Cybervictimization, self-esteem, and social relationships among German secondary school students

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Cybervictimization, self-esteem, and social relationships among German secondary school students. / Lohbeck, Annette; Petermann, Franz.
In: Journal of School Violence, Vol. 17, No. 4, 02.10.2018, p. 472-486.

Research output: Journal contributionsJournal articlesResearchpeer-review

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Lohbeck A, Petermann F. Cybervictimization, self-esteem, and social relationships among German secondary school students. Journal of School Violence. 2018 Oct 2;17(4):472-486. Epub 2018 Jan 31. doi: 10.1080/15388220.2018.1428194

Bibtex

@article{87d8f094605143feb4a8a733af7def8f,
title = "Cybervictimization, self-esteem, and social relationships among German secondary school students",
abstract = "By differentiating between five specific forms of cybervictimization (denigration, betrayal, social exclusion, cyberstalking, happy slapping), the present study examined the multifaceted structure of cybervictimization and specific relationships o these five forms of cybervictimization with students{\textquoteright} self-esteem and social relationships. Moreover, mediating effects of self-esteem were explored. Factor analyses supported the five-factor structure. Self-esteem and social relationships were negatively related to almost all five forms of cybervictimization. However, hierarchical regression analysis showed that only student–student relationships were negatively predictive of social exclusion, while only teacher–student relationships were negatively predictive of denigration, betrayal, and cyberstalking. Further, self-esteem appeared to be a negative predictor and mediator of denigration and social exclusion. Girls experienced more betrayal than boys. Older students reported lower social exclusion but more cyberstalking than younger students.",
keywords = "Psychology, Cybervictimization , self-esteem , social relationships , students",
author = "Annette Lohbeck and Franz Petermann",
year = "2018",
month = oct,
day = "2",
doi = "10.1080/15388220.2018.1428194",
language = "English",
volume = "17",
pages = "472--486",
journal = "Journal of School Violence",
issn = "1538-8220",
publisher = "Routledge Taylor & Francis Group",
number = "4",

}

RIS

TY - JOUR

T1 - Cybervictimization, self-esteem, and social relationships among German secondary school students

AU - Lohbeck, Annette

AU - Petermann, Franz

PY - 2018/10/2

Y1 - 2018/10/2

N2 - By differentiating between five specific forms of cybervictimization (denigration, betrayal, social exclusion, cyberstalking, happy slapping), the present study examined the multifaceted structure of cybervictimization and specific relationships o these five forms of cybervictimization with students’ self-esteem and social relationships. Moreover, mediating effects of self-esteem were explored. Factor analyses supported the five-factor structure. Self-esteem and social relationships were negatively related to almost all five forms of cybervictimization. However, hierarchical regression analysis showed that only student–student relationships were negatively predictive of social exclusion, while only teacher–student relationships were negatively predictive of denigration, betrayal, and cyberstalking. Further, self-esteem appeared to be a negative predictor and mediator of denigration and social exclusion. Girls experienced more betrayal than boys. Older students reported lower social exclusion but more cyberstalking than younger students.

AB - By differentiating between five specific forms of cybervictimization (denigration, betrayal, social exclusion, cyberstalking, happy slapping), the present study examined the multifaceted structure of cybervictimization and specific relationships o these five forms of cybervictimization with students’ self-esteem and social relationships. Moreover, mediating effects of self-esteem were explored. Factor analyses supported the five-factor structure. Self-esteem and social relationships were negatively related to almost all five forms of cybervictimization. However, hierarchical regression analysis showed that only student–student relationships were negatively predictive of social exclusion, while only teacher–student relationships were negatively predictive of denigration, betrayal, and cyberstalking. Further, self-esteem appeared to be a negative predictor and mediator of denigration and social exclusion. Girls experienced more betrayal than boys. Older students reported lower social exclusion but more cyberstalking than younger students.

KW - Psychology

KW - Cybervictimization

KW - self-esteem

KW - social relationships

KW - students

UR - http://www.scopus.com/inward/record.url?scp=85041221212&partnerID=8YFLogxK

U2 - 10.1080/15388220.2018.1428194

DO - 10.1080/15388220.2018.1428194

M3 - Journal articles

AN - SCOPUS:85041221212

VL - 17

SP - 472

EP - 486

JO - Journal of School Violence

JF - Journal of School Violence

SN - 1538-8220

IS - 4

ER -