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A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: similarities and differences and implications for practice
Boulton, Michael J. Hardcastle, Katryna Down, James Fowles, John Simmonds, Jennifer A.
Boulton, Michael J.
Hardcastle, Katryna
Down, James
Fowles, John
Simmonds, Jennifer A.
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Publication Date
2013-11-11
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Abstract
Prior studies indicate that teachers differ in how they respond to different kinds of traditional bullying, and that their beliefs predict their intervention intentions. The current study provided the first extension of this work into the realm of cyber bullying. Preservice teachers in the United Kingdom (N = 222) were presented with vignettes describing three subtypes of traditional bullying as well as cyber bullying, and the latter was directly compared with the former. Dependent variables were perceived seriousness, ability to cope, empathy, and intentions to intervene. Results showed that responses to cyber bullying were most similar to verbal traditional bullying, but distinct from physical and relational traditional bullying. For cyber bullying, willingness to intervene was significantly predicted from the other three dependent variables (collectively and each one uniquely). No gender differences were observed. The implications of the results concerning how teacher educators could help teachers to deal with cyber bullying were discussed
Citation
Boulton, M. J., Hardcastle, K., Down, J. Simmonds, J., & Fowles, J. A. (2014). A comparison of pre-service teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145-155. DOI: 10.1177/0022487113511496
Publisher
SAGE Publications
Journal
Journal of Teacher Education
Research Unit
DOI
10.1177/0022487113511496
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PubMed Central ID
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Article
Language
en
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ISSN
EISSN
1552-7816