東華大學圖書館 |

The Role of Teacher Support in Facilitating Disclosure and Emotional Relief from Cyberbullied Youth /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of Teacher Support in Facilitating Disclosure and Emotional Relief from Cyberbullied Youth // Pooja Megha Nagar.
Author:	Nagar, Pooja Megha,
Description:	1 electronic resource (208 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
Contained By:	Dissertations Abstracts International86-03B.
Subject:	Social support. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31338979
ISBN:	9798384199489

The Role of Teacher Support in Facilitating Disclosure and Emotional Relief from Cyberbullied Youth /
Nagar, Pooja Megha,

The Role of Teacher Support in Facilitating Disclosure and Emotional Relief from Cyberbullied Youth /Pooja Megha Nagar. - 1 electronic resource (208 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: B.

Cyberbullying is a pervasive issue among adolescents that is frequently exacerbated by an inadequate support system. Teachers can play a crucial role in supporting cyber-victimized students; however, many teachers feel unprepared to effectively address cyberbullying, which can result in ineffective teacher responses towards cyber-victims. Consequently, many adolescents perceive their teachers as unhelpful which further discourages them from seeking help in school settings and leads to non-disclosure from students. Therefore, this research program aims to address this issue of non-disclosure by examining how adolescents perceive teacher support strategies and the conditions that maximize their receptiveness to such support. Two studies were conducted with adolescents aged 12 to 17. In both studies, adolescents were presented with hypothetical vignettes about a student who received teacher support (i.e., Emotional Support, Appraisal Support, Instructional Support, Instrumental Support, or No Support) before being presented with various forms of cyberbullying. All participants also completed self-report measures to assess their perceptions of school climate, previous cyber-victimization experiences, and demographic information. In Study 1 (N = 105; Mage = 14.26; SD = 1.51), four forms of cyberbullying were presented (i.e., Verbal, Visual, Exclusion, and Impersonation) to examine how intentions to disclose changed across cyber-victimization experiences that varied in level of severity. Thus, a 4 (i.e., Form of Cyberbullying) by 5 (i.e., Teacher Support) within subject-design was used to examine disclosure intentions. Results revealed that all forms of support significantly increased intentions to disclose in comparison to no support. In addition, teacher support increased intentions to disclose severe cyber-victimization experiences, while intentions decreased for less severe forms. Positive school climate and identifying as female predicted higher disclosure intentions. In Study 2 (N = 118; Mage = 13.93; SD= 1.49), a 3 (i.e., Form of Cyberbullying) by 5 (i.e., Teacher Support) within-subject design was used to examine whether teacher support reduced the perceived emotional impact of severe cyber-victimization experiences. Findings showed that all support types provided emotional relief compared to no support, with emotional support and appraisal support yielding the strongest effect sizes. Emotional support and instructional support particularly alleviated negative emotions for individuals with high emotional expressivity. Age and positive school climate predicted how impactful emotional support was for adolescents. In addition, identifying as female predicted emotional relief in the instructional support condition. Taken together, these findings contribute to the cyberbullying literature by addressing non-disclosure in youth and informing evidence-based practices for teachers to overcome the barriers associated with help-seeking while promoting the well-being of technologically connected youth.

English

ISBN: 9798384199489Subjects--Topical Terms:

