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Family Climate, Perception of Academic Achievements, Peer Engagement in Cyberbullying, and Cyber Roles among Adolescents

Author

Listed:
  • Hagit Sasson
  • Aviad Tur-Sinai

    (University of Haifa
    University of Rochester Medical Center)

  • Keren Dvir

    (Henrietta Szold Institute, The National Institute for Research in the Behavioural Sciences)

Abstract

Cyberbullying is a disturbing form of behavior associated with the use of communication technologies among adolescents. Many studies have been devoted to cyberbullies and cyber victims, neglecting an important growing group: cyberbullies who are also cyber victims. Moreover, few studies refer to all cyberbullying roles and factors associated with them. Therefore, the goal of this study is to examine differences in family climate, peers’ engagement in cyberbullying, and perception of academic achievements among involvements in cyberbullying roles. Data are collected by telephone or face-to-face from a sample of 277 eleventh- to twelfth-grade students in Israel who are asked to participate in the survey. Cyberbullying roles are composed of two variables—cyberbullies and cyber victims, creating four groups: cyberbullies, cyber victims, cyberbullies-and-victims, and non-involved. Three types of family climate are measured: warmth, order and supervision, and conflict. Respondents report their perceptions of peers’ engagement in cyberbullying. At the personal level, gender, perception of academic achievements, and school absence are measured. Multinomial logistic regression findings show that boys are more likely to be cyberbullies and cyberbullies-victims than are girls; family conflicts increase the odds of being cyberbullies and cyber victims; and family warmth decreases the odds of being cyber victims and cyberbullies-cyber victims. Perception of peers’ engagement in cyberbullying increases the odds of being cyberbullies and cyberbullies-victims. Perception of academic achievements and school absence have opposite effects on cyber victims, the former increasing the odds of being cyber victims and the latter decreasing them. The results emphasize the role of family and peers in adolescents’ cyber behavior. Limitations and conclusions are discussed.

Suggested Citation

  • Hagit Sasson & Aviad Tur-Sinai & Keren Dvir, 2024. "Family Climate, Perception of Academic Achievements, Peer Engagement in Cyberbullying, and Cyber Roles among Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(5), pages 2011-2028, October.
  • Handle: RePEc:spr:chinre:v:17:y:2024:i:5:d:10.1007_s12187-024-10140-7
    DOI: 10.1007/s12187-024-10140-7
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    References listed on IDEAS

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    1. Jungup Lee & JongSerl Chun & Jinyung Kim & Jieun Lee & Serim Lee, 2021. "A Social-Ecological Approach to Understanding the Relationship between Cyberbullying Victimization and Suicidal Ideation in South Korean Adolescents: The Moderating Effect of School Connectedness," IJERPH, MDPI, vol. 18(20), pages 1-15, October.
    2. Schneider, S.K. & O'donnell, L. & Stueve, A. & Coulter, R.W.S., 2012. "Cyberbullying, school bullying, and psychological distress: A regional census of high school students," American Journal of Public Health, American Public Health Association, vol. 102(1), pages 171-177.
    3. Fong-Ching Chang & Chiung-Hui Chiu & Nae-Fang Miao & Ping-Hung Chen & Ching-Mei Lee & Tzu-Fu Huang & Yun-Chieh Pan, 2015. "Online gaming and risks predict cyberbullying perpetration and victimization in adolescents," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 60(2), pages 257-266, February.
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