Cyberbullying among Chilean Students and the Protective Effects of Positive School Communities

Autor/inn/en	Varela, Jorge J.; Zimmerman, Marc A.; Ryan, Allison M.; Stoddard, Sarah A.
Titel	Cyberbullying among Chilean Students and the Protective Effects of Positive School Communities
Quelle	In: Journal of School Violence, 17 (2018) 4, S.430-442 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2017.1358640
Schlagwörter	Bullying; Computer Mediated Communication; Resilience (Psychology); Prevention; Interpersonal Relationship; School Policy; Prediction; Victims; Gender Differences; School Culture; Institutional Characteristics; Correlation; Grade 7; Foreign Countries; Secondary School Students; Chile + Suchen Sie Ihr Suchwort? Mobbing; Computerkonferenz; Prävention; Vorbeugung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulpolitik; Vorhersage; Victim; Opfer; Geschlechterkonflikt; Schulkultur; Schulleben; Korrelation; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Sekundarschüler
Abstract	Cyberbullying is a type of bullying that involves the use of technology to harm other students. Most researchers have examined individual-level characteristics, but the perception of school climate and school characteristics such as type, size, and level of vulnerabilities have not been considered using multilevel methods. Using a sample of 8,237 Chilean seventh graders from 1,322 schools we examined individual- and school-level predictors of cyberbullying perpetration. Cyberbullying perpetration was predicted by prior victimization, interpersonal relationships, and gender. We found an interaction effect between interpersonal relationships and teacher support for victims. Our findings support the notion that school policies and culture can play a vital role in the prevention of cyberbullying, supporting a protective resilience model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01