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Contents
- Abstract
- Electronic Communication and the Importance of Studying Cyberbullying
- Defining Cyberbullying
- Cyberbullying Versus Traditional Bullying
- Prevalence
- Country of Origin
- Measurement of Cyberbullying
- Nature of Items
- Provision of a Bullying Definition
- Comeasurement of Traditional Bullying
- Theoretical Background
- Knowledge Structures
- Inputs
- Person Factor 1: Gender
- Person Factor 2: Age
- Person Factor 3: Motives
- Person Factor 4: Personality
- Person Factor 5: Psychological states
- Person Factor 6: Socioeconomic status and technology use
- Person Factor 7: Values and perceptions
- Person Factor 8: Other maladaptive behavior
- Situational Factor 1: Provocation and perceived support
- Situational Factor 2: Parental involvement
- Situational Factor 3: School climate
- Situational Factor 4: Perceived anonymity
- Routes
- Proximal Processes
- Distal Outcomes
- Differing Paths by Bully/Victim Status
- Cyberperpetration
- Cybervictimization
- The Current Study
- Meta-Analysis Method
- Literature Search
- Inclusion and Exclusion Criteria
- Sample of Studies
- Coding of Studies
- Meta-Analytic Procedure
- Meta-Analysis Results
- Results of Moderator Analyses
- Grade level
- Country of origin
- Single- vs. multiple-item measurement
- Provision of a (cyber)bullying definition or the word “bully.”
- Measurement of traditional bullying
- Gender
- Meta-Analysis Discussion
- Relationships With Cyberbullying Perpetration
- Relationships With Cyberbullying Victimization
- Moderators of the CB/CV Relations
- Grade level
- Country of origin
- Single-item vs. multiple-item measures
- Provision of a bullying definition or the word “bully.”
- Measurement of traditional bullying
- Gender
- Limitations
- Implications
- Future Research
- Person Factors
- Situational Factors
- Study Design Features
Figures and Tables
Abstract
Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today’s youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed...