Elucidating the effects of traditional and cyber bullying experiences on multidimensional self-concept domains

Content Provider	Semantic Scholar
Author	Griezel, Lucy Craven, Rhonda Yeung, See Wai Alison
Copyright Year	2009
Abstract	The present investigation consisted of a sample of Australian secondary students (N = 803) and aimed to elucidate the relation between traditional and cyber bullying and being bullied with multidimensional facets of self-concept. Structural Equation Modelling (SEM) demonstrated a similar pattern of primarily negative outcomes for traditional and cyber forms of bullying and being bullied with the self-concept domains, as measured by the Self-Description Questionnaire II-Short (SDQII-S; Marsh, Ellis, Parada, Richards, & Heubeck, 2005). Findings were interpreted in the context of bullying theory, and it was concluded that in order to fully capture students’ experiences of bullying, future studies must be inclusive of traditional and cyber forms. Finally, potential limitations of the current investigation, implications for theory and practice, and directions for future research were presented. With the ever increasing prevalence and sophistication of communication technologies, the use of technology for such purposes as ‘cyber bullying’ has simultaneously emerged (Strom & Strom, 2005). Cyber bullying is not a new form of bullying, it utilises the same principles of traditional bullying behaviours, rather across a new medium. In this way, Slee’s (1996) definition of traditional bullying has been revised and extended to define cyber bullying as repeated intimidation over time, of a physical, verbal, and psychological nature utilising mobile phone and internet technology, to enact or communicate bullying behaviours to a less powerful person or persons by a more powerful person or group of persons. A significant body of empirical research has documented the damaging long-term consequences of traditional school bullying for both bullies and targets (see Hawker and Boulton (2000) for a review). For example, inclusion in traditional school bullying has been empirically linked to criminality (Eron, Huesman, Dubow, Romanoff, & Yarmel, 1987), psychological disturbance (Kumpulainen, Räsäen, & Hentonnen, 1999), and suicidal ideation (Rigby & Slee, 1999). Cyber bullying research has only recently begun to investigate the psychosocial consequences for bullies and targets (e.g. Patchin and Hinduja, 2006), however, to date there has been no attempt to evaluate the relation between involvement in cyber bullying and self-concept. Yet self-concept research has been central to recent advances in the traditional bullying literature and, as such, may offer potentially powerful insights in relation to cyber bullying. Bullying and Self-Concept 2 The Current Role of Self-Concept in the Traditional Bullying Literature Self-concept can be defined as an “organised schema that contains episodic and semantic memories about the self and controls the processing of the self-relevant information” (Campbell & Lavalle, 1993, p. 4). In this way, self-concept serves to structure actions and aspirations through the scheme of positive or negative self-evaluations people have about themselves, their thoughts, beliefs, and attitudes (Hattie, 1992). However, disputes in the empirical literature regarding the role of self-concept in traditional bullying behaviours remain the basis of polarisation and disagreement among researchers (Smith, Schneider, Smith, & Ananiadou, 2004). Such inconsistencies potentially relate to historical conceptualisations of self-concept as a unidimensional construct, whereby self-concept was interchangeably referred to as self-esteem (Marsh & Craven 2006). Contemporary research has demonstrated that self-concept and selfesteem are clearly discrete constructs, whereby self-esteem refers to a global and general selfassessment, and self-concept relates to multidimensional and specific facets of the self (Marsh & Craven, 1997, 2006).The vast majority of bullying research has relied on inadequate, outdated, unidimensional self-esteem constructs, failing to capture the complexity of contemporary multidimensional conceptualisations, where self-perceptions are complex and distinct (Marsh & Craven, 1997, 2006; Marsh, Craven, & Martin, 2006; Marsh, Parada, & Ayotte, 2004; Parada, Marsh, Craven, & Papworth, 2005). Bullying Others, Being Bullied, and Self-Concept Parada (2002) suggested that if bullying is positively reinforced by the peer group and consequently perceived by individuals as elevating their position within the school social hierarchy, then categorisation of oneself into such a group is likely to enhance an individual’s sense of social standing and popularity. Staub (1999) proposed that bullies may engage in bullying behaviours to guard and enhance their self-concept, as they lack the socially desired means of attaining a positive self-concept through proficiency and quality school achievement. The structure of bullies’ self-concept is based upon strength and power, such that