International Journal of Developmental Science - Volume 11, issue 1-2

Authors: Scheithauer, Herbert | Trip, Simona

Article Type: Editorial

DOI: 10.3233/DEV-000087

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 1-2, 2017

Authors: Trip, Simona

Article Type: Meeting Report

DOI: 10.3233/DEV-000088

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 3-7, 2017

Authors: Pieschl, Stephanie | Porsch, Torsten

Article Type: Research Article

Abstract: Theoretically, there are strong arguments for a relationship between cyberbullying and trust. On the one hand, trust is built on experiences; thus, experiences of malevolence such as cyberbullying might contribute to low trust. On the other hand, high trust may lead to risky online behavior such as self-disclosures that could increase the risk of cyberbullying. As first empirical evidence, we explored this relationship in two cross-sectional studies. Explorative Study 1 (N  = 224) showed that negative experiences of family problems and cyber-perpetration predicted low generalized trust. Exploratory Study 2 (N  = 196) showed no significant direct relationship, but trust was related to …low online privacy concerns and the willingness to self-disclose online was positively related to cyber-victimization and cyber-perpetration. Thus, these studies show mixed evidence and demonstrate that the relationship between cyberbullying and trust might be more complex than assumed. Future longitudinal designs might be illuminating. Show more

Keywords: Cyberbullying, trust, family problems, self-disclosure

DOI: 10.3233/DEV-160208

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 9-17, 2017

Authors: Solomontos-Kountouri, Olga | Tsagkaridis, Konstantinos | Gradinger, Petra | Strohmeier, Dagmar

Article Type: Research Article

Abstract: The present paper (1) examined variables, which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage  = 13.08, SD  = 0.86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cyber-victimization …was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socio-emotional variables. Implications for intervention and prevention are discussed. Show more

Keywords: cyber-victimization, variable-oriented approach, person-oriented approach, adolescence

DOI: 10.3233/DEV-17219

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 19-30, 2017

Authors: Stefanek, Elisabeth | Strohmeier, Dagmar | Yanagida, Takuya

Article Type: Research Article

Abstract: The goals of this study were (1) to identify groups of bullies and victims, (2) to investigate level differences in depression, peer relationships, and academic variables, and (3) to examine how peer relationships and academic variables were associated with depression in these groups. The sample comprised 1,451 students (48.6% girls) aged 10–15 years (M  = 12.31). Applying Latent Profile Analysis five groups were identified: non-involved adolescents (74%), bullies (9%), moderate victims (11%), severe victims (3%), and bully-victims (3%). Non-involved adolescents had lowest level of depression and highest level of school liking. Severe victims had fewest reciprocal friends and were perceived as …most unpopular. Severe victims and bully-victims had highest level of depression and lowest levels of school liking. In non-involved adolescents, moderate victims, and in bully-victims academic variables, in bullies academic variables and peer relations, and in severe victims peer relations were related to depression. Show more

Keywords: Bullying, victimization, peer relationships, academic variables, latent profile analysis

DOI: 10.3233/DEV-160214

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 31-43, 2017

Authors: Pieschl, Stephanie | Kourteva, Penka | Stauf, Leonie

Article Type: Research Article

Abstract: Nowadays cyberbullying prevention programs such as Surf-Fair can significantly reduce cyberbullying but little is known about necessary and sufficient conditions of their effectiveness. Case Study 1 followed three successive waves of implementation of Surf-Fair in one German highest-track secondary school in a pre-post design. Results show no reduction in negative cyber incidents, but students indicated using better coping strategies afterwards and evaluated Surf-Fair positively. These effects were more pronounced in later waves conducted by teachers, confirming teachers’ ability to administer Surf-Fair. Case Study 2 explored if a stand-alone Surf-Fair Bystander Unit would successfully increase empathy and helping and reduce negative …cyber incidents at German mixed-track comprehensive schools. No significant effects were detected in a pre-post waiting-control-group design, most likely due to the context. Based on these examples more general challenges of cyberbullying prevention research will be discussed, for example school volunteering and politics and different evaluation and didactic approaches. Show more

Keywords: Cyberbullying, prevention, evaluation, bystander, teachers

DOI: 10.3233/DEV-160209

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 45-54, 2017

Authors: Dele Bull, Heike | Schultze, Martin | Scheithauer, Herbert

Article Type: Correction

DOI: 10.3233/DEV-000086

Citation: International Journal of Developmental Science, vol. 11, no. 1-2, pp. 55-55, 2017