Speaker
Description
Theoretical background and objective of the study
Research on cyberbullying involvement has demonstrated that the roles adopted (victims, aggressors, bully-victims, and non-involved) do not always remain stable over time. However, research on the factors associated with involvement has largely overlooked this aspect. For that, we still need to better understand the personal and contextual variables that influence the trajectories of implication. This study aims to provide an answer to this question.
Methodology
A sample of 698 adolescents (50.4% boys, 47.7% girls, and 1.9% identifying as another gender) aged 12 to 18 years (M = 14.38; SD = 1.14) participated in a two-stage self-report survey administrated at two-time points with a one-year interval between assessments. Participants were categorized into stable (consistent across the four groups) and non-stable groups (those with changing, improving, and worsening roles).
Results
The results confirm the importance of a dynamic analysis of trajectories, as only 58% of participants remain stable in their role, with 45.3% not involved. The analyses revealed significant differences across trajectories in the norm system (peer and adult), peer pressure, moral disengagement, toxic online disinhibition, school climate, empathy, parental supervision, and personality traits at T1 and T2.
Conclusion with implications for practice
This study highlights the importance of considering that roles in cyberbullying are complex and subject to change, with both personal and contextual variables associated with changes in cyberbullying involvement trajectories. Identifying the factors related to possible changes will enable the development of more effective prevention and intervention programs targeting this phenomenon.
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
