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The Structure of Cyber and Tradition...

Lerner, David.

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The Structure of Cyber and Traditional Aggression: An Integrated Conceptualization.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Structure of Cyber and Traditional Aggression: An Integrated Conceptualization./
Author:	Lerner, David.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568336
ISBN:	9781303227998

The Structure of Cyber and Traditional Aggression: An Integrated Conceptualization.
Lerner, David.

The Structure of Cyber and Traditional Aggression: An Integrated Conceptualization. - 171 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2013.

The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.

ISBN: 9781303227998Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The Structure of Cyber and Traditional Aggression: An Integrated Conceptualization.
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020 $a 9781303227998
035 $a (MiAaPQ)AAI3568336
035 $a AAI3568336
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lerner, David. $3 545695
245 1 4 $a The Structure of Cyber and Traditional Aggression: An Integrated Conceptualization.
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: Samuel Green.
502 $a Thesis (Ph.D.)--Arizona State University, 2013.
520 $a The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.
590 $a School code: 0010.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0525
690 $a 0632
690 $a 0620
710 2 $a Arizona State University. $b Educational Psychology. $3 1681447
773 0 $t Dissertation Abstracts International $g 74-11A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568336