hurting others is used as a protective mechanism and for the reaffirmation of self-identity (Parada et al., 2005; Parada, Marsh, & Yeung, 1999). More specifically, bullies’ low self-perceptions may serve as a motivator for their engagement in bullying behaviours so as to enhance facets of their selfconcept. As a consequence of their bullying behaviours, bullies may attain a personal perception of power and status in the social group which reinforces their behaviour (Parada 2002; Parada et al., 2005). In contrast, a study conducted by Salmivalli, Kaukiainen, Kaistaneimi, and Lagerspetz (1999) which measured peer and self-evaluated global self-esteem with a sample of 14 to 15 year olds, found that bullies had only a slightly above average self-esteem, together with narcissistic and self-grandiose tendencies. Whilst someone who bullies may perceive themselves to be well liked, superior, and respected amongst their peers, this does not mean such a belief is an accurate reflection of what others think of them (Randall, 1995). Other peers may be fearful of the bullying behaviour and thus give the bully what they want, which does not translate into being respected or liked. With regard to global self-concept and being bullied, the extant empirical literature has clearly and consistently documented a negative correlation between the two variables (Neary & Joseph, 1994; Rigby & Cox, 1996; Stanley & Aurora, 1998). When specific facets of selfconcept have been considered, it has been found that those who are bullied tend to have negative self-perceptions with reference to the degree with which they view themselves as socially capable or accepted by their peers (Callaghan & Stephen, 1995; Hawker & Boulton, 2000). Bullying and Self-Concept 3 Moreover, a study conducted by Egan and Perry (1998) elucidated the downward spiral further, whereby low self-concept led to additional victimisation over time. Marsh, Parada, Craven, and Finger (2004) examined the relation between global bully and target factors and their subsequent effects on multiple domains of self-concept. The results of the study demonstrated that whilst being a bully and a target were both related to lower levels of self-concept, clear distinctions regarding the patterns of correlation were obtained. Specifically, bullying others had negative correlations with Honesty/Trustworthiness, Parent Relations, Academic (Math, Verbal, and School), and Global Self-Esteem self-concepts, yet close to zero correlations were found with Physical Ability, Physical Appearance, and Same Sex Relations. Bullying others was significantly positively correlated with Opposite-Sex Relations, and had small positive effects on Emotional Stability. The Honesty/ Trustworthiness self-concept was the most negative aspect of self-concept for bullies, which perhaps indicated that bullies may be cognitively aware that their bullying behaviours are not the right thing to do. Being a target was consistently and negatively associated with low self-concept; the most negative aspect of self-concept being that of Same-Sex Relations, and scores were particularly low in the domain of Emotional Stability. Thus it appeared that an experience of being bullied leaves students feeling socially incompetent and unaccepted by their peers. Global Self-Esteem was negatively correlated with both bullying others and being a target, suggesting that neither bullies nor targets seemed to possess particularly good overall self-concepts. Whilst the nature of the relation between self-concept and traditional bullying is beginning to be elucidated, the relation of cyber bullying and self-concept remains largely unexplored. The Present Investigation Within the traditional bullying arena, research has only in recent times started to accurately investigate experiences of bullying, and there exists a scarcity of research in the cyber arena. The current study was an effort to address this issues by exploring the relation between traditional and cyber bullying and being bullied to multidimensional facets of self-concept. It was hypothesised for the individual SEM models that: (1) the Traditional Bully factor would significantly negatively predict Mathematics, Global Self-Esteem, Honesty/Trustworthiness, Verbal, Parent Relations, and General School self-concepts. The most negative relations would occur between Parent Relations, Honesty/Trustworthiness, and bullying. Significant positive relations would be found for Emotional Stability and Opposite-Sex Relations; (2) the Traditional Target factor would significantly negatively predict all 11 self-concept facets. Due to insufficient research available, two research questions were posed with regard to cyber bullying: (1) to what extent would the Cyber Bully factor be significantly related to multiple dimensions of selfconcept; and (2) to what extent would the Cyber Target factor be significantly related to multiple dimensions of self-concept?
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Language	English
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