Visual Layout of Print Questionnaires: Effect on Responses of Middle School Students

A three-page questionnaire was modified to a one-page format. Questionnaires were administered in classroom groups to 300 middle school students. Classrooms were randomly divided into two groups, with one group receiving the original three-page format and the other receiving a single-page version of the same questionnaire. The visual layout of the two versions was different, and included variations in font, placement of response options, and spacing. Item non-response was greater for the single-page format. No statistically significant differences were detected between response patterns or internal consistency of the two versions of the questionnaire. Implications for school counselors are discussed

General and ICT Self-Efficacy in Different Participants Roles in Cyberbullying/Victimization Among Pakistani University Students

The study examines both general and Internet and Communication Technology (ICT) self-efficacy in cyber-victims, cyber-bullies, and cyber bully victims in comparison to un-involved students. Gender differences were also examined. A total of 1115 Pakistani university students from six universities participated in the study. Analyses were conducted on 950 complete cases (371 males, and 579 females). Data were collected on cyberbullying/victimization, general self-efficacy (GSE), ICT self-efficacy, traditional bullying/victimization, ICT usage, social desirability, and demographics. Multinomial logistic regression analysis indicated that ICT self-efficacy significantly decreased the probability of being a cyber-victim and significantly increased the chances of being a cyber-bully whereas GSE appeared to have no role in predicting participant roles in cyberbullying after controlling for covariates (i.e., age, gender, traditional bullying, traditional victimization, social desirability, Internet usage, time spent on the Internet, and social networking sites (SNS). Findings of the study have important implications for developing and enhancing interventions with respect to the inclusion of ICT related skills in anti-cyberbullying programs. With respect to gender, findings showed that females reported a higher level of victimization while males reported higher perpetration on both traditional and cyberbullying.Open access journal.This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]

General and ICT Self-Efficacy in Different Participants Roles in Cyberbullying/Victimization Among Pakistani University Students

The study examines both general and Internet and Communication Technology (ICT) self-efficacy in cyber-victims, cyber-bullies, and cyber bully victims in comparison to un-involved students. Gender differences were also examined. A total of 1115 Pakistani university students from six universities participated in the study. Analyses were conducted on 950 complete cases (371 males, and 579 females). Data were collected on cyberbullying/victimization, general self-efficacy (GSE), ICT self-efficacy, traditional bullying/victimization, ICT usage, social desirability, and demographics. Multinomial logistic regression analysis indicated that ICT self-efficacy significantly decreased the probability of being a cyber-victim and significantly increased the chances of being a cyber-bully whereas GSE appeared to have no role in predicting participant roles in cyberbullying after controlling for covariates (i.e., age, gender, traditional bullying, traditional victimization, social desirability, Internet usage, time spent on the Internet, and social networking sites (SNS). Findings of the study have important implications for developing and enhancing interventions with respect to the inclusion of ICT related skills in anti-cyberbullying programs. With respect to gender, findings showed that females reported a higher level of victimization while males reported higher perpetration on both traditional and cyberbullying

Summary

There is no disagreement that cyberbullying is a serious global problem, and that strategies to combat the problem are sorely needed. Without evidenced-based interventions readily available, practitioners are left to their own devices to create programs, sometimes in collaboration with researchers. In this book, we have provided the most current information available on efforts to reduce cyberbullying in schools. The reader will notice that the strength of the evidence of effectiveness varies among the programs, but all at least show preliminary findings that hold promise. Readers will need to weigh the results of these evaluations with care, and note whether the context for the interventions will make it possible to adapt the program for their own setting. For example, in some countries, students remain together as a class throughout the day, while in others, secondary students change classes (and classmates) multiple times each day. This means that programs based on a cohort will be difficult to apply where classes are not as cohesive

Cyberbullying: Definition, consequences, prevalence

Although there is now a sizable body of research on many aspects of cyberbullying, what is missing is investigations of promising programs designed to reduce it. This book is an attempt to remedy that deficit and provide readers with information about programs that have at least preliminary evidence of efficacy or effectiveness. While the study of the motivations, mechanisms, and dynamics of cyberbullying is ongoing, we want to bring attention here to successful efforts to do something about the problem. We also want to be sure that adults have accurate information about cyberbullying. Adults often think that there is an epidemic of cyberbullying and believe it is more common than data show it to be. In fact, cyberbullying occurs much less frequently than traditional forms. Furthermore, adults may also mistakenly believe the students are more upset by incidents of cyberbullying than students report being

Summary [Reducing Cyberbullying in Schools: International Evidence-based Best Practices]

There is no disagreement that cyberbullying is a serious global problem, and that strategies to combat the problem are sorely needed. Without evidenced-based interventions readily available, practitioners are left to their own devices to create programs, sometimes in collaboration with researchers. In this book, we have provided the most current information available on efforts to reduce cyberbullying in schools. The reader will notice that the strength of the evidence of effectiveness varies among the programs, but all at least show preliminary findings that hold promise. Readers will need to weigh the results of these evaluations with care, and note whether the context for the interventions will make it possible to adapt the program for their own setting. For example, in some countries, students remain together as a class throughout the day, while in others, secondary students change classes (and classmates) multiple times each day. This means that programs based on a cohort will be difficult to apply where classes are not as cohesive

When Sharing is a Bad Idea: The Effects of Online Social Network Engagement and Sharing Passwords with Friends on Cyberbullying Involvement

Every day, children and adolescents communicate online via social networking sites (SNSs). They also report sharing passwords with peers and friends, a potentially risky behavior in regard to cyber safety. This longitudinal study tested the hypotheses that social network engagement in multiple settings would predict more cyberbullying involvement over time, and that youth who reported sharing passwords would also experience an increase in cyberbullying involvement. Data were collected at two time points one year apart from 1,272 third through eighth grade students. In line with the first study hypothesis, participating in more online SNSs was associated with increased cyberbullying involvement over time, as well as sharing passwords over time. Cyberbullying involvement at T1 predicted decreases in sharing passwords over time, suggesting that youth become aware of the dangers of sharing passwords as a result of their experience. Sharing passwords at T1 was unrelated to cyberbullying involvement at T2. Although it seems that youth may be learning from their previous mistakes, due to the widespread use of social media and normality of sharing passwords among young people, it is important to continue to educate youth about cyber safety and risky online behavior

Moral Disengagement About Cyberbullying and Parental Monitoring: Effects on Traditional Bullying and Victimization via Cyberbullying Involvement

The indirect effects of moral disengagement about cyberbullying and parental monitoring on traditional victimization and bullying via cyberbullying involvement were examined in a diverse sample of 800 youth in Grades 3 to 8. After controlling for grade and gender, moral disengagement about cyberbullying and parental monitoring had an indirect effect on traditional victimization and bullying through cyberbullying involvement. Moral disengagement about cyberbullying and parental monitoring had a direct effect on traditional bullying. Results suggest that moral disengagement about cyberbullying and parental monitoring affect cyberbullying involvement and additionally impact experiences beyond the cyber context