3267467
Social support.

The Role of Teacher Support in Facilitating Disclosure and Emotional Relief from Cyberbullied Youth /
LDR:07771nmm a22003973i 4500 001 2433661
005 20250903054141.5
006 m o d
007 cr|nu||||||||
008 261011s2023 miu||||||m |||||||eng d
020 $a 9798384199489
035 $a (MiAaPQD)AAI31338979
035 $a (MiAaPQD)McGill08612v19j
035 $a AAI31338979
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Nagar, Pooja Megha, $e author. $3 3823374
245 1 0 $a The Role of Teacher Support in Facilitating Disclosure and Emotional Relief from Cyberbullied Youth / $c Pooja Megha Nagar.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 1 electronic resource (208 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-03, Section: B.
500 $a Advisors: Talwar, Victoria.
502 $b Ph.D. $c McGill University (Canada) $d 2023.
520 $a Cyberbullying is a pervasive issue among adolescents that is frequently exacerbated by an inadequate support system. Teachers can play a crucial role in supporting cyber-victimized students; however, many teachers feel unprepared to effectively address cyberbullying, which can result in ineffective teacher responses towards cyber-victims. Consequently, many adolescents perceive their teachers as unhelpful which further discourages them from seeking help in school settings and leads to non-disclosure from students. Therefore, this research program aims to address this issue of non-disclosure by examining how adolescents perceive teacher support strategies and the conditions that maximize their receptiveness to such support. Two studies were conducted with adolescents aged 12 to 17. In both studies, adolescents were presented with hypothetical vignettes about a student who received teacher support (i.e., Emotional Support, Appraisal Support, Instructional Support, Instrumental Support, or No Support) before being presented with various forms of cyberbullying. All participants also completed self-report measures to assess their perceptions of school climate, previous cyber-victimization experiences, and demographic information. In Study 1 (N = 105; Mage = 14.26; SD = 1.51), four forms of cyberbullying were presented (i.e., Verbal, Visual, Exclusion, and Impersonation) to examine how intentions to disclose changed across cyber-victimization experiences that varied in level of severity. Thus, a 4 (i.e., Form of Cyberbullying) by 5 (i.e., Teacher Support) within subject-design was used to examine disclosure intentions. Results revealed that all forms of support significantly increased intentions to disclose in comparison to no support. In addition, teacher support increased intentions to disclose severe cyber-victimization experiences, while intentions decreased for less severe forms. Positive school climate and identifying as female predicted higher disclosure intentions. In Study 2 (N = 118; Mage = 13.93; SD= 1.49), a 3 (i.e., Form of Cyberbullying) by 5 (i.e., Teacher Support) within-subject design was used to examine whether teacher support reduced the perceived emotional impact of severe cyber-victimization experiences. Findings showed that all support types provided emotional relief compared to no support, with emotional support and appraisal support yielding the strongest effect sizes. Emotional support and instructional support particularly alleviated negative emotions for individuals with high emotional expressivity. Age and positive school climate predicted how impactful emotional support was for adolescents. In addition, identifying as female predicted emotional relief in the instructional support condition. Taken together, these findings contribute to the cyberbullying literature by addressing non-disclosure in youth and informing evidence-based practices for teachers to overcome the barriers associated with help-seeking while promoting the well-being of technologically connected youth.
520 $a La cyberintimidation est un probleme persistant parmi les adolescents, souvent aggrave par un soutien insuffisant de leur reseau personnel. De plus, les enseignants peuvent jouer un role crucial dans le soutien des eleves victimes de cyberintimidation. Cependant, beaucoup d'entre eux se sentent mal prepares a aborder efficacement ce probleme, ce qui les conduit a ne rien faire. Ce programme de recherche vise a aborder le probleme de la non-divulgation entre les eleves et les enseignants en examinant la maniere dont les adolescents percoivent les strategies de soutien des enseignants et les conditions qui maximisent leur receptivite a ce soutien. Deux etudes ont ete menees avec des adolescents ages de 12 a 17 ans. Dans les deux etudes, les adolescents ont ete presentes a des vignettes hypothetiques decrivant un eleve qui recevait le soutien d'un enseignant (c'est-a-dire, soutien emotionnel, soutien d'evaluation, soutien pedagogique, soutien instrumental ou aucun soutien) avant d'etre confrontes a differentes formes de cyberintimidation. Tous les participants ont egalement rempli des questionnaires pour evaluer leur perception du climat scolaire, leurs experiences anterieures de cyberintimidation et des informations demographiques. Dans l'etude 1 (N = 105; Mage = 14.26; SD = 1.51), quatre formes de cyberintimidation (c'est-a-dire, verbale, visuelle, exclusion et usurpation d'identite) ont ete presentees pour examiner comment les intentions de divulgation evoluaient en fonction de la gravite des experiences de cyberintimidation. Ainsi, un plan factoriel 4 (c'est-a-dire, forme de cyberintimidation) par 5 (c'est-a-dire, soutien enseignant) a ete utilise pour etudier les intentions de divulgation. Les resultats ont revele que toutes les formes de soutien augmentaient significativement les intentions de divulgation par rapport a l'absence de soutien. De plus, le soutien enseignant augmentait les intentions de divulgation pour les experiences de cyberintimidation graves, tandis que les intentions diminuaient pour les formes moins graves. Un climat scolaire positif et l'identification en tant que femme predisaient des intentions de divulgation plus elevees. Dans l'etude 2 (N = 118; Mage = 13.93; SD= 1.49), un plan factoriel 3 (c'est-a-dire, forme de cyberintimidation) par 5 (c'est-a-dire, soutien enseignant) a ete utilise pour examiner si le soutien enseignant reduisait l'impact emotionnel percu des experiences graves de cyberintimidation. Les resultats ont montre que toutes les formes de soutien apportaient un soulagement emotionnel par rapport a l'absence de soutien, le soutien emotionnel et le soutien d'evaluation produisant les effets les plus importants. Le soutien emotionnel et le soutien pedagogique soulageaient particulierement les emotions negatives chez les personnes presentant une expressivite emotionnelle elevee. L'age et le climat scolaire positif predisaient l'impact du soutien emotionnel chez les adolescents. De plus, l'identification en tant que femme predisait un soulagement emotionnel dans la condition de soutien pedagogique. Dans l'ensemble, ces resultats contribuent a la litterature sur la cyberintimidation en abordant la non-divulgation chez les jeunes et en fournissant des pratiques fondees sur des preuves aux enseignants pour surmonter les obstacles lies a la recherche d'aide, tout en favorisant le bien-etre des jeunes connectes technologiquement.
546 $a English
590 $a School code: 0781
650 4 $a Social support. $2 lcstt $3 3267467
650 4 $a Emotions. $3 524569
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a Web studies. $3 2122754
650 4 $a Secondary education. $3 2122779
650 4 $a Social psychology. $3 520219
690 $a 0646
690 $a 0533
690 $a 0451
710 2 $a McGill University (Canada). $e degree granting institution. $3 3759190
720 1 $a Talwar, Victoria $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-03B.
790 $a 0781
791 $a Ph.D.
792 $a 2023
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31338979