EPA-0731 - How Parenting Style Influences ict use and Cyberbullying in a Sample of Secondary Students in the UK

Abstract

Introduction:

Previous studies in other countries have reported that cyberbullying was related to Information and Communication Technology (ICT) use. Helweg-Larsen, (2011) reported that knowledge about safe internet use did not decrease the prevalence of cyberbullying. Less is known about this relationship with family functioning.

Objectives:

To examine the rates of cyberbullying and their relationships with ICT use and family functioning in a sample of secondary students in the UK

Aims:

To study 1) associations between cyberbullying and ICT use 2) associations between family functioning and parental controls with ICT-use and cyberbullying.

Methods:

A cross-sectional questionnaire of 2218 secondary students was completed

Measures:

included demographic data, ICT use (levels and nature), Olweus bullying questionnaire adapted for cyberbullying, General Functioning subscale of the Family Assessment Device and parental controls (type and levels).

Results:

Response rate 80%, 45% males, mean (SD) age 14.97 (1.9) years. Cyberbullying seems to be related to the time spent online and to the general family functioning. Bullies or bully-victims spend significantly more time online than those who are not involved. The majority of students have been told how to be safe online; however only a few have parental controls on their computers. There is a significant positive correlation between worse family functioning and time spent online and with being involved in cyberbullying, even after controlling for the time spent online.

Conclusions:

Our results suggest that increasing family communication may contribute to reduce children involvement in cyberbullying