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Cyberbullying in Australian Primary Schools: How Victims Differ in Attachment, Locus of Control, Self-Esteem, and Coping Styles Compared to Non-Victims

Published online by Cambridge University Press:  16 March 2016

Rachel D. Muller ,
Jason L. Skues  and
Lisa Z. Wise
Rachel D. Muller
Affiliation:
Swinburne University of Technology, Melbourne, Victoria, Australia
Jason L. Skues*
Affiliation:
Swinburne University of Technology, Melbourne, Victoria, Australia
Lisa Z. Wise
Affiliation:
Swinburne University of Technology, Melbourne, Victoria, Australia
*
address for correspondence: Dr Jason Skues, Faculty of Health, Arts and Design, Swinburne University of Technology, PO Box 218 (H99), Hawthorn VIC 3122, Australia. Email: jskues@swin.edu.au
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Abstract

This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological responses employed by cyberbullying victims included blocking, deleting, and changing passwords. Those who reported a single episode of cyberbullying had higher levels of self-esteem compared to the never cyberbullied or repeatedly cyberbullied groups, but there were no significant differences in attachment, locus of control, and coping styles. These findings have important implications for teachers, parents, school psychologists, and researchers in terms of defining and operationalising cyberbullying, and developing cyberbullying interventions for primary school children.

Keywords

cyberbullyingcopingstudentsprimary schoolvictimcoping resourcesattachmentself-esteemlocus of control
Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 27 , Issue 1 , June 2017 , pp. 85 - 104
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Copyright
Copyright © The Author(s) 2016 

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