ABSTRACT

Few studies have been conducted to perform an in-depth examination of cyberbullying roles and to identify multifaceted factors associated with cyberbullying roles. Using Latent Class Analysis, the current study identified four cyberbullying roles (i.e., cyberbully, cyber victim, cyberbully victim, and noninvolved) based on the data from the 2009–2010 Health Behavior in School-Aged Children study in the United States. Multinomial logistic regressions were constructed to determine the social-ecological factors related to different cyberbullying roles. Certain individual, family, peer, and school factors were found to be associated with distinctive cyberbullying roles. There were common and unique predictors observed that distinguished cyberbullies, cyber victims, and cyberbully victims. Findings suggest the importance of considering both common and unique factors in intervention strategies targeting specific cyberbullying roles. Improving the effectiveness of cyberbullying intervention and prevention programs also requires attention to multifaceted domains and tailoring programs to the population served.

抽象的

很少有研究进行网络欺凌角色的深入检查，并确定与网络欺凌角色相关的多方面因素。根据美国2009-2010年学龄儿童健康行为研究的数据，使用潜在类别分析，当前研究确定了四个网络欺凌角色（即，网络欺凌，网络受害者，网络欺凌受害者和无参与）。构建多项式逻辑回归，以确定与不同网络欺凌角色相关的社会生态因素。发现某些个人，家庭，同龄人和学校因素与独特的网络欺凌角色有关。观察到的共同且独特的预测因素表明杰出的网络欺凌者，网络受害者和网络欺凌受害者。研究结果表明，在针对特定网络欺凌角色的干预策略中，必须考虑共同因素和独特因素的重要性。要提高网络欺凌干预和预防计划的效率，还需要关注多方面的领域，并针对所服务的人群制定相应的计划。