Mobbing und Cybermobbing im Jugendalter (netTEEN)

Description

Die netTEEN‐Studie („Wie nett sind Teens im Internet“) ist eine der ersten Schweizer Studien, die das Thema Mobbing in der realen und der virtuellen Welt untersucht. Insgesamt wurden 960 Schüler und Schülerinnen der siebten Klasse aus den Kantonen Tessin, Thurgau  und Wallis über 18 Monate befragt.  Ziel der Studie ist es, Gemeinsamkeiten und Unterschiede zwischen traditionellem Mobbing und Cybermobbing zu untersuchen. Weiterhin wird im Rahmen des netTEEN‐Projekts erforscht, was mögliche Risikofaktoren für Opfersein und/oder Tätersein sind, wie sich diese Formen aggressiven Verhaltens auf Opfer und Täter auswirken und wie die Betroffenen (erfolgreich) damit umgehen können. Die Studie wird vom Schweizerischen Nationalfonds finanziert.

Institutions
  • Empirische Bildungsforschung
Publications
  Sticca, Fabio; Perren, Sonja (2013): Is cyberbullying worse than traditional bullying? : Examining the Differential Roles of Medium, Publicity, and Anonymity for the Perceived Severity of Bullying Journal of Youth and Adolescence ; 42 (2013), 5. - S. 739-750. - ISSN 0047-2891. - eISSN 1573-6601

Is cyberbullying worse than traditional bullying? : Examining the Differential Roles of Medium, Publicity, and Anonymity for the Perceived Severity of Bullying

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Cyberbullying, a modern form of bullying performed using electronic forms of contact (e.g., SMS, MMS, Facebook, YouTube), has been considered as being worse than traditional bullying in its consequences for the victim. This difference was mainly attributed to some specific aspect that are believed to distinguish cyberbullying from traditional bullying: an increased potential for a large audience, an increased potential for anonymous bullying, lower levels of direct feedback, decreased time and space limits, and lower levels of supervision. The present studies investigated the relative importance of medium (traditional vs. cyber), publicity (public vs. private), and bully's anonymity (anonymous vs. not anonymous) for the perceived severity of hypothetical bullying scenarios among a sample of Swiss seventh- and eight-graders (study 1: 49% female, mean age = 13.7; study 2: 49% female, mean age = 14.2). Participants ranked a set of hypothetical bullying scenarios from the most severe one to the least severe one. The scenarios were experimentally manipulated based on the aspect of medium and publicity (study 1), and medium and anonymity (study 2). Results showed that public scenarios were perceived as worse than private ones, and that anonymous scenarios were perceived as worse than not anonymous ones. Cyber scenarios generally were perceived as worse than traditional ones, although effect sizes were found to be small. These results suggest that the role of medium is secondary to the role of publicity and anonymity when it comes to evaluating bullying severity. Therefore, cyberbullying is not a priori perceived as worse than traditional bullying. Implications of the results for cyberbullying prevention and intervention are discussed.

Origin (projects)

    Sticca, Fabio; Ruggieri, Sabrina; Alsaker, Françoise; Perren, Sonja (2013): Longitudinal Risk Factors for Cyberbullying in Adolescence Journal of Community & Applied Social Psychology ; 23 (2013), 1. - S. 52-67. - ISSN 1052-9284. - eISSN 1099-1298

Longitudinal Risk Factors for Cyberbullying in Adolescence

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Sticca, Fabio; Ruggieri, Sabrina; Alsaker, Françoise; Perren, Sonja

Origin (projects)

    Perren, Sonja; Gutzwiller-Helfenfinger, Eveline; Malti, Tina; Hymel, Shelley (2012): Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims British Journal of Developmental Psychology ; 30 (2012), 4. - S. 511-530. - ISSN 0261-510X. - eISSN 2044-835X

Moral reasoning and emotion attributions of adolescent bullies, victims, and bully-victims

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This study investigated different facets of moral development in bullies, victims, and bully-victims among Swiss adolescents. Extending previous research, we focused on both bullying and victimization in relation to adolescents' morally disengaged and morally responsible reasoning as well as moral emotion attributions. A total of 516 adolescents aged 12-18 (57% females) reported the frequency of involvement in bullying and victimization. Participants were categorized as bullies (14.3%), bully-victims (3.9%), and victims (9.7%). Moral judgment, moral justifications, and emotion attributions to a hypothetical perpetrator of a moral transgression (relational aggression) were assessed. Bullies showed more morally disengaged reasoning than non-involved students. Bully-victims more frequently indicated that violating moral rules is right. Victims produced more victim-oriented justifications (i.e., more empathy) but fewer moral rules. Among victims, the frequency of morally responsible justifications decreased and the frequency of deviant rules increased with age. The findings are discussed from an integrative moral developmental perspective.

