Teachers' and Students' Perception about Cyberbullying. Intervention Strategies in Primary and Secondary Education

Autor/inn/en	Giménez-Gualdo, Ana-M.; Arnaiz-Sánchez, Pilar; Cerezo-Ramírez, Fuensanta; Prodócimo, Elaine
Titel	Teachers' and Students' Perception about Cyberbullying. Intervention Strategies in Primary and Secondary Education
Quelle	In: Comunicar: Media Education Research Journal, 26 (2018) 56, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Giménez-Gualdo, Ana-M.) ORCID (Arnaiz-Sánchez, Pilar) ORCID (Cerezo-Ramírez, Fuensanta) ORCID (Prodócimo, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1134-3478
Schlagwörter	Computer Mediated Communication; Bullying; Questionnaires; Teacher Attitudes; Prevention; Intervention; Elementary School Students; Secondary School Students; Teacher Motivation; Student Role; Victims; Gender Differences; Institutional Characteristics; Teacher Education; Elementary School Teachers; Secondary School Teachers; Coping; Statistical Analysis; Attribution Theory; Foreign Countries; Qualitative Research; Spain + Suchen Sie Ihr Suchwort? Computerkonferenz; Mobbing; Fragebogen; Lehrerverhalten; Prävention; Vorbeugung; Sekundarschüler; Victim; Opfer; Geschlechterkonflikt; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewältigung; Statistische Analyse; Ausland; Qualitative Forschung; Spanien
Abstract	Currently, schools face the challenge of dealing with the phenomena of cyberbullying, which is increasingly present among teenagers. This study analyses teachers' and students' perception of the problem, as well as the strategies that both groups use to avoid it. Its findings will allow advances in prevention and intervention in the schools. The study was conducted on 1,704 primary and secondary school students and 238 teachers who completed questionnaires about cyberbullying. We used a cross-sectional descriptive method. Findings show significant differences in the motives teachers attributed to cyberbullying. These depend on the educational stage they work in, whereas, among students, it depends on the role they have in the cyberbullying situation: victim or aggressor. We also find differences in the intervention strategies used by teachers, depending on the type of school, educational stage, and gender. Those used the most are communicating, mediating and seeking help. For students, the predominant strategies are avoidance, protection, and reporting. Schoolchildren, in general, show little confidence in their teachers' ability to solve the problem of cyberbullying. The study highlights the importance of training teachers and providing them with action models when faced with this issue, and it points out the necessity of coordinating the efforts of both teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01