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Coping Strategies and Self-Efficacy Beliefs Middle School Students Report when Presented with Potential Cyberbullying.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Coping Strategies and Self-Efficacy Beliefs Middle School Students Report when Presented with Potential Cyberbullying./
Author:	Mischel, Jenny.
Description:	1 online resource (285 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781658404778

Coping Strategies and Self-Efficacy Beliefs Middle School Students Report when Presented with Potential Cyberbullying.
Mischel, Jenny.

Coping Strategies and Self-Efficacy Beliefs Middle School Students Report when Presented with Potential Cyberbullying. - 1 online resource (285 pages)

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ph.D.)--George Mason University, 2019.

Includes bibliographical references

The purpose of this study was to better understand what constitutes cyberbullying behavior, what types of coping strategies are perceived as being effective, and the role of self-efficacy beliefs to carry out stated strategies with middle school students through a mixed methods design. The study was conducted at two middle schools (N = 189) in the Mid-Atlantic region. In order to investigate these questions, an exploratory mixed methods design was used. Descriptive vignettes of potential cyberbullying situations were implemented to elicit participants' beliefs about cyberbullying behavior followed by open-ended reporting of coping strategies, and a self-efficacy rating scale to indicate beliefs inability to apply stated strategies. Additionally, interviews were conducted with middle school participants (n = 6) in order to ascertain a deeper understanding of how adolescents perceived potential cyberbullying situations, and whether they were credible. Findings indicated further validity and reliability for the cyberbullying instrument using vignettes. Types of cyberbullying specified through interviews included intent to harm, repetition, repeated victimization, and social dominance. Themes to describe vignettes included denigration and outing/trickery. The most frequent coping strategies students reported were telling an adult and confrontation and blocking. When a coping strategy was not indicated, the main reason reported was hopelessness. For those who did report access to a coping strategy, only moderate ratings were indicated for belief in their capability to apply the stated coping strategy. Implications for educators and adolescent parents are suggested with future research directions presented.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781658404778Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

BullyingIndex Terms--Genre/Form:

554714
Electronic books.

Coping Strategies and Self-Efficacy Beliefs Middle School Students Report when Presented with Potential Cyberbullying.
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