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Academic, Socio-emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both: Looking at Variables and Persons

Academic, Socio-emotional and Demographic Characteristics of Adolescents Involved in Traditional... The present paper (1) examined variables, which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = 0.86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cyber-victimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socio-emotional variables. Implications for intervention and prevention are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Developmental Science IOS Press

Academic, Socio-emotional and Demographic Characteristics of Adolescents Involved in Traditional Bullying, Cyberbullying, or Both: Looking at Variables and Persons

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Publisher
IOS Press
Copyright
Copyright © 2017 IOS Press and the authors. All rights reserved
ISSN
2192-001X
DOI
10.3233/DEV-17219
Publisher site
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Abstract

The present paper (1) examined variables, which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = 0.86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cyber-victimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socio-emotional variables. Implications for intervention and prevention are discussed.

Journal

International Journal of Developmental Science – IOS Press

Published: Jan 1, 2017

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