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 - GEN A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 495 KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - self-efficacy Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-421185 SN - 1866-8364 IS - 495 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Schubarth, Wilfried A1 - Wright, Michelle F. T1 - Students’ Willingness to Intervene in Bullying BT - Direct and Indirect Associations with Classroom Cohesion and Self-Efficacy JF - International journal of environmental research and public health : IJERPH N2 - 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. KW - bullying KW - intervention KW - willingness to intervene KW - verbal bullying KW - relational bullying KW - aggression KW - school KW - classroom climate KW - classroom cohesion KW - self-efficacy Y1 - 2018 U6 - https://doi.org/10.3390/ijerph15112577 SN - 1660-4601 SN - 1661-7827 VL - 15 PB - MDPI CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wright, Michelle F. T1 - Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration? JF - International Journal of Environmental Research and Public Health N2 - A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying. KW - alexithymia KW - cyberbully-victims KW - cyberbullying KW - cybervictimization KW - mediation Y1 - 2017 U6 - https://doi.org/10.3390/ijerph14121530 SN - 1660-4601 VL - 14 IS - 12 PB - MDPI CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Gamez-Guadix, Manuel A1 - Wright, Michelle F. T1 - Online hate speech victimization and depressive symptoms among adolescents BT - the protective role of resilience JF - Cyberpsychology, behavior and social networking N2 - Online hate speech has become a widespread problem in the daily life of adolescents. Despite growing societal and academic interest in this online risk, not much is known about the relationship between online hate speech victimization (OHSV) and adolescents' mental well-being. In addition, potential factors influencing the magnitude of this relationship remain unclear. To address these gaps in the literature, this study investigated the relationship between OHSV and depressive symptoms and the buffering effects of resilience in this relationship. The sample consists of 1,632 adolescents (49.1% girls) between 12 and 18 years old (M-age = 13.83, SDage = 1.23), recruited from nine schools across Spain. Self-report questionnaires were administered to assess OHSV, depressive symptoms, and resilience. Regression analyses revealed that OHSV was positively linked to depressive symptoms. In addition, victims of online hate speech were less likely to report depressive symptoms when they reported average or high levels of resilience (i.e., social competence, personal competence, structured style, social resources, and family cohesion) compared with those with low levels of resilience. Our findings highlight the need for the development of intervention programs and the relevance of focusing on internal and external developmental assets to mitigate negative outcomes for victims of online hate speech. KW - hate speech KW - cyberhate KW - depression KW - resilience KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2022.0009 SN - 2152-2715 SN - 2152-2723 VL - 25 IS - 7 SP - 416 EP - 423 PB - Liebert CY - New Rochelle 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 - TY - GEN 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 T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 603 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 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-445458 SN - 1866-8364 IS - 603 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Machimbarrena, Juan Manuel A1 - Wright, Michelle F. A1 - Gámez-Guadix, Manuel A1 - Yang, Soeun A1 - Sittichai, Ruthaychonnee A1 - Singh, Ritu A1 - Biswal, Ramakrishna A1 - Flora, Katerina A1 - Daskalou, Vassiliki A1 - Maziridou, Evdoxia A1 - Sung Hong, Jun A1 - Krause, Norman T1 - Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions JF - International Journal of Environmental Research and Public Health N2 - 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. KW - cyberhate KW - hate speech KW - coping strategies KW - cross-national KW - counter-speech Y1 - 2022 U6 - https://doi.org/10.3390/ijerph19116749 SN - 1660-4601 VL - 19 SP - 1 EP - 14 PB - MDPI CY - Basel, Schweiz ET - 11 ER - TY - GEN A1 - Wachs, Sebastian A1 - Machimbarrena, Juan Manuel A1 - Wright, Michelle F. A1 - Gámez-Guadix, Manuel A1 - Yang, Soeun A1 - Sittichai, Ruthaychonnee A1 - Singh, Ritu A1 - Biswal, Ramakrishna A1 - Flora, Katerina A1 - Daskalou, Vassiliki A1 - Maziridou, Evdoxia A1 - Sung Hong, Jun A1 - Krause, Norman T1 - Associations between Coping Strategies and Cyberhate Involvement: Evidence from Adolescents across Three World Regions T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 781 KW - cyberhate KW - hate speech KW - coping strategies KW - cross-national KW - counter-speech Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-561927 SN - 1866-8364 SP - 1 EP - 14 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Wachs, Sebastian A1 - Vazsonyi, Alexander T. A1 - Wright, Michelle F. A1 - Ksinan Jiskrova, Gabriela T1 - Cross-National