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ERIC Number: EJ1119649
Record Type: Journal
Publication Date: 2016-Dec
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Predictors of Cyberbullying Intervention among Elementary School Staff: The Moderating Effect of Staff Status
Williford, Anne; Depaolis, Kathryn J.
Psychology in the Schools, v53 n10 p1032-1044 Dec 2016
Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths' development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to date has examined the likelihood of cyberbullying intervention among certified and noncertified school personnel. To that end, the present study assessed whether perceptions, attitudes, and self-efficacy beliefs predicted the likelihood of cyberbullying intervention and examined whether these relationships were moderated by staff status (e.g., certified and noncertified). Results revealed that attitudes toward victims and self-efficacy beliefs to intervene were significant predictors of the likelihood of cyberbullying intervention among staff; however, the prevalence of bullying and staff attitudes toward bullies were not significant predictors of intervention likelihood. Implications for in-service staff training efforts are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A