Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents -a Review

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• 作者：Hannah J. Thomas ; Jason P. Connor ; James G. Scott
• 关键词：Traditional bullying ; Cyberbullying ; Adolescence ; Definition ; Measurement ; Survey ; Review
• 刊名：Educational Psychology Review
• 出版年：2015
• 出版时间：March 2015
• 年：2015
• 卷：27
• 期：1
• 页码：135-152
• 全文大小：380 KB
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• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  Education
  
• 出版者：Springer Netherlands
• ISSN：1573-336X

文摘

The need for an integrated approach to studying bullying behaviors, both traditional and cyber, in adolescents is increasingly evident. The definitional criteria of bullying are well established in the traditional bullying literature and include (i) intention, (ii) repetition, and (iii) power imbalance. There is emerging evidence that these same criteria can be broadly applied to cyberbullying behaviors; however, important additional elements may include anonymity and publicity in a cyber-act. Fundamental to integrating traditional and cyberbullying are the measurement tools used to capture the extent and range of bullying behaviors. Self-report surveys are widely adopted as a method for measuring the prevalence of bullying victimization and perpetration. The current paper reviews the definitional and measurement issues relating to traditional and cyberbullying among school-aged youth. We conclude that both traditional and cyberbullying behaviors should be measured simultaneously. Operationalizing components of the definitional criteria in self-report surveys will result in more consistent and reliable measurement across all bullying behaviors.