TY - JOUR A1 - Gamez-Guadix, Manuel A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - "Haters back off!" psychometric properties of the coping with cyberhate questionnaire and relationship with well-being in Spanish adolescents JF - Psicothema N2 - Background: Cyberhate is a growing form of online aggression against a person or a group based on race, ethnicity, nationality, sexual orientation, gender, religion, or disability. The present study aims to examine psychometric properties of the Coping with Cyberhate Questionnaire, the prevalence of coping strategies in Spanish adolescents, differences in coping strategies based in sex, age, and victim status, and the association between coping with cyberhate and adolescents' mental well-being. Method: The sample consisted of 1,005 adolescents between 12 and 18 years old (Mage = 14.28 years, SD = 1.63; 51.9% girls) who completed self-report measures on coping strategies, victimization status, and mental well-being. Results: The results of confirmatory factor analyses showed a structure for the Coping with Cyberhate Questionnaire composed of six factors, namely Distal advice, Assertiveness, Helplessness/Selfblame, Close support, Technical coping, and Retaliation. It demonstrated acceptable internal consistency. The three most frequently endorsed coping strategies were Technical coping, Close support, and Assertiveness. In addition, lower Helplessness/Self-blame, and higher Close-support, Assertiveness, and Distal advice were significantly related to adolescents' better mental well-being. Conclusion: Prevention programs that educate adolescents about how to deal with cyberhate are needed. KW - cybervictimization KW - hate speech KW - well-being Y1 - 2020 U6 - https://doi.org/10.7334/psicothema2020.219 SN - 0214-9915 SN - 1886-144X VL - 32 IS - 4 SP - 567 EP - 574 PB - Colegio oficial de psicologos de asturias CY - Oviedo ER - TY - JOUR A1 - Kansok-Dusche, Julia A1 - Ballaschk, Cindy A1 - Krause, Norman A1 - Zeissig, Anke A1 - Seemann-Herz, Lisanne A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - A systematic review on hate speech among children and adolescents BT - definitions, prevalence, and overlap with related phenomena JF - Trauma, violence & abuse : a review journal N2 - Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (kappa = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research. KW - hate speech KW - bullying KW - adolescents KW - children KW - youth KW - systematic review Y1 - 2022 U6 - https://doi.org/10.1177/15248380221108070 SN - 1524-8380 SN - 1552-8324 VL - 24 IS - 4 SP - 2598 EP - 2615 PB - Sage Publ. CY - Thousand Oaks ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Adolescents' emotional reactions for not intervening in cyberbullying as moderators in the longitudinal association between witnessing cyberbullying and health issues JF - Current psychology N2 - Not much is known about how bystanders' emotional reactions after not intervening in cyberbullying might impact their health issues. Narrowing this gap in the literature, the present study focused on examining the moderating effects of emotional reactions (i.e., guilt, sadness, anger) after not intervening in cyberbullying on the longitudinal relationship between cyberbullying bystanding and health issues (i.e., subjective health complaints, suicidal ideation, non-suicidal self-harm). Participants were 1,067 adolescents between 12 and 15 years old included in this study (M-age = 13.67; 51% girls). The findings showed a positive association between Time 1 cyberbullying bystanding and Time 2 health issues. Guilt moderated the positive relationships among Time 1 cyberbullying bystanding, Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm. Time 1 sadness also moderated the relationship between Time 1 cyberbullying bystanding and Time 2 suicidal ideation and non-suicidal self-harm. However, anger did not moderate any of the associations. KW - Bystanding KW - Cyberbullying KW - Guilt KW - Anger KW - Sadness KW - Health Issues; KW - Suicidal ideation KW - Self-harm Y1 - 2022 U6 - https://doi.org/10.1007/s12144-022-03773-w SN - 1046-1310 SN - 1936-4733 SP - 19378 EP - 19385 PB - Springer CY - New York ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Adolescents’ Cyber Victimization BT - The Influence of Technologies, Gender, and Gender Stereotype Traits JF - International Journal of Environmental Research and Public Health N2 - The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization. KW - gender KW - gender stereotype trait KW - cyber victimization KW - technology Y1 - 2020 U6 - https://doi.org/10.3390/ijerph17041293 SN - 1660-4601 SN - 1661-7827 VL - 17 IS - 4 PB - MDPI CY - Basel ER - TY - GEN A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Adolescents’ Cyber Victimization BT - The Influence of Technologies, Gender, and Gender Stereotype Traits T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 612 KW - gender KW - gender stereotype trait KW - cyber victimization KW - technology Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-459765 SN - 1866-8364 IS - 612 ER - TY - GEN A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng T1 - Adolescents’ Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 740 KW - social status insecurity KW - callousness KW - unemotional KW - uncaring KW - callous-unemotional traits KW - aggression KW - cyberaggression KW - prosocial Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-538493 SN - 1866-8364 SP - 1 EP - 8 PB - Universität Potsdam CY - Potsdam ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Huang, Zheng T1 - Adolescents’ Popularity-Motivated Aggression and Prosocial Behaviors: The Roles of Callous-Unemotional Traits and Social Status Insecurity JF - Frontiers in Psychology N2 - As competition over peer status becomes intense during adolescence, some adolescents develop insecure feelings regarding their social standing among their peers (i.e., social status insecurity). These adolescents sometimes use aggression to defend or promote their status. The aim of this study was to examine the relationships among social status insecurity, callous-unemotional (CU) traits, and popularity-motivated