The emergence of cyberbullying in childhood: Parent and teacher perspectives

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2016-06-01 DOI:10.1016/j.pse.2016.02.002
Claire P. Monks , Jess Mahdavi , Katie Rix
{"title":"The emergence of cyberbullying in childhood: Parent and teacher perspectives","authors":"Claire P. Monks ,&nbsp;Jess Mahdavi ,&nbsp;Katie Rix","doi":"10.1016/j.pse.2016.02.002","DOIUrl":null,"url":null,"abstract":"<div><p>This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size <em>N</em> <!-->=<!--> <!-->41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Participants were generally aware of cyberbullying and its various forms and felt that it could occur among primary school-aged pupils. Thematic analysis was used to identify themes emerging from the focus groups. Relating to the emergence of cyberbullying, themes included children's ability (literacy and computer skills), access to ICT (Information and Communication Technology) and external factors such as peer pressure. When asked about the characteristics of children involved in cyberbullying, themes included the relationship between involvement in cyberbullying and traditional bullying, the role of gender, and different motivations for cyberbullying. None of the groups felt that cyberbullying was less upsetting for victims than traditional bullying and themes surrounding the impact of cyberbullying referred to the nature of cyberbullying and discussions relating to the characteristics of the victim were raised. When talking about the role of adult intervention, participants mentioned the use of rules/restrictions and the perceived generation gap in ICT skills. Participants agreed that supervision of Internet and mobile phone use at home would be beneficial, but was less in accord regarding the usefulness of supervision at school. The findings are discussed in terms of their implications for research and interventions.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.02.002","citationCount":"61","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X16000117","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 61

Abstract

This study examined the awareness and perceptions of parents/guardians and school staff regarding cyberbullying among primary school-aged pupils. Eight focus groups (total sample size N = 41) explored the emergence of cyberbullying, characteristics of cyberbullies and cybervictims, the impact of cyberbullying, and the role of adult supervision. Participants were generally aware of cyberbullying and its various forms and felt that it could occur among primary school-aged pupils. Thematic analysis was used to identify themes emerging from the focus groups. Relating to the emergence of cyberbullying, themes included children's ability (literacy and computer skills), access to ICT (Information and Communication Technology) and external factors such as peer pressure. When asked about the characteristics of children involved in cyberbullying, themes included the relationship between involvement in cyberbullying and traditional bullying, the role of gender, and different motivations for cyberbullying. None of the groups felt that cyberbullying was less upsetting for victims than traditional bullying and themes surrounding the impact of cyberbullying referred to the nature of cyberbullying and discussions relating to the characteristics of the victim were raised. When talking about the role of adult intervention, participants mentioned the use of rules/restrictions and the perceived generation gap in ICT skills. Participants agreed that supervision of Internet and mobile phone use at home would be beneficial, but was less in accord regarding the usefulness of supervision at school. The findings are discussed in terms of their implications for research and interventions.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
儿童时期网络欺凌的出现:家长和教师的观点
本研究调查了家长/监护人和学校工作人员对小学生网络欺凌的认识和看法。8个焦点小组(总样本量N = 41)探讨了网络欺凌的出现、网络欺凌者和网络受害者的特征、网络欺凌的影响以及成人监督的作用。与会者普遍意识到网络欺凌及其各种形式,并认为它可能发生在小学生中。专题分析用于确定焦点小组提出的主题。关于网络欺凌的出现,主题包括儿童的能力(识字和计算机技能)、获取信息和通信技术(ICT)以及同伴压力等外部因素。当被问及参与网络欺凌的儿童的特征时,主题包括参与网络欺凌与传统欺凌之间的关系、性别的作用以及网络欺凌的不同动机。没有一个小组认为网络欺凌对受害者的困扰比传统欺凌少,围绕网络欺凌影响的主题涉及网络欺凌的性质和与受害者特征有关的讨论。在谈到成人干预的作用时,与会者提到了规则/限制的使用以及在ICT技能方面存在的代沟。受访者都同意在家中监管互联网和手机的使用是有益的,但对在学校监管的作用却不太一致。这些发现对研究和干预的意义进行了讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
期刊最新文献
Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic The Relationship between Learning Potential in Preschool Children and their Cognitive Abilities The Role of Executive Functioning and Technological Anxiety (FOMO) in College Course Performance as Mediated by Technology Usage and Multitasking Habits. Cybergossip and cyberbullying during primary school years Estudio sobre la utilización de estrategias de automotivación en estudiantes universitarios
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1