Origin (projects)

    Machmutow, Katja; Perren, Sonja; Sticca, Fabio; Alsaker, Françoise D. (2012): Peer victimisation and depressive symptoms : Can specific coping strategies buffer the negative impact of cybervictimisation? Emotional and Behavioural Difficulties ; 17 (2012), 3-4. - S. 403-420. - ISSN 1363-2752. - eISSN 1741-2692

Peer victimisation and depressive symptoms : Can specific coping strategies buffer the negative impact of cybervictimisation?

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Machmutow, Katja; Perren, Sonja; Sticca, Fabio; Alsaker, Françoise D.

Origin (projects)

    Perren, Sonja; Gutzwiller-Helfenfinger, Eveline (2012): Cyberbullying and traditional bullying in adolescence : Differential roles of moral disengagement, moral emotions, and moral values European Journal of Developmental Psychology ; 9 (2012), 2. - S. 195-209. - ISSN 1740-5629. - eISSN 1740-5610

Cyberbullying and traditional bullying in adolescence : Differential roles of moral disengagement, moral emotions, and moral values

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Perren, Sonja; Gutzwiller-Helfenfinger, Eveline

Origin (projects)

    Perren, Sonja; Corcoran, Lucie; Cowie, Helen; Dehue, Francine; Garcia, D'Jamila; Mc Guckin, Conor; Sevcikova, Anna; Tsatsou, Panayiota; Völlink, Trijntje (2012): Tackling cyberbullying : Review of empirical evidence regarding successful responses by students, parents and schools International Journal of Conflict and Violence ; 6 (2012), 2. - S. 283-293. - ISSN 1438-9444. - eISSN 1864-1385

Tackling cyberbullying : Review of empirical evidence regarding successful responses by students, parents and schools

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A summary of current knowledge on successful responses to cyberbullying differentiating between three different response domains: reducing risks, combatting the problem, and buffering negative impact. A systematic literature search yielded thirty-six relevant studies, most of which report findings regarding general prevention strategies (e.g., anti-bullying policies or cybersafety strategies) and the use of coping strategies such as seeking support, responding (retaliation or confronting), technical solutions, and avoidant and emotion-focussed strategies. Whilst a few studies report perceived success, very few measure the success of the strategies in relation to risks and outcomes. There is a clear lack of evidence concerning successful responses.

Origin (projects)

  Perren, Sonja; Malti, Tina; McDonald, Kristina (2011): International research on peer relations in the 21st century : What’s new? Jahrbuch Jugendforschung / Ittel, Angela; Merkens, Hans; Stecher, Ludwig (Hrsg.). - Wiesbaden : VS Verlag für Sozialwissenschaften, 2011. - S. 290-315. - ISBN 978-3-531-17656-7

International research on peer relations in the 21st century : What’s new?

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This contribution gives an overview of three selected areas of peer relations research which have evolved or gained research interest over the last decade. First, we describe research about how peer relations may affect moral development. Second, we outline how advances in statistical methods such as Social Network Analyses (SNA) enhance our understanding of social network influences and relational processes within peer groups. Third, we present research findings showing that online communication (Internet and mobile phones) provides opportunities and risks for children’s and adolescents’ peer relations and adjustment. We also discuss what has been learned about bullying from these recent advances and emergent areas of research interest.

Origin (projects)

Perren, Sonja (2011): Entwicklungsprobleme im Autonomierungsprozess : Moderne Freiheiten und ihre potentiellen Risiken im Jugendalter Sozialisation und Entwicklungsaufgaben Heranwachsender / Albisser, Stefan et al. (Hrsg.). - Baltmannsweiler [u.a.] : Schneider Hohengehren [u.a.], 2011. - (Professionswissen für Lehrerinnen und Lehrer ; 1). - S. 183-202. - ISBN 978-3-03755-121-9

Entwicklungsprobleme im Autonomierungsprozess : Moderne Freiheiten und ihre potentiellen Risiken im Jugendalter

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Perren, Sonja

Origin (projects)

Funding sources
Name Project no. Description Period
Sonstige Stiftungen-Schweizer Nationalfondsno information
Further information
Period: 01.10.2010 – 30.09.2013