Associations Among Cyberbullying Victimization, Self-Esteem, and Internet Addiction BT - Direct and Indirect Effects of Alexithymia T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The relationship among cyberbullying victimization, lower self-esteem, and internet addiction has been well-established. Yet, little research exists that explains the nature of these associations, and no previous work has considered the inability to identify or describe one’s emotions, namely, alexithymia, as a potential mediator of these links. The present study sought to investigate the indirect effects of cyberbullying victimization on self-esteem and internet addiction, mediated by alexithymia. The sample consisted of 1,442 participants between 12 and 17 years (Mage = 14.17, SD = 1.38, 51.5% male) from Germany, the Netherlands, and the United States. Results showed a direct relationship between cyberbullying victimization and self-esteem and an indirect association mediated by alexithymia in the Dutch sample. However, in the German and U.S. samples, only an indirect relationship via alexithymia, but not a direct effect of cyberbullying victimization on self-esteem, was found. Consistent across the three country samples, cyberbullying victimization and internet addiction were directly and also indirectly associated via alexithymia. In sum, findings indicate that alexithymia might help better understand which detrimental effects cyberbullying victimization has on adolescent psychological health. Thus, cyberbullying prevention programs should consider implementing elements that educate adolescents on the ability to identify and describe their own emotions. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 651 KW - cyberbullying victimization KW - alexithymia KW - self-esteem KW - internet addiction KW - adolescents Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-474382 SN - 1866-8364 IS - 651 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Vazsonyi, Alexander T. A1 - Wright, Michelle F. A1 - Ksinan Jiskrova, Gabriela T1 - Cross-National Associations Among Cyberbullying Victimization, Self-Esteem, and Internet Addiction BT - Direct and Indirect Effects of Alexithymia JF - Frontiers in Psychology N2 - The relationship among cyberbullying victimization, lower self-esteem, and internet addiction has been well-established. Yet, little research exists that explains the nature of these associations, and no previous work has considered the inability to identify or describe one’s emotions, namely, alexithymia, as a potential mediator of these links. The present study sought to investigate the indirect effects of cyberbullying victimization on self-esteem and internet addiction, mediated by alexithymia. The sample consisted of 1,442 participants between 12 and 17 years (Mage = 14.17, SD = 1.38, 51.5% male) from Germany, the Netherlands, and the United States. Results showed a direct relationship between cyberbullying victimization and self-esteem and an indirect association mediated by alexithymia in the Dutch sample. However, in the German and U.S. samples, only an indirect relationship via alexithymia, but not a direct effect of cyberbullying victimization on self-esteem, was found. Consistent across the three country samples, cyberbullying victimization and internet addiction were directly and also indirectly associated via alexithymia. In sum, findings indicate that alexithymia might help better understand which detrimental effects cyberbullying victimization has on adolescent psychological health. Thus, cyberbullying prevention programs should consider implementing elements that educate adolescents on the ability to identify and describe their own emotions. KW - cyberbullying victimization KW - alexithymia KW - self-esteem KW - internet addiction KW - adolescents Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2020.01368 SN - 1664-1078 VL - 11 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - Bullying and alexithymia BT - Are there differences between traditional, cyber, combined bullies, and nonbullies in reading their own emotions? JF - Criminal Behaviour and Mental Health N2 - 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. Y1 - 2018 U6 - https://doi.org/10.1002/cbm.2083 SN - 0957-9664 SN - 1471-2857 VL - 28 IS - 5 SP - 409 EP - 413 PB - Wiley CY - Hoboken ER - TY - GEN A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - Associations between Bystanders and Perpetrators of Online Hate BT - The Moderating Role of Toxic Online Disinhibition T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 475 KW - online hate KW - hate speech KW - bystander KW - perpetrator KW - online disinhibition KW - online discrimination KW - cyber aggression Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-419486 IS - 475 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - Associations between Bystanders and Perpetrators of Online Hate BT - The Moderating Role of Toxic Online Disinhibition JF - International Journal of Environmental Research and Public Health N2 - 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. KW - online hate KW - hate speech KW - bystander KW - perpetrator KW - online disinhibition KW - online discrimination KW - cyber