Bullying embraces the virtual world : elucidating the psychosocial determinants and correlates of traditional vs. cyberbullying types

Abstract

Rapid technological development has drastically changed the social landscape, redefining the ways youth stay connected and communicate with one another. New technologies provide a virtual platform where cyberbullying behaviours are able to thrive. Although international research has made considerable progress in advancing our understanding of traditional forms of bullying, much remains to be done to uncover the complexities of cyberbullying phenomena. This thesis aims to address the research gaps and methodological limitations associated with cyberbullying research by conducting a mixed methods investigation from an ecological framework, to provide a richer and a more complete understanding of bullying phenomena. A total quantitative sample of 625 students was recruited from two NSW secondary schools across grades 7 through 10. A qualitative subsample of 81 participants drawn from the same two schools included the students (n = 57), their parents (n = 10), educational staff and school counsellors (n = 14). Three interrelated studies were conducted to advance cyberbullying research: Study 1 developed a new, psychometrically sound instrument titled the Adolescent Cyber Bullying Instrument (ACBI), which is grounded in a strong theoretical framework and which measures cyberbullying behaviours across all potential perspectives. Confirmatory factor analysis (CFA) and tests of invariance revealed that the new continuous measure was valid and reliable. Study 2 used structural equation modelling (SEM) to uncover the effects of gender, grade, and school context on cyberbullying and traditional bullying behaviour, as well as to investigate the psychosocial correlates of involvement. The results revealed that students involved in any cyberbullying role (victim, bully, or bystander) were significantly more likely to report symptoms of depression, although to varying degrees. Generally speaking, cyber victims reported experiencing significantly lower perceptions of physical appearance and parental relations self-concept, whilst cyberbullies reported significantly poorer parental relations and verbal and mathematical (English and maths) self-concept. Interestingly, bystanders witnessing happy slapping behaviours (e.g., embarrassing situations that were set up, recorded and subsequently posted online) also reported significant experiences of depression. These results provide preliminary evidence suggesting that students involved in happy slapping incidents may also be at a greater risk of adverse mental health consequences. Lastly, Study 3 captured the perspectives of all school stakeholders involved (students, their parents, educators and school counsellors) by uncovering shared bullying experiences. Stakeholder interviews clarified definitions of different cyberbullying forms, why students engage in bullying perpetration, the impact bullying has on peers and families, reasons for the reluctance to disclose, the relation between traditional and cyber forms of bullying, and generated valuable practical suggestions to seed sustainable intervention/prevention programs addressing bullying. One of the most important findings showed that traditional forms of bullying and cyberbullying are positively correlated, suggesting that anti-bullying prevention programs need to target both forms of bullying, to effectively reduce all incidents, both offline and online. Preliminary results indicate that bullying begins in school hours and transfers across to online environments. This reveals that portable technology has provided bullying access to previously established safe havens such as the family home. Further implications of these findings for theory, research, and schools are discussed.

Date of Award	2016
Original language	English