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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.
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.
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.
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.
Die vorliegende Forschungsarbeit untersucht den Umgang mit Dilemmata von Topmanagern. Dilemmata sind ein alltägliches Geschäft im Topmanagement. Die entsprechenden Akteure sind daher immer wieder mit diesen konfrontiert und mit ihnen umzugehen, gehört gewissermaßen zu ihrer Berufsbeschreibung. Hinzu kommen Dilemmata im nicht direkt geschäftlichen Bereich, wie zum Beispiel jene zwischen Familien- und Arbeitszeit. Doch stellt dieses Feld ein kaum untersuchtes Forschungsgebiet dar. Während Dilemmata in anderen Bereichen eine zunehmende Aufmerksamkeit erfuhren, wurden deren Besonderheiten im Topmanagement genauso wenig differenziert betrachtet wie zugehörige Umgangsweisen. Theorie und Praxis stellen bezüglich Dilemmata von Topmanagern vor allem einen Gegensatz dar, beziehungsweise fehlt es an einer theoretischen Fundierung der Empirie. Diesem Umstand wird mittels dieser Studie begegnet. Auf der Grundlage einer differenzierten und breiten Erfassung von Theorien zu Dilemmata, so diese auch noch nicht auf Topmanager bezogen wurden, und einer empirischen Erhebung, die im Mittelpunkt dieser Arbeit stehen, soll das Feld Dilemmata von Topmanagern der Forschung geöffnet werden. Empirische Grundlage sind vor allem narrative Interviews mit Topmanagern über ihre Dilemmata-Wahrnehmung, ausgemachte Ursachen, Umgangsweisen und Resultate. Dies erlaubt es, Topmanagertypen sowie Dilemmata-Arten, mit denen sie konfrontiert sind oder waren, analytisch herauszuarbeiten. Angesichts der Praxisrelevanz von Dilemmata von Topmanagern wird jedoch nicht nur ein theoretisches Modell zu dieser Thematik erarbeitet, es werden auch Reflexionen auf die Praxis in Form von Handlungsempfehlungen vorgenommen. Schließlich gilt es, die allgemeine Theorie zu Dilemmata, ohne konkreten Bezug zu Topmanagern, mit den theoretischen Erkenntnissen dieser Studie auf empirischer Basis zu kontrastieren. Dabei wird im Rahmen der empirischen Erfassung und Auswertung dem Ansatz der Grounded-Theory-Methodologie gefolgt.