engleski

Cyberbullying and emotional distress in adolescents: the importance of family, peers and school

The paper examines the role of socioeconomic status, family, parenting styles, peer relations and school factors in cyber-bullying with focus on emotional consequences. A survey was conducted with 259 participants (202 female) aged 19–25. 58, 1% experienced some form of cyber violence, and 56, 8% did not bully others. 21% report regular cyber victimization with distinct emotional disturbance (31, 3%), anger (20, 8%), helplessness (13, 1%) and sorrow (20, 5%). Girls talk to others about cyberbullying more often (p<, 05). Boys (p<, 05) and younger participants cyberbully others more (p<, 01). Students with lower academic achievement cyberbully others more than those with average academic success (p<, 01). Cyberbullying correlates negatively with traditional protective factors in risk behaviour aetiology (family, school and peer relations). Younger male participants (p<, 01), who have less educated mothers (p<, 05), lower academic achievement (p<, 01) and report lower satisfaction with family life, peer relations and school attainment (p<, 01) represent an average cyberbully profile. Age (p<, 01) and school success (p<, 01) predict cyberbullying for younger and academically less efficient participants. Emotional distress and reactiveness is the strongest predictor of cyber victimization (p<, 001), while cyber victimization represents the strongest predictor for cyberbullying perpetration (p<, 001). Peer pressure positively predicts cyber victimization (p<, 01). Finally, lower family life quality predicts cyber victimization (p<, 001), as well as cyberbullying perpetration (p<, 05).

Education ; Psychology ; Computer science ; Cyberbullying ; Family ; School ; Emotions ; Adolescents ; Peers

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