NDLI: Traditional bullying and cyber-bullying : are the impacts on self-concept the same?

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Traditional bullying and cyber-bullying : are the impacts on self-concept the same?

Content Provider	Semantic Scholar
Author	Hines, Heather
Copyright Year	2011
Abstract	Purpose: Cyber-bullying is a serious matter involving a substantial number of middle school students. The frequency of cyber-bullying is becoming more prevalent, increasing the need for minors, parents, and school personnel to become more aware and educated on the issue (Kowalski & Limber, 2007). The purpose of this study was to examine the relationship between middle school students’ self-concept, traditional bullying and cyber bullying. Method: One hundred and sixteen sixth grade students in Rockingham County, North Carolina completed a questionnaire assessing their experiences with traditional bullying and cyber-bullying, followed by a self-concept measure. Results: The results of this study indicate that there is a negative correlation between traditional bullying and self-concept. Additionally, those students who reported being a victim of both traditional bullying and cyber-bullying reported the lowest self-concepts of all participants. 8 Conclusions: Low self-concept is associated with being the victim of traditional bullying and cyber-bullying. As such, bullying prevention programs incorporated in school curriculums should address both traditional bullying and cyber-bullying. Implementation of programs to address low self-concept should also be incorporated into school curriculums to help address the impacts of traditional bullying and cyber-bullying. Moreover, educators and parents need to intervene in bullying incidents, a failure to do so may impact students’ abilities to be happy and successful in their home and school environments.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://libres.uncg.edu/ir/wcu/f/Hines2011.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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