aggression and prosocial behaviors among adolescents, while controlling for gender. Another purpose was to examine the potential moderating role of CU traits in these relationships. Participants were 1,047 (49.2% girls; Mage = 12.44 years; age range from 11 to 14 years) in the 7th or 8th grades from a large Midwestern city. They completed questionnaires on social status insecurity, CU traits, and popularity-motivated relational aggression, physical aggression, cyberaggression, and prosocial behaviors. A structural regression model was conducted, with gender as a covariate. The model had adequate fit. Social status insecurity was associated positively with callousness, unemotional, and popularity-motivated aggression and related negatively to popularity-motivated prosocial behaviors. High social status insecurity was related to greater popularity-motivated aggression when adolescents had high callousness traits. The findings have implications for understanding the individual characteristics associated with social status insecurity. KW - social status insecurity KW - callousness KW - unemotional KW - uncaring KW - callous-unemotional traits KW - aggression KW - cyberaggression KW - prosocial Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.606865 SN - 1664-1078 SP - 1 EP - 8 PB - Frontiers CY - Lausanne, Schweiz ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Adolescents’ Psychological Consequences and Cyber Victimization BT - The Moderation of School-Belongingness and Ethnicity JF - International Journal of Environmental Research and Public Health N2 - Cyber victimization research reveals various personal and contextual correlations and negative consequences associated with this experience. Despite increasing attention on cyber victimization, few studies have examined such experiences among ethnic minority adolescents. The purpose of the present study was to examine the moderating effect of ethnicity in the longitudinal associations among cyber victimization, school-belongingness, and psychological consequences (i.e., depression, loneliness, anxiety). These associations were investigated among 416 Latinx and white adolescents (46% female; M age = 13.89, SD = 0.41) from one middle school in the United States. They answered questionnaires on cyber victimization, school belongingness, depression, loneliness, and anxiety in the 7th grade (Time 1). One year later, in the 8th grade (Time 2), they completed questionnaires on depression, loneliness, and anxiety. Low levels of school-belongingness strengthened the positive relationships between cyber victimization and Time 2 depression and anxiety, especially among Latinx adolescents. The positive association between cyber victimization and Time 2 loneliness was strengthened for low levels of school-belongingness for all adolescents. These findings may indicate that cyber victimization threatens adolescents’ school-belongingness, which has implications for their emotional adjustment. Such findings underscore the importance of considering diverse populations when examining cyber victimization. KW - cyberbullying KW - cyber victimization KW - depression KW - anxiety KW - loneliness KW - Latinx KW - Latino KW - adolescents KW - ethnic KW - ethnic differences Y1 - 2019 U6 - https://doi.org/10.3390/ijerph16142493 SN - 1661-7827 SN - 1660-4601 VL - 16 PB - MDPI AG CY - Basel ER - TY - GEN A1 - Wright, Michelle F. A1 - Wachs, Sebastian T1 - Adolescents’ Psychological Consequences and Cyber Victimization BT - The Moderation of School-Belongingness and Ethnicity T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Cyber victimization research reveals various personal and contextual correlations and negative consequences associated with this experience. Despite increasing attention on cyber victimization, few studies have examined such experiences among ethnic minority adolescents. The purpose of the present study was to examine the moderating effect of ethnicity in the longitudinal associations among cyber victimization, school-belongingness, and psychological consequences (i.e., depression, loneliness, anxiety). These associations were investigated among 416 Latinx and white adolescents (46% female; M age = 13.89, SD = 0.41) from one middle school in the United States. They answered questionnaires on cyber victimization, school belongingness, depression, loneliness, and anxiety in the 7th grade (Time 1). One year later, in the 8th grade (Time 2), they completed questionnaires on depression, loneliness, and anxiety. Low levels of school-belongingness strengthened the positive relationships between cyber victimization and Time 2 depression and anxiety, especially among Latinx adolescents. The positive association between cyber victimization and Time 2 loneliness was strengthened for low levels of school-belongingness for all adolescents. These findings may indicate that cyber victimization threatens adolescents’ school-belongingness, which has implications for their emotional adjustment. Such findings underscore the importance of considering diverse populations when examining cyber victimization. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 578 KW - cyberbullying KW - cyber victimization KW - depression KW - anxiety KW - loneliness KW - Latinx KW - Latino KW - adolescents KW - ethnic KW - ethnic differences Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-437868 SN - 1866-8364 IS - 578 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Görzig, Anke A1 - Wright, Michelle F. A1 - Schubarth, Wilfried A1 - Bilz, Ludwig T1 - Associations among Adolescents’ Relationships with Parents, Peers, and Teachers, Self-Efficacy, and Willingness to Intervene in Bullying BT - A Social Cognitive Approach JF - International Journal of Environmental Research and Public Health N2 - We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations. KW - bullying KW - intervention KW - willingness to intervene KW - bullying victimization KW - school KW - parent–child relationship KW - teacher–student relationship KW - self-efficacy Y1 - 2020 U6 - https://doi.org/10.3390/ijerph17020420 SN - 1660-4601 SN - 1661-7827 VL - 17 IS - 2 PB - MDPI AG CY - Basel ER -