aggression Y1 - 2018 U6 - https://doi.org/10.3390/ijerph15092030 SN - 1660-4601 SN - 1661-7827 VL - 15 IS - 9 SP - 1 EP - 9 PB - MDPI CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wright, Michelle F. T1 - The Moderation of online disinhibition and sex on the relationship between online hate victimization and perpetration JF - Cyberpsychology, behavior and social networking N2 - Online hatred based on attributes, such as origin, race, gender, religion, or sexual orientation, has become a rising public concern across the world. Past research on aggressive behavior suggests strong associations between victimization and perpetration and that toxic online disinhibition and sex might influence this relationship. However, no study investigated both the relationship between online hate victimization and perpetration and the potential moderation effects of toxic online disinhibition on this relationship. To this end, the present study was conducted. The sample consists of 1,480 7th to 10th graders from Germany. Results revealed positive associations between online hate victimization and perpetration. Furthermore, the results support the idea that toxic online disinhibition and sex, by way of moderator effects, affect the relationship between online hate victimization and perpetration. Victims of online hate reported more online hate perpetration when they reported higher levels of online disinhibition and less frequent online hate perpetration when they reported lower levels of toxic online disinhibition. Additionally, the relationship between online hate victimization and perpetration was significantly greater among boys than among girls. Taken together, our results extend previous findings to online hate involvement among adolescents and substantiate the importance to conduct more research on online hate. In addition, our findings highlight the need for prevention and intervention programs that help adolescents deal with the emerging issue of online hate. KW - online hate KW - hate speech KW - online discrimination KW - online disinhibition KW - victims KW - perpetrator KW - cyber aggressions Y1 - 2019 U6 - https://doi.org/10.1089/cyber.2018.0551 SN - 2152-2715 SN - 2152-2723 VL - 22 IS - 5 SP - 300 EP - 306 PB - Liebert CY - New Rochelle ER - TY - GEN A1 - Wachs, Sebastian A1 - Wright, Michelle F. A1 - Sittichai, Ruthaychonnee T1 - Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping. T2 - International Journal Environmental Research and Public Health N2 - Kein Abstract vorhanden Y1 - 2021 U6 - https://doi.org/10.3390/ijerph18052609 SN - 1661-7827 SN - 1660-4601 VL - 18 IS - 3992 SP - 1 EP - 2 PB - MDPI CY - Basel ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wright, Michelle F. A1 - Sittichai, Ruthaychonnee A1 - Singh, Ritu A1 - Biswal, Ramakrishna A1 - Kim, Eun-mee A1 - Yang, Soeun A1 - Gámez-Guadix, Manuel A1 - Almendros, Carmen A1 - Flora, Katerina A1 - Daskalou, Vassiliki A1 - Maziridou, Evdoxia T1 - Associations between Witnessing and Perpetrating Online Hate in Eight Countries BT - The Buffering Effects of Problem-Focused Coping JF - International Journal of Environmental Research and Public Health N2 - 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. KW - online hate KW - hate speech KW - bystander KW - perpetrator KW - coping strategies KW - cyber aggression Y1 - 2019 U6 - https://doi.org/10.3390/ijerph16203992 SN - 1660-4601 SN - 1661-7827 VL - 16 IS - 20 PB - MDPI CY - Basel ER - TY - GEN A1 - Wachs, Sebastian A1 - Wright, Michelle F. A1 - Sittichai, Ruthaychonnee A1 - Singh, Ritu A1 - Biswal, Ramakrishna A1 - Kim, Eun-mee A1 - Yang, Soeun A1 - Gámez-Guadix, Manuel A1 - Almendros, Carmen A1 - Flora, Katerina A1 - Daskalou, Vassiliki A1 - Maziridou, Evdoxia T1 - Associations between Witnessing and Perpetrating Online Hate in Eight Countries BT - The Buffering Effects of Problem-Focused Coping T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 592 KW - online hate KW - hate speech KW - bystander KW - perpetrator KW - coping strategies KW - cyber aggression Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-442294 SN - 1866-8364 IS - 592 ER - TY - JOUR A1 - Wachs, Sebastian A1 - Wright, Michelle F. A1 - Vazsonyi, Alexander Thomas T1 - Understanding the overlap between cyberbullying and cyberhate perpetration BT - Moderating effects of toxic online disinhibition JF - Criminal Behavior And Mental Health N2 - Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self-report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people. Y1 - 2019 U6 - https://doi.org/10.1002/cbm.2116 SN - 0957-9664 SN - 1471-2857 VL - 29 IS - 3 SP - 179 EP - 188 PB - Wiley CY - Hoboken ER - TY - JOUR A1 - Wright, Michelle F. A1 - Harper, Bridgette D. A1 - Wachs, Sebastian T1 - Differences in Adolescents’ Response Decision and Evaluation for Face-to-Face and Cyber Victimization JF - The Journal of Early Adolescence N2 - 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. KW - response decision KW - response evaluation KW - cyber aggression KW - cyberbullying KW - aggression KW - bullying Y1 - 2018 U6 - https://doi.org/10.1177/0272431618806052 SN - 0272-4316 SN - 1552-5449 VL - 39 IS - 8 SP - 1110 EP - 1128 PB - Sage Publ. CY - Thousand Oaks ER -