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Auteur Jess MAHDAVI |
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Cyberbullying: its nature and impact in secondary school pupils / Peter K. SMITH in Journal of Child Psychology and Psychiatry, 49-4 (April 2008)
[article]
Titre : Cyberbullying: its nature and impact in secondary school pupils Type de document : Texte imprimé et/ou numérique Auteurs : Peter K. SMITH, Auteur ; Jess MAHDAVI, Auteur ; Manuel CARVALHO, Auteur ; Sonja FISHER, Auteur ; Shanette RUSSELL, Auteur ; Neil TIPPETT, Auteur Année de publication : 2008 Article en page(s) : p.376–385 Langues : Anglais (eng) Mots-clés : Bullying victim cyber mobile-phone internet adolescence aggression computers Index. décimale : PER Périodiques Résumé : Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying.
Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying.
Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it.
Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01846.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339
in Journal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.376–385[article] Cyberbullying: its nature and impact in secondary school pupils [Texte imprimé et/ou numérique] / Peter K. SMITH, Auteur ; Jess MAHDAVI, Auteur ; Manuel CARVALHO, Auteur ; Sonja FISHER, Auteur ; Shanette RUSSELL, Auteur ; Neil TIPPETT, Auteur . - 2008 . - p.376–385.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.376–385
Mots-clés : Bullying victim cyber mobile-phone internet adolescence aggression computers Index. décimale : PER Périodiques Résumé : Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying.
Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying.
Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it.
Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01846.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339