Correlates of traditional bullying and cyberbullying perpetration among Australian students
This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian stud...
Ausführliche Beschreibung
Autor*in: |
Tanrikulu, Ibrahim [verfasserIn] |
---|
Format: |
E-Artikel |
---|---|
Sprache: |
Englisch |
Erschienen: |
2015transfer abstract |
---|
Umfang: |
9 |
---|
Übergeordnetes Werk: |
Enthalten in: Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe - D'Hooge, Lorenzo ELSEVIER, 2017, an international multidisciplinary review of the welfare of young people, Amsterdam [u.a.] |
---|---|
Übergeordnetes Werk: |
volume:55 ; year:2015 ; pages:138-146 ; extent:9 |
Links: |
---|
DOI / URN: |
10.1016/j.childyouth.2015.06.001 |
---|
Katalog-ID: |
ELV02880015X |
---|
LEADER | 01000caa a22002652 4500 | ||
---|---|---|---|
001 | ELV02880015X | ||
003 | DE-627 | ||
005 | 20230625163203.0 | ||
007 | cr uuu---uuuuu | ||
008 | 180603s2015 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1016/j.childyouth.2015.06.001 |2 doi | |
028 | 5 | 2 | |a GBVA2015006000025.pica |
035 | |a (DE-627)ELV02880015X | ||
035 | |a (ELSEVIER)S0190-7409(15)00182-6 | ||
040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
041 | |a eng | ||
082 | 0 | |a 300 | |
082 | 0 | 4 | |a 300 |q DE-600 |
082 | 0 | 4 | |a 300 |q VZ |
084 | |a 70.00 |2 bkl | ||
084 | |a 71.00 |2 bkl | ||
100 | 1 | |a Tanrikulu, Ibrahim |e verfasserin |4 aut | |
245 | 1 | 0 | |a Correlates of traditional bullying and cyberbullying perpetration among Australian students |
264 | 1 | |c 2015transfer abstract | |
300 | |a 9 | ||
336 | |a nicht spezifiziert |b zzz |2 rdacontent | ||
337 | |a nicht spezifiziert |b z |2 rdamedia | ||
338 | |a nicht spezifiziert |b zu |2 rdacarrier | ||
520 | |a This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. | ||
520 | |a This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. | ||
700 | 1 | |a Campbell, Marilyn |4 oth | |
773 | 0 | 8 | |i Enthalten in |n Elsevier Science |a D'Hooge, Lorenzo ELSEVIER |t Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |d 2017 |d an international multidisciplinary review of the welfare of young people |g Amsterdam [u.a.] |w (DE-627)ELV001580094 |
773 | 1 | 8 | |g volume:55 |g year:2015 |g pages:138-146 |g extent:9 |
856 | 4 | 0 | |u https://doi.org/10.1016/j.childyouth.2015.06.001 |3 Volltext |
912 | |a GBV_USEFLAG_U | ||
912 | |a GBV_ELV | ||
912 | |a SYSFLAG_U | ||
936 | b | k | |a 70.00 |j Sozialwissenschaften allgemein: Allgemeines |q VZ |
936 | b | k | |a 71.00 |j Soziologie: Allgemeines |q VZ |
951 | |a AR | ||
952 | |d 55 |j 2015 |h 138-146 |g 9 | ||
953 | |2 045F |a 300 |
author_variant |
i t it |
---|---|
matchkey_str |
tanrikuluibrahimcampbellmarilyn:2015----:orltsfrdtoablynadyeblynprertoa |
hierarchy_sort_str |
2015transfer abstract |
bklnumber |
70.00 71.00 |
publishDate |
2015 |
allfields |
10.1016/j.childyouth.2015.06.001 doi GBVA2015006000025.pica (DE-627)ELV02880015X (ELSEVIER)S0190-7409(15)00182-6 DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Tanrikulu, Ibrahim verfasserin aut Correlates of traditional bullying and cyberbullying perpetration among Australian students 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. Campbell, Marilyn oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:55 year:2015 pages:138-146 extent:9 https://doi.org/10.1016/j.childyouth.2015.06.001 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 55 2015 138-146 9 045F 300 |
spelling |
10.1016/j.childyouth.2015.06.001 doi GBVA2015006000025.pica (DE-627)ELV02880015X (ELSEVIER)S0190-7409(15)00182-6 DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Tanrikulu, Ibrahim verfasserin aut Correlates of traditional bullying and cyberbullying perpetration among Australian students 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. Campbell, Marilyn oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:55 year:2015 pages:138-146 extent:9 https://doi.org/10.1016/j.childyouth.2015.06.001 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 55 2015 138-146 9 045F 300 |
allfields_unstemmed |
10.1016/j.childyouth.2015.06.001 doi GBVA2015006000025.pica (DE-627)ELV02880015X (ELSEVIER)S0190-7409(15)00182-6 DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Tanrikulu, Ibrahim verfasserin aut Correlates of traditional bullying and cyberbullying perpetration among Australian students 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. Campbell, Marilyn oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:55 year:2015 pages:138-146 extent:9 https://doi.org/10.1016/j.childyouth.2015.06.001 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 55 2015 138-146 9 045F 300 |
allfieldsGer |
10.1016/j.childyouth.2015.06.001 doi GBVA2015006000025.pica (DE-627)ELV02880015X (ELSEVIER)S0190-7409(15)00182-6 DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Tanrikulu, Ibrahim verfasserin aut Correlates of traditional bullying and cyberbullying perpetration among Australian students 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. Campbell, Marilyn oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:55 year:2015 pages:138-146 extent:9 https://doi.org/10.1016/j.childyouth.2015.06.001 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 55 2015 138-146 9 045F 300 |
allfieldsSound |
