show that the most common emotional reactions to cyberbullying among the cyber victims were anger, rage, and frustration. The most commonly found behavioral reactions to cyberbullying were informing a friend, counterattacking, and ignoring the cyber incident. Examining the types of coping strategies that were used, we found that the victims of cyberbullying reported a lower use of problem-focused coping strategies for stressful situations, compared to adolescents who were not cyber victims; in addition, cyber victims also reported a much greater use of emotionally focused coping strategies and avoidance-focused strategies, compared to adolescents who were not cyber victims.

Taking Action Against Victimisation: Australian Middle School Students’ Experiences

2016 ◽  
Vol 27 (1) ◽  
pp. 105-122 ◽  
Author(s):  
Eleni Didaskalou ◽  
Grace Skrzypiec ◽  
Eleni Andreou ◽  
Phillip Slee
Keyword(s):  
Social Support ◽  
Middle School ◽  
Content Analysis ◽  
Problem Solving ◽  
Middle School Students ◽  
Coping Strategies ◽  
School Students ◽  
School Counsellors ◽  
Standing Up ◽  
Taking Action

Victimisation among students has been identified as a serious problem in Australian schools. This study investigated approaches taken by South Australian middle school students for dealing with victimisation. Over 170 students (aged 11–16) described how they coped with bullying and situations where they needed to take action against bullying. A content analysis of their responses found that students used coping strategies, including: (a) seeking social support, (b) standing up for peers/friends, (c) externalising, (d) nonchalance, (e) sticking up for oneself, (f) problem-solving, (g) submission, (h) reducing tense emotions/assertiveness, and (i) escape. One of the significant findings was that students did not identify school counsellors as a source of coping support, which has implications for their role in addressing incidents of victimisation.

scholarly journals The Longitudinal Relationship between Internet Addiction and Depressive Symptoms in Adolescents: A Random-Intercept Cross-Lagged Panel Model

2021 ◽  
Vol 18 (24) ◽  
pp. 12869
Author(s):  
Xiaoyan Yi ◽  
Guangming Li
Keyword(s):  
Middle School ◽  
Depressive Symptoms ◽  
Middle School Students ◽  
Coping Strategies ◽  
Internet Addiction ◽  
School Students ◽  
Positive Coping ◽  
Panel Model ◽  
Random Intercept ◽  
Predictive Effect

Internet addiction and depressive symptoms are extremely common problems among teenagers, and the coping strategy has been proved to be closely related to internet addiction and depressive symptoms. Based on three waves of data from a sample of Chinese middle-school students (N = 1545, Mage = 14.88 years old, SD = 1.81; 55.00% females), this study examines the longitudinal relationship between internet addiction and depressive symptoms among adolescents ultilizing the random-intercept cross-lagged panel model. Results revealed a unidirectional predictive effect of depressive symptoms at T2 on internet addiction at T3, but not vice versa, the effect was more significant in the male group. Positive coping strategies had a significant negative predictive effect on the random intercept of internet addiction and depressive symptoms, while negative coping style had a significant positive predictive effect on the random intercept of internet addiction and depressive symptoms. Effective identification and intervention of depressive symptoms may be beneficial to the intervention and prevention for internet addiction, and we should pay attention to the cultivation of middle school students’ positive coping strategies.

Examining longitudinal relationship among effort reward imbalance, coping strategies and academic burnout in Korean middle school students

2017 ◽  
Vol 38 (6) ◽  
pp. 628-646 ◽  
Author(s):  
Boyoung Kim ◽  
Eunjoo Kim ◽  
Sang Min Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Coping Strategies ◽  
Significant Relationship ◽  
School Students ◽  
Moderation Effect ◽  
Academic Burnout ◽  
Effort Reward Imbalance ◽  
Reward Imbalance ◽  
The Relationship

The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. The study also examined the moderation effect of coping strategies, a problem-focused coping and an emotion-focused coping, in the relationship between effort-reward imbalance as a stressor and middle school students’ academic burnout as a strain using multi-group latent growth modeling (LGM) analysis. The results indicated a significant relationship between the initial status of effort-reward imbalance and the initial status of academic burnout. The results also indicated a significant relationship between the change rate of effort-reward imbalance and that of academic burnout. In addition, problem-focused coping strategies had a moderation effect on the relationship between effort-reward imbalance and academic burnout longitudinally. However, the emotion-focused coping strategy did not have a moderation effect. The authors discuss specific findings and practical implications for teachers and school psychologists.

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