A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: similarities and differences and implications for practice

Hdl Handle:
http://hdl.handle.net/10034/604629
Title:
A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: similarities and differences and implications for practice
Authors:
Boulton, Michael J.; Hardcastle, Katryna; Down, James; Fowles, John; Simmonds, Jennifer A.
Abstract:
Prior studies indicate that teachers differ in how they respond to different kinds of traditional bullying, and that their beliefs predict their intervention intentions. The current study provided the first extension of this work into the realm of cyber bullying. Preservice teachers in the United Kingdom (N = 222) were presented with vignettes describing three subtypes of traditional bullying as well as cyber bullying, and the latter was directly compared with the former. Dependent variables were perceived seriousness, ability to cope, empathy, and intentions to intervene. Results showed that responses to cyber bullying were most similar to verbal traditional bullying, but distinct from physical and relational traditional bullying. For cyber bullying, willingness to intervene was significantly predicted from the other three dependent variables (collectively and each one uniquely). No gender differences were observed. The implications of the results concerning how teacher educators could help teachers to deal with cyber bullying were discussed
Affiliation:
University of Chester
Citation:
Boulton, M. J., Hardcastle, K., Down, J. Simmonds, J., & Fowles, J. A. (2014). A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145-155. DOI: 10.1177/0022487113511496
Publisher:
Sage
Journal:
Journal of Teacher Education
Publication Date:
11-Nov-2013
URI:
http://hdl.handle.net/10034/604629
DOI:
10.1177/0022487113511496
Additional Links:
http://jte.sagepub.com/content/65/2/145.abstract
Type:
Article
Language:
en
EISSN:
1552-7816
Appears in Collections:
Psychology

Full metadata record

DC FieldValue Language
dc.contributor.authorBoulton, Michael J.en
dc.contributor.authorHardcastle, Katrynaen
dc.contributor.authorDown, Jamesen
dc.contributor.authorFowles, Johnen
dc.contributor.authorSimmonds, Jennifer A.en
dc.date.accessioned2016-04-06T13:55:54Zen
dc.date.available2016-04-06T13:55:54Zen
dc.date.issued2013-11-11en
dc.identifier.citationBoulton, M. J., Hardcastle, K., Down, J. Simmonds, J., & Fowles, J. A. (2014). A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145-155. DOI: 10.1177/0022487113511496en
dc.identifier.doi10.1177/0022487113511496en
dc.identifier.urihttp://hdl.handle.net/10034/604629en
dc.description.abstractPrior studies indicate that teachers differ in how they respond to different kinds of traditional bullying, and that their beliefs predict their intervention intentions. The current study provided the first extension of this work into the realm of cyber bullying. Preservice teachers in the United Kingdom (N = 222) were presented with vignettes describing three subtypes of traditional bullying as well as cyber bullying, and the latter was directly compared with the former. Dependent variables were perceived seriousness, ability to cope, empathy, and intentions to intervene. Results showed that responses to cyber bullying were most similar to verbal traditional bullying, but distinct from physical and relational traditional bullying. For cyber bullying, willingness to intervene was significantly predicted from the other three dependent variables (collectively and each one uniquely). No gender differences were observed. The implications of the results concerning how teacher educators could help teachers to deal with cyber bullying were discusseden
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://jte.sagepub.com/content/65/2/145.abstracten
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectCyber bullyingen
dc.subjectTraditional bullyingen
dc.titleA comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: similarities and differences and implications for practiceen
dc.typeArticleen
dc.identifier.eissn1552-7816en
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Teacher Educationen
dc.date.accepted2000-01-01en
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2213-11-11en
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