10.1016/j.childyouth.2015.06.001 doi GBVA2015006000025.pica (DE-627)ELV02880015X (ELSEVIER)S0190-7409(15)00182-6 DE-627 ger DE-627 rakwb eng 300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Tanrikulu, Ibrahim verfasserin aut Correlates of traditional bullying and cyberbullying perpetration among Australian students 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. Campbell, Marilyn oth Enthalten in Elsevier Science D'Hooge, Lorenzo ELSEVIER Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe 2017 an international multidisciplinary review of the welfare of young people Amsterdam [u.a.] (DE-627)ELV001580094 volume:55 year:2015 pages:138-146 extent:9 https://doi.org/10.1016/j.childyouth.2015.06.001 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 70.00 Sozialwissenschaften allgemein: Allgemeines VZ 71.00 Soziologie: Allgemeines VZ AR 55 2015 138-146 9 045F 300 |
language |
English |
source |
Enthalten in Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe Amsterdam [u.a.] volume:55 year:2015 pages:138-146 extent:9 |
sourceStr |
Enthalten in Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe Amsterdam [u.a.] volume:55 year:2015 pages:138-146 extent:9 |
format_phy_str_mv |
Article |
bklname |
Sozialwissenschaften allgemein: Allgemeines Soziologie: Allgemeines |
institution |
findex.gbv.de |
dewey-raw |
300 |
isfreeaccess_bool |
false |
container_title |
Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
authorswithroles_txt_mv |
Tanrikulu, Ibrahim @@aut@@ Campbell, Marilyn @@oth@@ |
publishDateDaySort_date |
2015-01-01T00:00:00Z |
hierarchy_top_id |
ELV001580094 |
dewey-sort |
3300 |
id |
ELV02880015X |
language_de |
englisch |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV02880015X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230625163203.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">180603s2015 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.childyouth.2015.06.001</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">GBVA2015006000025.pica</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV02880015X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0190-7409(15)00182-6</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">300</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">300</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">300</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">70.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">71.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Tanrikulu, Ibrahim</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Correlates of traditional bullying and cyberbullying perpetration among Australian students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015transfer abstract</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">9</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Campbell, Marilyn</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="n">Elsevier Science</subfield><subfield code="a">D'Hooge, Lorenzo ELSEVIER</subfield><subfield code="t">Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe</subfield><subfield code="d">2017</subfield><subfield code="d">an international multidisciplinary review of the welfare of young people</subfield><subfield code="g">Amsterdam [u.a.]</subfield><subfield code="w">(DE-627)ELV001580094</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:55</subfield><subfield code="g">year:2015</subfield><subfield code="g">pages:138-146</subfield><subfield code="g">extent:9</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1016/j.childyouth.2015.06.001</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">70.00</subfield><subfield code="j">Sozialwissenschaften allgemein: Allgemeines</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">71.00</subfield><subfield code="j">Soziologie: Allgemeines</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">55</subfield><subfield code="j">2015</subfield><subfield code="h">138-146</subfield><subfield code="g">9</subfield></datafield><datafield tag="953" ind1=" " ind2=" "><subfield code="2">045F</subfield><subfield code="a">300</subfield></datafield></record></collection>
|
author |
Tanrikulu, Ibrahim |
spellingShingle |
Tanrikulu, Ibrahim ddc 300 bkl 70.00 bkl 71.00 Correlates of traditional bullying and cyberbullying perpetration among Australian students |
authorStr |
Tanrikulu, Ibrahim |
ppnlink_with_tag_str_mv |
@@773@@(DE-627)ELV001580094 |
format |
electronic Article |
dewey-ones |
300 - Social sciences |
delete_txt_mv |
keep |
author_role |
aut |
collection |
elsevier |
remote_str |
true |
illustrated |
Not Illustrated |
topic_title |
300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl Correlates of traditional bullying and cyberbullying perpetration among Australian students |
topic |
ddc 300 bkl 70.00 bkl 71.00 |
topic_unstemmed |
ddc 300 bkl 70.00 bkl 71.00 |
topic_browse |
ddc 300 bkl 70.00 bkl 71.00 |
format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
format_main_str_mv |
Text Zeitschrift/Artikel |
carriertype_str_mv |
zu |
author2_variant |
m c mc |
hierarchy_parent_title |
Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
hierarchy_parent_id |
ELV001580094 |
dewey-tens |
300 - Social sciences, sociology & anthropology |
hierarchy_top_title |
Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
isfreeaccess_txt |
false |
familylinks_str_mv |
(DE-627)ELV001580094 |
title |
Correlates of traditional bullying and cyberbullying perpetration among Australian students |
ctrlnum |
(DE-627)ELV02880015X (ELSEVIER)S0190-7409(15)00182-6 |
title_full |
