@misc{WachsWright2018, author = {Wachs, Sebastian and Wright, Michelle F.}, title = {Associations between Bystanders and Perpetrators of Online Hate}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {475}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-419486}, pages = {9}, year = {2018}, abstract = {Hatred directed at members of groups due to their origin, race, gender, religion, or sexual orientation is not new, but it has taken on a new dimension in the online world. To date, very little is known about online hate among adolescents. It is also unknown how online disinhibition might influence the association between being bystanders and being perpetrators of online hate. Thus, the present study focused on examining the associations among being bystanders of online hate, being perpetrators of online hate, and the moderating role of toxic online disinhibition in the relationship between being bystanders and perpetrators of online hate. In total, 1480 students aged between 12 and 17 years old were included in this study. Results revealed positive associations between being online hate bystanders and perpetrators, regardless of whether adolescents had or had not been victims of online hate themselves. The results also showed an association between toxic online disinhibition and online hate perpetration. Further, toxic online disinhibition moderated the relationship between being bystanders of online hate and being perpetrators of online hate. Implications for prevention programs and future research are discussed.}, language = {en} } @article{WachsWright2018, author = {Wachs, Sebastian and Wright, Michelle F.}, title = {Associations between Bystanders and Perpetrators of Online Hate}, series = {International Journal of Environmental Research and Public Health}, volume = {15}, journal = {International Journal of Environmental Research and Public Health}, number = {9}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph15092030}, pages = {1 -- 9}, year = {2018}, abstract = {Hatred directed at members of groups due to their origin, race, gender, religion, or sexual orientation is not new, but it has taken on a new dimension in the online world. To date, very little is known about online hate among adolescents. It is also unknown how online disinhibition might influence the association between being bystanders and being perpetrators of online hate. Thus, the present study focused on examining the associations among being bystanders of online hate, being perpetrators of online hate, and the moderating role of toxic online disinhibition in the relationship between being bystanders and perpetrators of online hate. In total, 1480 students aged between 12 and 17 years old were included in this study. Results revealed positive associations between being online hate bystanders and perpetrators, regardless of whether adolescents had or had not been victims of online hate themselves. The results also showed an association between toxic online disinhibition and online hate perpetration. Further, toxic online disinhibition moderated the relationship between being bystanders of online hate and being perpetrators of online hate. Implications for prevention programs and future research are discussed.}, language = {en} } @article{WachsWright2018, author = {Wachs, Sebastian and Wright, Michelle F.}, title = {Bullying and alexithymia}, series = {Criminal Behaviour and Mental Health}, volume = {28}, journal = {Criminal Behaviour and Mental Health}, number = {5}, publisher = {Wiley}, address = {Hoboken}, issn = {0957-9664}, doi = {10.1002/cbm.2083}, pages = {409 -- 413}, year = {2018}, abstract = {AimsTo investigate whether there are differences among 12-18year-olds in capacity for identifying and/or describing own emotions between traditional bullies, cyber bullies, combined bullies, and nonbullies. MethodsData from self-report questionnaires completed by 897 female and 652 male 12-18year-olds (mean 14.5years, standard deviation 1.68) from Germany and Thailand were analysed using analysis of covariance. ResultsYoung people who reported never having bullied others scored lower on the alexithymia scale than traditional, cyber, or combined bullies. There were no differences between traditional and cyber bullies on this measure, but those who operated in both ways had significantly higher alexithymia scores compared with those who bullied in just one modality.}, language = {en} } @article{WrightHarperWachs2018, author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian}, title = {Differences in Adolescents' Response Decision and Evaluation for Face-to-Face and Cyber Victimization}, series = {The Journal of Early Adolescence}, volume = {39}, journal = {The Journal of Early Adolescence}, number = {8}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0272-4316}, doi = {10.1177/0272431618806052}, pages = {1110 -- 1128}, year = {2018}, abstract = {The current study was designed to assess early adolescents' response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59\% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes.}, language = {en} } @misc{WrightWachs2018, author = {Wright, Michelle F. and Wachs, Sebastian}, title = {Does parental mediation moderate the longitudinal association among bystanders and perpetrators and victims of cyberbullying?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {679}, issn = {1866-8364}, doi = {10.25932/publishup-47230}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-472303}, pages = {12}, year = {2018}, abstract = {The purpose of the present study was to examine the moderation of parental mediation in the longitudinal association between being a bystander of cyberbullying and cyberbullying perpetration and cyberbullying victimization. Participants were 1067 7th and 8th graders between 12 and 15 years old (51\% female) from six middle schools in predominantly middle-class neighborhoods in the Midwestern United States. Increases in being bystanders of cyberbullying was related positively to restrictive and instructive parental mediation. Restrictive parental mediation was related positively to Time 2 (T2) cyberbullying victimization, while instructive parental mediation was negatively related to T2 cyberbullying perpetration and victimization. Restrictive parental mediation was a moderator in the association between bystanders of cyberbullying and T2 cyberbullying victimization. Increases in restrictive parental mediation strengthened the positive relationship between these variables. In addition, instructive mediation moderated the association between bystanders of cyberbullying and T2 cyberbullying victimization such that increases in this form of parental mediation strategy weakened the association between bystanders of cyberbullying and T2 cyberbullying victimization. The current findings indicate a need for parents to be aware of how they can impact adolescents' involvement in cyberbullying as bullies and victims. In addition, greater attention should be given to developing parental intervention programs that focus on the role of parents in helping to mitigate adolescents' likelihood of cyberbullying involvement.}, language = {en} } @misc{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {495}, issn = {1866-8364}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-421185}, pages = {11}, year = {2018}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @article{WachsBilzFischeretal.2018, author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Schubarth, Wilfried and Wright, Michelle F.}, title = {Students' Willingness to Intervene in Bullying}, series = {International journal of environmental research and public health : IJERPH}, volume = {15}, journal = {International journal of environmental research and public health : IJERPH}, publisher = {MDPI}, address = {Basel}, issn = {1660-4601}, doi = {10.3390/ijerph15112577}, pages = {11}, year = {2018}, abstract = {Although school climate and self-efficacy have received some attention in the literature, as correlates of students' willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students' willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students' willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3\% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43\% and 48\% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students' willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students' willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students' willingness to intervene in bullying; (2) efforts to increase students' willingness to intervene in bullying should promote students' confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students' willingness to intervene in bullying. Recommendations are provided to help increase adolescents' willingness to intervene in bullying and for future research.}, language = {en} } @misc{WrightWachsHarper2018, author = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.}, title = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {689}, issn = {1866-8364}, doi = {10.25932/publishup-47050}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-470505}, pages = {16}, year = {2018}, abstract = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.}, language = {en} } @article{WrightWachsHarper2018, author = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.}, title = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety}, series = {Journal of Psychosocial Research on Cyberspace}, volume = {12}, journal = {Journal of Psychosocial Research on Cyberspace}, number = {4}, publisher = {Masrykova Univ.}, address = {Brno}, issn = {1802-7962}, doi = {10.5817/CP2018-4-6}, pages = {14}, year = {2018}, abstract = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.}, language = {en} }