ABSTRACT

Research on bullying underlines the role of significant adults: the way teachers and parents respond to offline bullying has the potential to reduce bullying behaviours, but whether they have an influence on cyberbullying is unknown. This study delves into what effects parent and teacher responses to offline bullying have on cyberbullying. The sample was composed of 1.406 middle and high school students (F = 41%; M_age = 13.1, SD = 1.4). We developed ad hoc measures to simultaneously estimate teacher and parent responses to offline bullying, i.e. non-intervention, disciplinary methods and supportive/relational interventions. Using a SEM model, we found that parents’ supportive/relational interventions are associated with lower levels of cyberbullying behaviours. At the same time, teachers’ non-intervention in offline bullying episodes was associated with higher involvement in cyberbullying. Findings highlight the critical and complementary role that parents and teachers play in preventing cyberbullying.

摘要

欺凌研究强调了重要成年人的作用：教师和家长应对线下欺凌的方式有可能减少欺凌行为，但它们是否对网络欺凌有影响尚不清楚。本研究深入探讨了家长和教师对线下欺凌的反应对网络欺凌的影响。样本由 1.406 名初高中生（F = 41%；M_年龄 = 13.1，SD = 1.4）。我们制定了临时措施来同时估计教师和家长对线下欺凌的反应，即不干预、纪律方法和支持/关系干预。使用 SEM 模型，我们发现父母的支持/关系干预与较低水平的网络欺凌行为相关。同时，教师对线下欺凌事件的不干预与网络欺凌的更高参与度有关。调查结果突出了家长和教师在防止网络欺凌方面发挥的关键和互补作用。