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Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying


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(5):739-750.

Abstract

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 cyberbully-
ing from traditional bullying: an increased potential for a large audience, an increased potential for anonymous bul-
lying, 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.

Abstract

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 cyberbully-
ing from traditional bullying: an increased potential for a large audience, an increased potential for anonymous bul-
lying, 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.

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91 citations in Scopus®
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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2013
Deposited On:08 Mar 2017 08:47
Last Modified:09 Dec 2017 00:14
Publisher:Springer
ISSN:0047-2891
Publisher DOI:https://doi.org/10.1007/s10964-012-9867-3
Related URLs:http://link.springer.com/journal/10964
http://link.springer.com/ (Publisher)

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