Académico de Torres Vedras, Travessa do Quebra-Costas, Torres Vedras 9, 2564-910, Portugal.
J Youth Adolesc. 2018 Sep;47(9):1952-1965. doi: 10.1007/s10964-018-0895-5. Epub 2018 Jul 13.
Current cyberbullying literature lacks longitudinal studies clarifying its predictors and consequences. This 1-year longitudinal study investigated how social and emotional competencies develop according to Portuguese middle school students' involvement in cyberbullying, and whether class size influences this relationship. There were 455 participants (M = 12.58; SD = 0.94; 46% girls), and data collection through self-reports took place in three different moments during 12 months. The results showed that students involved in cyberbullying in any role displayed negative trajectories during 1 year in self-control and social awareness, while victims and bully-victims displayed a more pronounced decrease in self-esteem and relationship skills during the same period. Additionally, girls displayed higher initial social awareness levels, while larger classes were associated with higher levels of self-control and responsible decision making. These results supported the importance of conducting longitudinal research and using a multilevel approach to address this topic.
目前的网络欺凌文献缺乏纵向研究来澄清其预测因素和后果。本为期 1 年的纵向研究调查了葡萄牙中学生参与网络欺凌的社交和情绪能力是如何发展的，以及班级规模是否会影响这种关系。共有 455 名参与者（M=12.58；SD=0.94；46%为女生），通过自我报告在 12 个月内的三个不同时间点进行数据收集。研究结果表明，在任何角色中参与网络欺凌的学生在 1 年内的自我控制和社会意识方面呈现出负面轨迹，而受害者和欺凌受害者在同一时期的自尊心和人际关系技能方面表现出更为明显的下降。此外，女生的社会意识初始水平较高，而大班额与更高的自我控制和负责任的决策水平相关。这些结果支持了进行纵向研究和使用多层次方法来解决这一问题的重要性。
