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Cyberbullying and cybervictimization among preadolescents: Does time perspective matter?
Univ Turin Italy, Italy.
Univ Turin Italy, Italy.
Univ Turin Italy, Italy.
Lund Univ, Sweden.
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2021 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 62, p. 259-266Article in journal (Refereed) Published
Abstract [en]

Time perspective has been recognized as an important psychological dimension with a pervasive and powerful influence on human behavior. To the authors knowledge, no studies have focused on the relationship between time perspective and cyberbullying behavior. The first aim of this research is to fill this gap by investigating the relationship between different time perspectives and both cyberbullying and cybervictimization among 6th to 8th grade students. The second objective was to investigate the relationship between time perspective, cyberbullying behaviors, peer problems, and the quality of relationship with teachers. A sample consisting of 403 students aged between 11 and 14 years from Italian middle schools (56% females, mean age = 12.2 years) were recruited. Participants filled in a self-report questionnaire measuring cyberbullying and cybervictimization as well as the Time Perspective questionnaire. The analyses showed the presence of significant correlations between time perspective and both cyberbullying and cybervictimization. In particular, cybervictimization showed a quite large positive correlation with a past-negative orientation and a negative correlation with past-positive orientation. Instead, the involvement in active cyberbullying was positively correlated with a past-negative orientation and negatively correlated with future orientation. The findings advance the understanding of psychological factors influencing cyberbullying during early adolescence and suggest the importance of past-positive and past-negative orientations in accounting for both active cyberbullying and cybervictimization. As expected, future orientation appeared to represent a protective factor against involvement in cyberbullying behaviors.

Place, publisher, year, edition, pages
WILEY , 2021. Vol. 62, p. 259-266
Keywords [en]
Cyberbullying; Cybervictimization; time perspective; teacher-student relationship; externalizing symptoms; early adolescence
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-171026DOI: 10.1111/sjop.12686ISI: 000578734500001PubMedID: 33048359OAI: oai:DiVA.org:liu-171026DiVA, id: diva2:1485232
Available from: 2020-11-01 Created: 2020-11-01 Last updated: 2022-10-11

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Education, Teaching and LearningFaculty of Educational Sciences
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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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Language
  • de-DE
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  • nn-NB
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  • Other locale
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Output format
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