Correlates of traditional bullying and cyberbullying perpetration among Australian students |
author_sort |
Tanrikulu, Ibrahim |
journal |
Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
journalStr |
Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe |
lang_code |
eng |
isOA_bool |
false |
dewey-hundreds |
300 - Social sciences |
recordtype |
marc |
publishDateSort |
2015 |
contenttype_str_mv |
zzz |
container_start_page |
138 |
author_browse |
Tanrikulu, Ibrahim |
container_volume |
55 |
physical |
9 |
class |
300 300 DE-600 300 VZ 70.00 bkl 71.00 bkl |
format_se |
Elektronische Aufsätze |
author-letter |
Tanrikulu, Ibrahim |
doi_str_mv |
10.1016/j.childyouth.2015.06.001 |
dewey-full |
300 |
title_sort |
correlates of traditional bullying and cyberbullying perpetration among australian students |
title_auth |
Correlates of traditional bullying and cyberbullying perpetration among Australian students |
abstract |
This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. |
abstractGer |
This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. |
abstract_unstemmed |
This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school. |
collection_details |
GBV_USEFLAG_U GBV_ELV SYSFLAG_U |
title_short |
Correlates of traditional bullying and cyberbullying perpetration among Australian students |
url |
https://doi.org/10.1016/j.childyouth.2015.06.001 |
remote_bool |
true |
author2 |
Campbell, Marilyn |
author2Str |
Campbell, Marilyn |
ppnlink |
ELV001580094 |
mediatype_str_mv |
z |
isOA_txt |
false |
hochschulschrift_bool |
false |
author2_role |
oth |
doi_str |
10.1016/j.childyouth.2015.06.001 |
up_date |
2024-07-06T19:45:29.870Z |
_version_ |
1803860186099613696 |
fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV02880015X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230625163203.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">180603s2015 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.childyouth.2015.06.001</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">GBVA2015006000025.pica</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV02880015X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0190-7409(15)00182-6</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">300</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">300</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">300</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">70.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">71.00</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Tanrikulu, Ibrahim</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Correlates of traditional bullying and cyberbullying perpetration among Australian students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015transfer abstract</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">9</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigated the associations of gender, age, trait anger, moral disengagement, witnessing of interparental conflict, school connectedness and the religious makeup of the school setting in the involvement in traditional bullying and cyberbullying perpetration. Five hundred Australian students completed an anonymous self-report, paper-based questionnaire. According to the results, 25.2% of the participants reported having engaged in traditional or cyberbullying perpetration. While trait anger and moral disengagement were associated with being a traditional bully, trait anger, interparental conflicts, moral disengagement and school connectedness were associated with being a traditional bully-victim. Additionally, trait anger and moral disengagement were associated with being a traditional-and-cyberbully. Our findings indicated that besides individual variables, the family and school environment have an impact on traditional and cyberbullying perpetration behavior. Results imply that any prevention attempts to reduce traditional and cyberbullying should consider students' experiences both at home and at school.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Campbell, Marilyn</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="n">Elsevier Science</subfield><subfield code="a">D'Hooge, Lorenzo ELSEVIER</subfield><subfield code="t">Imagining class: A study into material social class position, subjective identification, and voting behavior across Europe</subfield><subfield code="d">2017</subfield><subfield code="d">an international multidisciplinary review of the welfare of young people</subfield><subfield code="g">Amsterdam [u.a.]</subfield><subfield code="w">(DE-627)ELV001580094</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:55</subfield><subfield code="g">year:2015</subfield><subfield code="g">pages:138-146</subfield><subfield code="g">extent:9</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1016/j.childyouth.2015.06.001</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">70.00</subfield><subfield code="j">Sozialwissenschaften allgemein: Allgemeines</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">71.00</subfield><subfield code="j">Soziologie: Allgemeines</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">55</subfield><subfield code="j">2015</subfield><subfield code="h">138-146</subfield><subfield code="g">9</subfield></datafield><datafield tag="953" ind1=" " ind2=" "><subfield code="2">045F</subfield><subfield code="a">300</subfield></datafield></record></collection>
|
score |
7.4006405 |