Electronic aggression is a rapidly growing focus of research, but it lacks a unifying theoretical framework that is necessary to advance the field. The lack of a theoretical framework has led to inconsistencies in measurement of electronic aggression, making it difficult to draw conclusions across studies. In general, researchers have assumed that electronic aggression constitutes a new form of aggression, a counterpart to physical, verbal, and relational aggression, due to unique features surrounding the perpetration of electronic aggression. Furthermore, researchers have treated electronic aggression as a categorical variable based on the assumption that “cyberbullies” constitute a distinct group of adolescents. However, these assumptions have not been empirically tested. It is possible that media represents an additional dimension on which aggression can be classified. The purpose of this study was to test competing models of aggression. It was hypothesized that form of aggression (i.e., physical, verbal, and relational) would be more salient in explaining relations among aggressive behaviors than media (in-person or electronic). It was also hypothesized that adolescents who perpetrated aggression would not be distinguished by what media they used to perpetrate aggression. Finally, it was hypothesized that a dimensional model would provide a better explanation of aggression than a categorical one. Participants were 1052 sixth, seventh, and eighth grade students from three public schools in a medium-sized city in the southeastern United States. All grades were approximately equally represented (352 sixth grade students, 350 seventh grade students, 340 eighth grade students). The racial composition of the sample was 76% Black or African American, 15% multiracial, 6% European American, and 2% American Indian or Alaska Native. Fifteen percent of participants reported that their ethnicity was Hispanic or Latino. Data were collected in the fall, winter, spring, and summer beginning in the winter of 2010. Due to the cross-sectional nature of this study, one data point was randomly selected for each participant. Among other measures, participants completed the Problem Behavior Frequency Scale - Revised, a self-report measure that assessed the extent to which they engaged in physical, verbal, relational, and electronic aggression. Interestingly, a confirmatory factor analysis that took both media and form into account provided the best model to explain adolescent aggression. A latent profile analysis revealed two groups of adolescents: a moderately aggressive class and a low aggressive class. As hypothesized, neither group was distinguishable by the media they used to perpetrate aggression. Also as hypothesized, a comparison of the confirmatory factor analysis model and the two-class solution of the latent profile analysis indicated that a dimensional model provided the best fit. This study supports a theoretical framework of aggression in which aggression is classified both by form and media.

Bullying is a pervasive problem in schools, but more recent attention has been given to bullying that takes place via electronic media. To study electronic bullying and aggression effectively research needs to consider the unique qualities of the electronic medium including its capacity for anonymity, disinhibition, public forum, and under-regulated content. Electronic bullying does not occur in isolation; therefore it must be studied in relation to peer processes that occur in the “real world.” Research has neither uncovered the potential “real world” precursors of electronic bullying and aggression nor has it uncovered how students perceive the harmfulness of electronic aggression. The two studies presented here fill these gaps in the literature. The first study examined the precursors of electronic bullying and victimization in a sample of grade 9 and 10 students who were followed longitudinally. Students were administered questionnaires assessing electronic bullying/victimization, perceived harm of electronic aggression, empathy, normative beliefs, and prosocial behavior. The results indicated that “real world” behaviors such as verbal bullying and prosocial behavior were precursors of electronic bullying, while victimization by social bullying and social aggression were precursors for electronic victimization. In addition, females, older students, and students with less prosocial behavior were at risk for involvement in electronic bullying. Implications for these findings include the importance of integrating interventions that foster positive behavior in the “real world” and online, particularly for students at highest risk for involvement. The second study examined students’ harm perceptions of electronic aggression and how similar behavioral and cognitive factors may also influence perceptions of electronic aggression. Cross-sectional data were collected from students in grades 7 through 9 who were administered the same questionnaires above. Electronic bullying was perceived as more harmful than physical and social aggression, particularly for girls and students with highly prosocial behavior. Thus, electronic aggression is a very serious issue for students and education is needed to change the social norms for acceptable behavior in cyberspace. Consistent with social-cognitive theory, similar demographics and behaviors predicted electronic behavior and perceptions. Future research should continue to extend the social-cognitive model to electronic conflict. / Thesis (Master, Psychology) -- Queen's University, 2009-09-22 21:15:56.732

This study investigated the issue of student cyberbullying in Florida's public middle schools. First, a content analysis of six Florida school district anti-bullying policies was conducted to determine the alignment between the state model policy and district policies. Next, 68 middle school principals from the same six Florida school districts completed the Cyberbullying Policies and Response Principal Survey online. Survey respondents were either members or non-members of the state mentoring team against bullying and harassment. Findings showed that all six school districts' anti-bullying policies were comprehensive in addressing the definitions of bullying behaviors, to include cyberbullying, as well as for reporting and responding to bullying incidents. However, it was found that improvements could be made concerning periodic review and updating of bullying policies as well as addressing issues of inclusiveness. Additionally, it was found that the middle school principals were generally aware of the seriousness of cyberbullying regardless of their membership status on the state mentoring team against bullying and harassment. They enforced both technology and bullying policies to prevent and respond to student cyberbullying. This was done either by their own initiative or as directed by the school districts. It was also discovered that principals were sensitive to the fact that students at their schools had been cybervictims, cyberbullies, or both. Moreover, principals believed that a majority of those activities occurred off-campus. It remains, though, uncertain as to what factors influence whether or not a school has a campus specific cyberbullying policy. However, principals conveyed an understanding that education about and enforcement of cyberbullying policies was imperative. Hence, more research is needed to determine how educators can continue to confront this type of adolescent aggression both on and off-campus.

This paper explores public health campaigns as they relate to tweens and their use of technology. After considering how this demographic utilizes both traditional and new media, further examination was done on general health problems that affect this group. Three major health issues were then chosen for analysis. A relevant campaign for each issue was also evaluated, as were its overall marketing and communication efforts. The health problems and corresponding campaigns chosen include childhood obesity and the “Let’s Move” campaign, electronic aggression and the “Stop Bullying” campaign and youth suicide and the “WeCanHelpUs” campaign. From these analyses, recommendations for ways to improve each campaign were provided, as were general conclusions for reaching this demographic more efficiently and effectively. / text