In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.

Schultze-krumbholz, A., Göbel, K., Scheithauer, H., et al. (2015). A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data From Six European Countries. THE JOURNAL OF SCHOOL VIOLENCE, 14(1), 47-65 [10.1080/15388220.2014.961067].

A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data From Six European Countries

BRIGHI, ANTONELLA;GUARINI, ANNALISA;
2015

Abstract

In recently published studies on cyberbullying, students are frequently categorized into distinct (cyber)bully and (cyber)victim clusters based on theoretical assumptions and arbitrary cut-off scores adapted from traditional bullying research. The present study identified involvement classes empirically using latent class analysis (LCA), to compare the classification of cyber- and traditional bullying and to compare LCA and the conventional approach. Participants were 6,260 students (M = 14.8 years, SD = 1.6; 49.1% male) from six European countries. LCA resulted in three classes for cyberbullying and four classes for traditional bullying. Cyber- and traditional bullying differed from each other, as did LCA and the conventional approach. Country, age, and gender differences were found. Implications for the field of traditional and cyberbullying research are discussed.
2015
Schultze-krumbholz, A., Göbel, K., Scheithauer, H., et al. (2015). A Comparison of Classification Approaches for Cyberbullying and Traditional Bullying Using Data From Six European Countries. THE JOURNAL OF SCHOOL VIOLENCE, 14(1), 47-65 [10.1080/15388220.2014.961067].
Schultze-krumbholz; A.; Göbel; K.; Scheithauer; H.; Brighi; A.; Guarini; A.; Tsorbatzoudis; H.; Barkoukis; V.; Pyżalski; J.; Plichta; P.; Del Rey; R.;...espandi
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/389939
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