Adolescents’ cyber aggression perpetration and cyber victimization: the longitudinal associations with school functioning

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Abstract

The literature on cyber aggression is advancing, revealing many risk factors associated with the involvement in these behaviors. Academic correlates, particularly academic performance, have received some attention, with few studies utilizing longitudinal designs. The present study examined these associations among 673 8th graders (51 % female) from middle schools in the United States. Findings revealed that cyber aggression perpetration and cyber victimization each related positively to poor academic performance, absenteeism, and school behavioral problems, assessed one and a half years later (T2), while controlling for face-to-face aggression and victimization and Time 1 school related variables. Significant interactions suggested that at higher levels of cyber victimization, Time 2 academic performance and cyber aggression perpetration were more strongly associated. In addition, the relationship between cyber aggression perpetration and Time 2 school behavioral problems was stronger when adolescents had higher levels of cyber victimization. These results suggest that adolescents who were both perpetrators and victims of cyber aggression had poorer academic performance and more behavioral problems at school one and a half years later.

Original languageEnglish (US)
Pages (from-to)653-666
Number of pages14
JournalSocial Psychology of Education
Volume18
Issue number4
DOIs
StatePublished - Dec 1 2015

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology
  • Sociology and Political Science

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