Uncovering the structure of and gender and developmental differences in cyber bullying

Griezel, L; Finger, LR; Bodkin-Andrews, GH; Craven, RG; Yeung, AS

Uncovering the structure of and gender and developmental differences in cyber bullying

Griezel, L Finger, LR Bodkin-Andrews, GH

Craven, RG Yeung, AS

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Publication Type:: Journal Article
Citation:: Journal of Educational Research, 2012, 105 (6), pp. 442 - 455
Issue Date:: 2012-10-01

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Field	Value	Language
dc.contributor.author	Griezel, L	en_US
dc.contributor.author	Finger, LR	en_US
dc.contributor.author	Bodkin-Andrews, GH https://orcid.org/0000-0002-6920-6117	en_US
dc.contributor.author	Craven, RG	en_US
dc.contributor.author	Yeung, AS	en_US
dc.date.issued	2012-10-01	en_US
dc.identifier.citation	Journal of Educational Research, 2012, 105 (6), pp. 442 - 455	en_US
dc.identifier.issn	0022-0671	en_US
dc.identifier.uri	http://hdl.handle.net/10453/114288
dc.description.abstract	Although literature on traditional bullying is abundant, a limited body of sound empirical research exists regarding its newest form: cyber bullying. The sample comprised Australian secondary students (N = 803) and aimed to identify the underlying structure of cyber bullying, and differences in traditional and cyber bullying behaviors across gender and grade. Reliability analyses, confirmatory factor analyses, and factorial invariance testing demonstrated that the newly extended measure of traditional and cyber bullying was psychometrically sound. Multiple-Indicators-Multiple-Causes models demonstrated gender, grade, and gender by grade interaction effects for traditional and cyber forms of bullying and being bullied. Findings were interpreted in the context of bullying theory. Moreover, potential limitations of the investigation and implications for theory, research, and practice were discussed. © 2012 Taylor & Francis Group, LLC.	en_US
dc.relation.ispartof	Journal of Educational Research	en_US
dc.relation.isbasedon	10.1080/00220671.2011.629692	en_US
dc.subject.classification	Education	en_US
dc.title	Uncovering the structure of and gender and developmental differences in cyber bullying	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	105	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	105	en_US

Abstract:

Although literature on traditional bullying is abundant, a limited body of sound empirical research exists regarding its newest form: cyber bullying. The sample comprised Australian secondary students (N = 803) and aimed to identify the underlying structure of cyber bullying, and differences in traditional and cyber bullying behaviors across gender and grade. Reliability analyses, confirmatory factor analyses, and factorial invariance testing demonstrated that the newly extended measure of traditional and cyber bullying was psychometrically sound. Multiple-Indicators-Multiple-Causes models demonstrated gender, grade, and gender by grade interaction effects for traditional and cyber forms of bullying and being bullied. Findings were interpreted in the context of bullying theory. Moreover, potential limitations of the investigation and implications for theory, research, and practice were discussed. © 2012 Taylor & Francis Group, LLC.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/114288