• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar

information for practice

news, new scholarship & more from around the world


advanced search
  • gary.holden@nyu.edu
  • @ Info4Practice
  • Archive
  • About
  • Help
  • Browse Key Journals
  • RSS Feeds

Learning to cyberbully: Longitudinal relations between cyberbullying attitudes and perpetration and the moderating influence of participant sex: A brief report

Abstract

Scholars have contended that cyberbullying perpetration is a learned social behavior, and one way to show evidence for cyberbullying learning is to test the longitudinal reciprocal relationships between cyberbullying behavior and related cyberbullying-related cognitions (e.g., attitudes). A paucity of research has tested these learning tenets, and no research that we are aware of has examined the moderating role of sex. The current study used a two-wave longitudinal design with US youth. Participants completed measures of cyberbullying attitudes and perpetration. Results showed that early cyberbullying attitudes and behavior predicted later cyberbullying attitudes and behavior; however, and most importantly, sex moderated those relationships. Males had stronger longitudinal relationships than females. Results are interpreted regarding theory.

Read the full article ›

Posted in: Journal Article Abstracts on 05/22/2023 | Link to this post on IFP |
Share

Primary Sidebar

Categories

Category RSS Feeds

  • Calls & Consultations
  • Clinical Trials
  • Funding
  • Grey Literature
  • Guidelines Plus
  • History
  • Infographics
  • Journal Article Abstracts
  • Meta-analyses - Systematic Reviews
  • Monographs & Edited Collections
  • News
  • Open Access Journal Articles
  • Podcasts
  • Video

© 1993-2025 Dr. Gary Holden. All rights reserved.

gary.holden@nyu.edu
@Info4Practice