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ERIC Number: EJ1144378
Record Type: Journal
Publication Date: 2017-Jun
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1037-2911
Cyberbullying in Australian Primary Schools: How Victims Differ in Attachment, Locus of Control, Self-Esteem, and Coping Styles Compared to Non-Victims
Muller, Rachel D.; Skues, Jason L.; Wise, Lisa Z.
Journal of Psychologists and Counsellors in Schools, v27 n1 p85-104 Jun 2017
This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological responses employed by cyberbullying victims included blocking, deleting, and changing passwords. Those who reported a single episode of cyberbullying had higher levels of self-esteem compared to the never cyberbullied or repeatedly cyberbullied groups, but there were no significant differences in attachment, locus of control, and coping styles. These findings have important implications for teachers, parents, school psychologists, and researchers in terms of defining and operationalising cyberbullying, and developing cyberbullying interventions for primary school children.
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia