Wallner S, Stemmler M (2021)
Publication Language: English
Publication Type: Journal article, Original article
Publication year: 2021
Pages Range: 800-811
Journal Issue: 3(4)
DOI: 10.3390/psych3040051
Open Access Link: https://doi.org/10.3390/psych3040051
Cyberbullying is currently considered as a widespread problem among children and adolescents; in particular, the risks of cyberbullying have recently been examined. The empirical analyses of the present work are based on data from a German longitudinal study. The self-reports of adolescents from Dortmund and Nuremberg on both cyberbullying and individual and contextual characteristics were taken into account. The two-wave panel encompasses N = 871 adolescents (44.5% male); the average age was M = 15.1 years (SD = 0.83) at t1. Data on cyberbullying refer to sending insults or threats to others via the Internet, spreading rumours or talking badly about others via the Internet, and sending private e-mails, photos or similar from others in order to embarrass or ridicule the persons concerned. Other characteristics relate to single aspects of psychopathy (egocentric egotism, low self-control, empathy deficits), acceptance of violence, and delinquent peers. The path analytical findings illustrate the predictive relationships between both individual and contextual risks and cyberbullying in adolescence. The empirical results are discussed, among others, from the perspective of developmental and life-course criminology.
APA:
Wallner, S., & Stemmler, M. (2021). Why Do Students Become Cyberbullies? Elucidating the Contributions of Specific Developmental Risks to Cyberbullying. Psych, 3(4), 800-811. https://doi.org/10.3390/psych3040051
MLA:
Wallner, Susanne, and Mark Stemmler. "Why Do Students Become Cyberbullies? Elucidating the Contributions of Specific Developmental Risks to Cyberbullying." Psych 3(4) (2021): 800-811.
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