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      Examining the Relationships between Aggression, Bullying, and Cyberbullying among University Students in Saskatchewan

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      MYBURGH-THESIS-2018.pdf (2.526Mb)
      Date
      2017-11-20
      Author
      Myburgh, John-Etienne 1984-
      ORCID
      0000-0003-0561-1751
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      While cyberbullying research has grown exponentially in the past decade, little attention has been paid to cyberbullying among postsecondary students and to informing research through the use of theory. In addition, definitional concerns abound, as scholars continue to disagree whether cyberbullying is a similar or discrete construct from traditional bullying. Attempts to demonstrate that the core components of traditional bullying—repetition, the intent to harm, and the presence of a power differential—are present in cyberbullying instances have produced mixed results. Additionally, cyberbullying presents with myriad unique features, including anonymity, the amplification of harm, and the particular medium (i.e., text or pictorial) through which the bullying act is conveyed. This study utilized survey methodology to assess the relationships between aggression, bullying, and cyberbullying among a sample of 398 university students, while also testing a novel theory of aggression (the I3 Model; Finkel, 2014) to explicate the findings. Results indicate that a high percentage of university students were cyberbullying victims (84.7%) and perpetrators (70.6%). In addition, the only definitional component to predict cyberbullying victimization was repetition. Finally, moderation analyses provided evidence that Internet addiction served as an instigating trigger while proactive aggression served as an impellor; however, none of the models were mediated by gender. While the current study was limited by its cross-sectional methodology, as well as certain concerns related to measurement and study design, the results indicate the utility of the I3 Model in conceptualizing cyberbullying incidents and the need to better conceptualize the measurement of the definitional components of aggression, bullying, and cyberbullying.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Psychology and Special Education
      Program
      Educational Psychology and Special Education
      Supervisor
      Hellsten, Laurie M.
      Committee
      Martin, Stephanie L.; McIntyre, Laureen J.; Morrison, Todd G.
      Copyright Date
      June 2018
      URI
      http://hdl.handle.net/10388/8273
      Subject
      bullying
      cyberbullying
      postsecondary
      proactive aggression
      definitions
      I3 Model
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