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"This book is a pivotal reference source for the latest research on the role of digital media and its impact on identity development, behavioral formations, and the inter-personal relationships of young adults. Featuring extensive coverage across a range of relevant perspectives and topics, such as self-comparison, virtual communities, and online dating"--

A SOCIAL-ECOLOGICAL APPROACH TO CYBERBULLYING -- A SOCIAL-ECOLOGICAL APPROACH TO CYBERBULLYING -- Library of Congress Cataloging-in-Publication Data -- CONTENTS -- PREFACE -- Chapter 1: A SOCIAL-ECOLOGICAL APPROACH TO UNDERSTANDING CYBERBULLYING INVOLVEMENT -- INTRODUCTION -- THE SOCIAL-ECOLOGICAL APPROACH -- APPLICATION OF THE SOCIAL-ECOLOGICAL THEORY TO TRADITIONAL FACE-TO-FACE BULLYING -- EXPANSION OF THE SOCIAL-ECOLOGICAL THEORY TO INCLUDE ICTS AND THE CYBER CONTEXT -- CONCLUSION -- REFERENCES

Parental mediation of technology use is proposed to protect against the risk of cyber victimization and the associated negative consequences. Although the buffering effects of parental mediation of technology use are currently being investigated, little attention has focused on whether parental mediation protects against the depression, anxiety, and loneliness associated with cyber victimization among adolescents with autism spectrum disorders. The present study focused on this gap in the literature by investigating the buffering effect of parental mediation on the associations between cyber victimization and depression, anxiety, and loneliness. Participants were 128 6th through 8th graders from the Midwestern United States (ages range from 11-16 years old; 89% male), and they completed questionnaires on their perceptions of parental mediation of technology use, cyber victimization, face-to-face victimization, depression, loneliness, and anxiety. After controlling for face-to-face victimization, the findings revealed that high levels of perceived parental technology mediation made the relationship between cyber victimization and depression more negative, while lower levels of perceived parental technology mediation made the association more positive. These patterns were not found for anxiety or loneliness.

Despite acknowledging that adolescents are active users of electronic technology, little is known about their perceptions concerning how such technologies might be used to promote their social standing among their peer group and whether these perceptions relate to their cyber social behaviors (i.e., cyber aggression perpetration, cyber prosocial behavior). To address this gap in the literature, the present study included 857 seventh graders (M age: 12.19; 50.8% female) from a large Midwestern city in the United States. They completed questionnaires on face-to-face social behaviors, cyber social behaviors, perceived popularity, social preference, and their perceptions of characteristics and activities related to the cyber context which might be used to promote popularity. Findings revealed four activities and characteristics used to improve adolescents' social standing in the peer group, including antisocial behaviors, sociability, prosocial behaviors, and technology access. Using antisocial behaviors in the cyber context to promote popularity was related to cyber aggression perpetration, while controlling for gender, social preference, and perceived popularity. On the other hand, sociability and prosocial behaviors in the cyber context used to improve popularity as well as technology access were associated with cyber prosocial behavior. A call for additional research is made.

The present study examined multiple sources of strain, particular cyber victimization, and perceived stress from parents, peers, and academics, in relation to late adolescents' (ages 16-18; N = 423) cyber aggression, anxiety, and depression, each assessed 1 year later (Time 2). Three-way interactions revealed that the relationship between Time 1 cyber victimization and later depression was more positive when adolescents experienced high perceived stress (i.e., parents, peers, academics) and engaged in high cyber aggression. However, Time 2 anxiety and Time 1 cyber victimization were more strongly associated at higher levels of Time 1 perceived peer stress such that cyber aggression did not have the same joint role in these associations as it did with depression. These findings indicate that dual sources of strain combined with aggressive behaviors might negatively affect adolescents' well-being, particularly their depression.

The purpose of the present study was to examine the moderation of parental mediation in the longitudinal association between being a bystander of cyberbullying and cyberbullying perpetration and cyberbullying victimization. Participants were 1067 7th and 8th graders between 12 and 15 years old (51% female) from six middle schools in predominantly middle-class neighborhoods in the Midwestern United States. Increases in being bystanders of cyberbullying was related positively to restrictive and instructive parental mediation. Restrictive parental mediation was related positively to Time 2 (T2) cyberbullying victimization, while instructive parental mediation was negatively related to T2 cyberbullying perpetration and victimization. Restrictive parental mediation was a moderator in the association between bystanders of cyberbullying and T2 cyberbullying victimization. Increases in restrictive parental mediation strengthened the positive relationship between these variables. In addition, instructive mediation moderated the association between bystanders of cyberbullying and T2 cyberbullying victimization such that increases in this form of parental mediation strategy weakened the association between bystanders of cyberbullying and T2 cyberbullying victimization. The current findings indicate a need for parents to be aware of how they can impact adolescents' involvement in cyberbullying as bullies and victims. In addition, greater attention should be given to developing parental intervention programs that focus on the role of parents in helping to mitigate adolescents' likelihood of cyberbullying involvement.

The purpose of the present study was to examine the moderation of parental mediation in the longitudinal association between being a bystander of cyberbullying and cyberbullying perpetration and cyberbullying victimization. Participants were 1067 7th and 8th graders between 12 and 15 years old (51% female) from six middle schools in predominantly middle-class neighborhoods in the Midwestern United States. Increases in being bystanders of cyberbullying was related positively to restrictive and instructive parental mediation. Restrictive parental mediation was related positively to Time 2 (T2) cyberbullying victimization, while instructive parental mediation was negatively related to T2 cyberbullying perpetration and victimization. Restrictive parental mediation was a moderator in the association between bystanders of cyberbullying and T2 cyberbullying victimization. Increases in restrictive parental mediation strengthened the positive relationship between these variables. In addition, instructive mediation moderated the association between bystanders of cyberbullying and T2 cyberbullying victimization such that increases in this form of parental mediation strategy weakened the association between bystanders of cyberbullying and T2 cyberbullying victimization. The current findings indicate a need for parents to be aware of how they can impact adolescents' involvement in cyberbullying as bullies and victims. In addition, greater attention should be given to developing parental intervention programs that focus on the role of parents in helping to mitigate adolescents' likelihood of cyberbullying involvement.