@article{WachsWrightSittichaietal.2019,
  author    = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee and Singh, Ritu and Biswal, Ramakrishna and Kim, Eun-mee and Yang, Soeun and G{\´a}mez-Guadix, Manuel and Almendros, Carmen and Flora, Katerina and Daskalou, Vassiliki and Maziridou, Evdoxia},
  title     = {Associations between Witnessing and Perpetrating Online Hate in Eight Countries},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {16},
  journal   = {International Journal of Environmental Research and Public Health},
  number    = {20},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph16203992},
  pages     = {13},
  year      = {2019},
  abstract  = {Online hate is a topic that has received considerable interest lately, as online hate represents a risk to self-determination and peaceful coexistence in societies around the globe. However, not much is known about the explanations for adolescents posting or forwarding hateful online material or how adolescents cope with this newly emerging online risk. Thus, we sought to better understand the relationship between a bystander to and perpetrator of online hate, and the moderating effects of problem-focused coping strategies (e.g., assertive, technical coping) within this relationship. Self-report questionnaires on witnessing and committing online hate and assertive and technical coping were completed by 6829 adolescents between 12 and 18 years of age from eight countries. The results showed that increases in witnessing online hate were positively related to being a perpetrator of online hate. Assertive and technical coping strategies were negatively related with perpetrating online hate. Bystanders of online hate reported fewer instances of perpetrating online hate when they reported higher levels of assertive and technical coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of assertive and technical coping strategies. In conclusion, our findings suggest that, if effective, prevention and intervention programs that target online hate should consider educating young people about problem-focused coping strategies, self-assertiveness, and media skills. Implications for future research are discussed.},
  language  = {en}
}
@misc{WachsWrightSittichaietal.2019,
  author    = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee and Singh, Ritu and Biswal, Ramakrishna and Kim, Eun-mee and Yang, Soeun and G{\´a}mez-Guadix, Manuel and Almendros, Carmen and Flora, Katerina and Daskalou, Vassiliki and Maziridou, Evdoxia},
  title     = {Associations between Witnessing and Perpetrating Online Hate in Eight Countries},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {592},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-44229},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442294},
  pages     = {15},
  year      = {2019},
  abstract  = {Online hate is a topic that has received considerable interest lately, as online hate represents a risk to self-determination and peaceful coexistence in societies around the globe. However, not much is known about the explanations for adolescents posting or forwarding hateful online material or how adolescents cope with this newly emerging online risk. Thus, we sought to better understand the relationship between a bystander to and perpetrator of online hate, and the moderating effects of problem-focused coping strategies (e.g., assertive, technical coping) within this relationship. Self-report questionnaires on witnessing and committing online hate and assertive and technical coping were completed by 6829 adolescents between 12 and 18 years of age from eight countries. The results showed that increases in witnessing online hate were positively related to being a perpetrator of online hate. Assertive and technical coping strategies were negatively related with perpetrating online hate. Bystanders of online hate reported fewer instances of perpetrating online hate when they reported higher levels of assertive and technical coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of assertive and technical coping strategies. In conclusion, our findings suggest that, if effective, prevention and intervention programs that target online hate should consider educating young people about problem-focused coping strategies, self-assertiveness, and media skills. Implications for future research are discussed.},
  language  = {en}
}
@misc{WachsMachimbarrenaWrightetal.2022,
  author    = {Wachs, Sebastian and Machimbarrena, Juan Manuel and Wright, Michelle F. and G{\´a}mez-Guadix, Manuel and Yang, Soeun and Sittichai, Ruthaychonnee and Singh, Ritu and Biswal, Ramakrishna and Flora, Katerina and Daskalou, Vassiliki and Maziridou, Evdoxia and Sung Hong, Jun and Krause, Norman},
  title     = {Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-56192},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-561927},
  pages     = {1 -- 14},
  year      = {2022},
  abstract  = {Cyberhate represents a risk to adolescents' development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents' ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim-perpetrators. The sample consisted of 6829 adolescents aged 12-18 years old (Mage = 14.93, SD = 1.64; girls: 50.4\%, boys: 48.9\%, and 0.7\% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim-perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim-perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim-perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents' ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed.},
  language  = {en}
}
@article{WachsMachimbarrenaWrightetal.2022,
  author    = {Wachs, Sebastian and Machimbarrena, Juan Manuel and Wright, Michelle F. and G{\´a}mez-Guadix, Manuel and Yang, Soeun and Sittichai, Ruthaychonnee and Singh, Ritu and Biswal, Ramakrishna and Flora, Katerina and Daskalou, Vassiliki and Maziridou, Evdoxia and Sung Hong, Jun and Krause, Norman},
  title     = {Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {19},
  journal   = {International Journal of Environmental Research and Public Health},
  edition   = {11},
  publisher = {MDPI},
  address   = {Basel, Schweiz},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph19116749},
  pages     = {1 -- 14},
  year      = {2022},
  abstract  = {Cyberhate represents a risk to adolescents' development and peaceful coexistence in democratic societies. Yet, not much is known about the relationship between adolescents' ability to cope with cyberhate and their cyberhate involvement. To fill current gaps in the literature and inform the development of media education programs, the present study investigated various coping strategies in a hypothetical cyberhate scenario as correlates for being cyberhate victims, perpetrators, and both victim-perpetrators. The sample consisted of 6829 adolescents aged 12-18 years old (Mage = 14.93, SD = 1.64; girls: 50.4\%, boys: 48.9\%, and 0.7\% did not indicate their gender) from Asia, Europe, and North America. Results showed that adolescents who endorsed distal advice or endorsed technical coping showed a lower likelihood to be victims, perpetrators, or victim-perpetrators. In contrast, if adolescents felt helpless or endorsed retaliation to cope with cyberhate, they showed higher odds of being involved in cyberhate as victims, perpetrators, or victim-perpetrators. Finally, adolescents who endorsed close support as a coping strategy showed a lower likelihood to be victim-perpetrators, and adolescents who endorsed assertive coping showed higher odds of being victims. In conclusion, the results confirm the importance of addressing adolescents' ability to deal with cyberhate to develop more tailored prevention approaches. More specifically, such initiatives should focus on adolescents who feel helpless or feel inclined to retaliate. In addition, adolescents should be educated to practice distal advice and technical coping when experiencing cyberhate. Implications for the design and instruction of evidence-based cyberhate prevention (e.g., online educational games, virtual learning environments) will be discussed.},
  language  = {en}
}