From cyberbullying to electronic aggression: typology of the phenomenon Jacek Pyz.alski

2013 ◽  
pp. 89-101
Keyword(s):  
Electronic Aggression

Electronic Aggression and Victimization Assessment

2015 ◽  
Author(s):  
Daryaneh Badaly ◽  
Mylien T. Duong ◽  
Alexandra C. Ross ◽  
David Schwartz
Keyword(s):  
Electronic Aggression

Definitions—The Form and Function of Relational Aggression

2018 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Sarah J. Blakely-McClure ◽  
Kristin J. Perry ◽  
Kimberly E. Kamper-DeMarco
Keyword(s):  
Relational Aggression ◽  
Social Dominance ◽  
Future Directions ◽  
Form And Function ◽  
Electronic Aggression ◽  
Relational Bullying ◽  
And Function

This chapter reviews the definitions of relational aggression and other subtypes of aggression that are often studied in the developmental sciences. Specifically, definitions of relational, physical, indirect, social, verbal, nonverbal, proactive, and reactive aggression are provided. The modes, forms, functions, and contexts of aggression are reviewed, with a focus on relational aggression. Attention is given to other related constructs such as assertion, rough and tumble play, and social dominance, which should be considered and ruled out when studying subtypes of aggression. A definition and important considerations for the study of relational bullying are provided, and a brief discussion of the contexts of online or electronic aggression is given. Future directions and unanswered questions are raised.

Electronic Aggression Among College Students

2013 ◽  
Author(s):  
Jamie M. Novak ◽  
Roger D. Klein ◽  
Elaine N. Rubinstein
Keyword(s):  
College Students ◽  
Electronic Aggression

Ways of ICT Usage among Mildly Intellectually Disabled Adolescents

2013 ◽  
pp. 524-543
Author(s):  
Piotr Plichta
Keyword(s):  
Information And Communication Technologies ◽  
Cell Phones ◽  
Leisure Activity ◽  
Communication Technologies ◽  
Qualitative Approach ◽  
Intellectually Disabled ◽  
Electronic Aggression ◽  
The Disabled ◽  
Information And Communication ◽  
Digital Exclusion

The chapter explores patterns of ICT (Information and Communication Technologies) usage (particularly: cell phones and the Internet) among mildly intellectually disabled adolescents aged 13-17. Importance of leisure activity in life and rehabiliation of the disabled as well as a risk of digital exclusion are also underlined. The strong emphasis is put on an issue of victimization and perpetration of electronic aggression. Data were obtained from the unstructured interviews (qualitative approach). The research revealed several issues related to patterns of ICT usage. The data are presented as following categories: importance and declared range of ICT usage, ICT and its usage for communication purposes, awareness of the risks related to ICT usage, ICT usage and electronic aggression (divided in two categories: being a victim and/or being a perpetrator, ICT usage and issues related to family functioning). Such problem areas are not well recognized in either Polish or foreign literature.

scholarly journals Electronic Aggression Among Emerging Adults

2013 ◽  
Vol 1 (4) ◽  
pp. 293-304 ◽  
Author(s):  
Ilana Kellerman ◽  
Gayla Margolin ◽  
Larissa A. Borofsky ◽  
Brian R. Baucom ◽  
Esti Iturralde
Keyword(s):  
Emerging Adults ◽  
Electronic Aggression

scholarly journals Internet risky behaviours among youth with visual impairment

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e12376
Author(s):  
Magdalena Agnieszka Wrzesińska ◽  
Kamila Knol-Michałowska ◽  
Patryk Stecz ◽  
Monika Kopytowska ◽  
Katarzyna Binder-Olibrowska
Keyword(s):  
Visual Impairment ◽  
Excessive Amount ◽  
Male Students ◽  
Diagnostic Tools ◽  
Sexual Content ◽  
School Students ◽  
Electronic Aggression ◽  
Different Types ◽  
Risky Behaviours ◽  
The Relationship

Background Young individuals with visual impairment (VI), exposed to higher risky of social exclusion, might be more prone to Internet risky behaviours including electronic aggression. Objective Different types of Internet risky behaviours and the average time spent online were investigated among students with VI. These behaviours were analyzed for the relationship with witnessing, perpetrating and becoming a victim of electronic aggression. Methods A total of 490 special needs school students with VI answered a self-administered questionnaire. The average time spent online, different types of risky Internet activities and electronic aggression were recorded, as well as sociodemographic characteristics. Results Male students downloaded software illegally, hacked, published and viewed sites with sexual content, and gambled online statistically more often than female counterparts. Concerning electronic aggression, more than half of participants were engaged as witnesses, every fifth student as a victim and 11.6% as perpetrators. Two sets of ordinal logistic regression analyses have shown that communication with a person promoting violence and an excessive amount of time spent online during weekends predicted significantly the risk of witnessing and being a victim of electronic aggression. Additionally, communicating with a person promoting violence and an excessive amount of time spent online during schooldays were associated with increased odds for engagement in electronic aggression as a perpetrator. Conclusions Population with VI is prone to risky Internet use and likely to be engaged in electronic aggression. New instruments and preventive strategies need to be developed, as well as diagnostic tools tailored specifically to the needs of young people with VI.

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