Låftman Sara B, Östberg Viveca, Modin Bitte
Centre for Health Equity Studies (CHESS), Stockholm University/Karolinska Institutet, 10691 Stockholm, Sweden.
Int J Environ Res Public Health. 2017 Oct 15;14(10):1226. doi: 10.3390/ijerph14101226.
Cyberbullying is a relatively new form of bullying, with both similarities and differences to traditional bullying. While earlier research has examined associations between school-contextual characteristics and traditional bullying, fewer studies have focused on the links to students' involvement in cyberbullying behavior. The aim of the present study is to assess whether school-contextual conditions in terms of teachers' ratings of the school leadership are associated with the occurrence of cyberbullying victimization and perpetration among students. The data are derived from two separate data collections performed in 2016: The Stockholm School Survey conducted among students in the second grade of upper secondary school (ages 17-18 years) in Stockholm municipality, and the Stockholm Teacher Survey which was carried out among teachers in the same schools. The data include information from 6067 students distributed across 58 schools, linked with school-contextual information based on reports from 1251 teachers. Cyberbullying victimization and perpetration are measured by students' self-reports. Teachers' ratings of the school leadership are captured by an index based on 10 items; the mean value of this index was aggregated to the school level. Results from binary logistic multilevel regression models show that high teacher ratings of the school leadership are associated with less cyberbullying victimization and perpetration. We conclude that a strong school leadership potentially prevents cyberbullying behavior among students.
网络欺凌是一种相对较新的欺凌形式，与传统欺凌既有相似之处，也有不同之处。虽然早期研究探讨了学校环境特征与传统欺凌之间的关联，但较少有研究关注与学生参与网络欺凌行为的联系。本研究的目的是评估根据教师对学校领导的评价所确定的学校环境条件是否与学生遭受网络欺凌及实施网络欺凌行为的发生有关。数据来自2016年进行的两项独立数据收集：在斯德哥尔摩市高中二年级学生（17 - 18岁）中进行的斯德哥尔摩学校调查，以及在同一学校的教师中开展的斯德哥尔摩教师调查。数据包括分布在58所学校的6067名学生的信息，并与基于1251名教师报告的学校环境信息相关联。网络欺凌的受害情况和实施情况通过学生的自我报告来衡量。教师对学校领导的评价通过一个基于10个项目的指数来获取；该指数的平均值汇总到学校层面。二元逻辑多水平回归模型的结果表明，教师对学校领导的高评价与较少的网络欺凌受害情况和实施情况相关。我们得出结论，强大的学校领导可能会预防学生中的网络欺凌行为。
