Adolescents' involvement in cyber bullying and perceptions of school: the importance of perceived peer acceptance for female adolescents

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M age = 12.19 years, SD = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women's perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying

youth Digital Skills Indicator:Polish questionnaire

The youth Digital Skills Indicator was developed as part of the ‘Youth Skills (ySKILLS)’ project and added to the ‘From Digital Skills to Tangible Outcomes’ digital skills measurement toolkit.Please read the accompanying document on the underlying rationale for these scales and on how to create and use composite scales in the following document: Helsper, E.J., Schneider, L., van Deursen, A.J.A.M., van Laar, E. (2021). The youth Digital Skills Indicator: Report on the conceptualisation and development of the ySKILLS digital skills measure. KU Leuven, Leuven: ySKILLS. Available at: https://yskills.eu

Cyberbullying versus face-to-face bullying: A Theoretical and conceptual review

Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying

Magnetic circular dichroism study of matrix-isolated iron atoms

The absorption and magnetic circular dichroism spectra of iron atoms isolated in argon, krypton and xenon matrices have been measured in the visible and u.v. regions as a function of temperature (12-30 K). Calculations of the important MCD parameters as well as relative dipole strengths have been performed for the free atom and the atom in an octahedral field. It is shown that spin-orbit coupling is dominant as in the free atom case and that the influence of the matrix on the free atom terms is minimal (i.e., no vibronic coupling). Two major sites are found for iron in argon whereas only one is present in krypton and xenon matrices. Evidence for Fex clusters is presented.Nous avons mesuré les spectres d'absorption et de dichroisme circulaire magnétique (DCM) d'atomes de fer isolés dans des matrices d'argon, de krypton et de xénon, dans le domaine u.v.-visible, et en fonction de la température (12-30 K). Le calcul des paramètres de DCM ainsi que celui des forces de dipôle relatives a été effectué pour l'atome libre et pour l'atome placé dans un champ octaédrique. Nous montrons que le couplage spin-orbite est l'effet dominant, comme dans le cas de l'atome libre, et que l'influence de la matrice sur les termes de l'atome libre est minimale (c'est-à-dire pas de couplage vibronique). Nous observons deux sites principaux pour le fer dans l'argon au lieu d'un site unique dans le cas des matrices de krypton et de xénon. Nous mettons en évidence des agrégats Fex

Cyberbullying Versus Face-to-Face Bullying: A Theoretical and Conceptual Review

Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying