Adolescent cybervictimization – Who they turn to and their perceived school climate

Abstract The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant...

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Bibliographic Details
Published in:Journal of adolescence (London, England.) England.), 2017-07, Vol.58 (1), p.12-23
Main Authors: Veiga Simão, A.M, Ferreira, P. Costa, Freire, I, Caetano, A.P, Martins, M.J, Vieira, C
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Bullying
Child
Children
Cyberbullying
Cybercrime
Cybervictimisation
Educational Environment
Female
Humans
Inservice Education
Internet
Male
Parent-child relations
Parents & parenting
Pediatrics
Peer Group
Perceived school climate
Perception
Quality of life
Reporting
School environment
School Teachers
Schools - organization & administration
Students - psychology
Surveys and Questionnaires
Teachers
Teenagers
Training
Victimization
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Summary:Abstract The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th, and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying.
ISSN:0140-1971
1095-9254
DOI:10.1016/j.adolescence.2017.04.009