TY - JOUR
T1 - Cyber- and face-to-face bullying: who crosses over?
AU - Shin, Hwayeon Helene
AU - Braithwaite, Valerie
AU - Ahmed, Eliza
PY - 2016
Y1 - 2016
N2 - A total of 3956 children aged 12-13 years who
completed the Longitudinal Study of Australian
Children (LSAC Wave 5) were questioned about
their experiences of traditional bullying and
cyberbullying in the last month. Sixty per cent
of the sample had been involved in traditional
bullying as the victim and/or the offender. Eight
percent had been involved in cyberbullying as
victim and/or offender. The vast majority (95%)
of those involved in cyberbullying were also
involved in traditional bullying. Children involved
in both traditional bullying and cyberbullying were
compared with those involved in only traditional
bullying. Boys were more likely to be involved
in both types of bullying than girls. Children
with friends involved in delinquent activities and
who did not have trustworthy and supportive
friends were more likely to bully both traditionally
and in cyberspace. Computer proficiency
and use did not differentiate children who had
crossed over and those who had not, although
computer use for socialising purposes had
some predictive value. The study suggests the
value of school interventions for children as they
approach adolescence, covering both traditional
bullying and cyberbullying, and targeting
social relationships in order to teach children
how to manage them safely and intelligently.
AB - A total of 3956 children aged 12-13 years who
completed the Longitudinal Study of Australian
Children (LSAC Wave 5) were questioned about
their experiences of traditional bullying and
cyberbullying in the last month. Sixty per cent
of the sample had been involved in traditional
bullying as the victim and/or the offender. Eight
percent had been involved in cyberbullying as
victim and/or offender. The vast majority (95%)
of those involved in cyberbullying were also
involved in traditional bullying. Children involved
in both traditional bullying and cyberbullying were
compared with those involved in only traditional
bullying. Boys were more likely to be involved
in both types of bullying than girls. Children
with friends involved in delinquent activities and
who did not have trustworthy and supportive
friends were more likely to bully both traditionally
and in cyberspace. Computer proficiency
and use did not differentiate children who had
crossed over and those who had not, although
computer use for socialising purposes had
some predictive value. The study suggests the
value of school interventions for children as they
approach adolescence, covering both traditional
bullying and cyberbullying, and targeting
social relationships in order to teach children
how to manage them safely and intelligently.
U2 - 10.1007/s11218-016-9336-z
DO - 10.1007/s11218-016-9336-z
M3 - Article
SN - 1381-2890
VL - 19
SP - 537
EP - 567
JO - Social Psychology of Education
JF - Social Psychology of Education
IS - 3
ER -