Electronic Bullying

2013 ◽  
pp. 108-119
Keyword(s):  
Electronic Bullying

Electronic Bullying Questionnaire—Modified

2016 ◽  
Author(s):  
Nicholas Brody ◽  
Anita L. Vangelisti
Keyword(s):  
Electronic Bullying

Are Sexual Minorities More at Risk? Bullying Victimization Among Lesbian, Gay, Bisexual, and Questioning Youth

2017 ◽  
Vol 35 (21-22) ◽  
pp. 4960-4978 ◽  
Author(s):  
Lindsay Kahle
Keyword(s):  
At Risk ◽  
Sexual Orientation ◽  
Youth Violence ◽  
Bullying Victimization ◽  
Traditional Bullying ◽  
Electronic Bullying ◽  
12Th Grade ◽  
Homophobic Bullying ◽  
And Gender ◽  
Heterosexual Youth

Bullying has garnered the attention of researchers and policy makers alike, because of various negative physical, mental, and educational outcomes that stem from these experiences. Certain youth are more at risk for bullying victimization (ASPA, 2012). Thus, research highlighting and addressing these experiences is crucial to provide safer environments for youth. This study utilizes the 2013 Youth Risk Behavior Surveillance System (YRBSS) data to investigate whether or not experiences of victimization differ for lesbian, gay, bisexual, and questioning (LGBQ) youth. Drawing from a sample of 12,642 9th through 12th grade youth, this study investigates two primary areas: (a) the prevalence of traditional bullying, electronic bullying, and homophobic bullying victimizations among LGBQ youth, and (b) the interaction of sexual orientation and gender with traditional bullying, electronic bullying, and homophobic bullying victimizations. Results suggest that LGBQ youth experience all types of bullying victimization at higher rates than heterosexual youth. Results also highlight the importance of the interaction of sexual orientation and gender in bullying victimization. Findings reveal that LGBQ females, LGBQ males, and heterosexual females experience each type of victimization at higher rates than heterosexual males. Findings confirm that disparities exist in bullying victimization among LGBQ youth, and thus cannot be ignored in schools. School policies must explicitly acknowledge and address how sexual orientation and gender matter within the constructs of youth violence if they wish to create safer learning environments for youth.

Cyberbullying Versus Face-to-Face Bullying

2009 ◽  
Vol 217 (4) ◽  
pp. 182-188 ◽  
Author(s):  
Julian J. Dooley ◽  
Jacek Pyżalski ◽  
Donna Cross
Keyword(s):  
Social Information Processing ◽  
Empirical Literature ◽  
Face To Face ◽  
Electronic Bullying ◽  
High Profile ◽  
Conceptual Clarity ◽  
The Media ◽  
Similarities And Differences ◽  
Compare And Contrast ◽  
Processing Factors

Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying.

scholarly journals Psychological Needs and its Relationship with Electronic Bullying among High School Students in Nablus Governorate: الحاجات النفسية وعلاقتها بالتنمر الإلكتروني لدى طلبة المرحلة الأساسية العليا في مدارس محافظة نابلس

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Yasmin Hasan Abu Helal
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Grade Level ◽  
Psychological Needs ◽  
Cluster Method ◽  
School Students ◽  
Electronic Bullying ◽  
Tenth Graders ◽  
Basic Stage ◽  
Measuring Tool

The aim of this study was to reveal the correlation between psychological needs and electronic bullying among the students of the higher basic stage in the schools of Nablus governorate. It also aimed to identify the level of prevalence of electronic bullying among the students of the higher basic stage, and to identify the extent to which variables (gender, place of residence, Grade level, economic level, and academic achievement) by predicting the level of electronic bullying among students in upper ‎ basic stage in Nablus governorate. To achieve these objectives, the descriptive associative method was applied. The questionnaire was used as a measuring tool After confirming their psychometric properties, the study sample consisted of (220) students (156) males and (64) females from governorate schools. The sample was selected according to random cluster method. The results of the study showed that the prevalence of cyber bullying was greater among tenth graders, followed by the ninth grade, followed by the eighth grade. the results also showed a statistically significant correlation between the following psychological needs (Satisfying the need for love and belonging, Satisfying the need for self-esteem, Satisfying the need for curiosity, Satisfying the need for security) and electronic bullying, the results also showed that variables: gender and grade and the academic achievement were able to predict electronic bullying according to the following ratios: gender )9.3%( for males, Grade )2.3%( The higher the grade the more bullying electronic, academic ‎achievement )1.2%( The less academic achievement the more electronic bullying among students in upper ‎ basic stage.

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