Citation

Muller RD, Skues JL, Wise LZ. J. Psychol. Counsell. Sch. 2017; 27(1): 85-104.

Copyright

(Copyright © 2017, Cambridge University Press)

DOI

10.1017/jgc.2016.5

PMID

unavailable

Abstract

This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological responses employed by cyberbullying victims included blocking, deleting, and changing passwords. Those who reported a single episode of cyberbullying had higher levels of self-esteem compared to the never cyberbullied or repeatedly cyberbullied groups, but there were no significant differences in attachment, locus of control, and coping styles. These findings have important implications for teachers, parents, school psychologists, and researchers in terms of defining and operationalising cyberbullying, and developing cyberbullying interventions for primary school children.

Language: en

Keywords

attachment; coping; coping resources; cyberbullying; locus of control; primary school; self-esteem; students; victim