Differences in Types and Technological Means by Which Mexican High Schools Students Perform Cyberbullying: Its Relationship with Traditional Bullying

Angel Alberto Valdés Cuervo, Ernesto Alonso Carlos Martinez, Jesús Tanori Quintana, Teodoro Rafael Wendlandt Amezaga

Abstract


The aim of this study is to determine the differences between types and technological means by which Mexican high school students perform cyberbullying. The effects to perform the role of aggressor and victim in the traditional bullying were also established in the intensity of the reports of cyberbullying. It was used a random cluster sampling with 278 students selected from four high schools, to which they were given two instruments designed expressly for measuring the frequency of types of cyberbullying and the use of technological means for its realization, as well as the frequency of bullying respectively. Results showed that denigration, harassment and exclusion were reported significantly more strongly than the other types of cyberbullying, and that the most frequently used technological medium were social networks. It was also found that performing the role of aggressor (R2=.44) or victim (R2=.37) explained a significant portion of the variance of cyberbullying reports. It was concluded that cyberbullying is a phenomenon that can take various forms and it is related in a complex way with traditional bullying.


Full Text: PDF DOI: 10.5539/jedp.v4n1p105

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Journal of Educational and Developmental Psychology   ISSN 1927-0526 (Print)   ISSN 1927-0534 (Online)

Copyright © Canadian Center of Science and Education

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.