A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios

  title={A Comparison of Preservice Teachers’ Responses to Cyber Versus Traditional Bullying Scenarios},
  author={Michael Boulton and Katryna Hardcastle and James Down and John B. Fowles and Jennifer A. Simmonds},
  journal={Journal of Teacher Education},
  pages={145 - 155}
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… Expand

Tables from this paper

Bullying and Belonging: Teachers' Reports of School Aggression.
Research on bullying has confirmed that social identity processes and group-based emotions are pertinent to children’s responses to bullying. However, such research has been done largely with childExpand
The Bystander Intervention Model: Teacher Intervention in Traditional and Cyber Bullying
Bullying, both traditional and cyber, has been associated with several negative outcomes for students, but when bystanders (such as peers or adults) intervene, bullying will often decrease or stop.Expand
Novice Teachers’ Beliefs and Fears about Bullying in Schools in South Africa
Worldwide, and in developing countries like South Africa, bullying and violence in schools are a prevalent problem. Negotiating and managing bullying in schools has become progressively challengingExpand
Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender
Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullyingExpand
Teachers’ Self-efficacy in Preventing and Intervening in School Bullying: a Systematic Review
Self-efficacy, commonly seen as an important competence for teachers when intervening in bullying, is a heterogeneous construct. Differences in the specific kinds of self-efficacy under review, itsExpand
Teacher Characteristics and Influence with the Bystander Intervention Model
Bullying, both traditional and cyber, have been associated with several negative outcomes for students, and teachers have been identified as potential targets for prevention and intervention ofExpand
Comparing factors related to school-bullying and cyber-bullying
ABSTRACT The purpose of this review was to present a comparative summary of literature of the risk and preventative factors related to school bullying (SB) and cyber-bullying (CB), while identifyingExpand
Benchmarks and Bellwethers in Cyberbullying: the Relational Process of Telling
There is a lack of research that examines and compares the perspectives of students and their parents and teachers with respect to cyberbullying. Qualitative data were drawn from a mixed methodsExpand
Teachers’ active responses to bullying: Does the school collegial climate make a difference?
ABSTRACT The school collegial climate presents an important context for teacher professional activities. This study investigated whether teachers’ perceptions of school collegial climateExpand
The Teacher’s Role in Preventing Bullying
Path analyses showed that lower levels of bullying and victimization were associated with teacher job satisfaction, thus indicating how professional fulfillment can influence the classroom climate. Expand


Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying.
In the present study, 82 undergraduate students in a teacher education program responded to 6 written vignettes describing school bullying incidents. Scenarios described physical bullying, verbalExpand
Predicting Undergraduates' Self-Reported Engagement in Traditional and Cyberbullying from Attitudes
This first direct comparison of attitudes toward the two forms of bullying among undergraduates and the hypothesis that engagement in traditional and cyberbullying could be predicted from attitudes toward bullying behavior, bullies, and victims received some support. Expand
Teachers' views and beliefs about bullying: influences on classroom management strategies and students' coping with peer victimization.
Teachers' attitudes about bullying were hypothesized to influence how their students cope with victimization and the frequency of victimization reported by their students, and results indicated that teachers were not likely to intervene if they viewed bullying as normative behavior, but were more likely to intervention if they held either assertion or avoidant beliefs. Expand
Cyberbullying: another main type of bullying?
There was a significant incidence of cyberbullying in lower secondary schools, less in sixth-form colleges, and gender differences were few. Expand
An Examination of Preservice Teachers' Perceptions about Cyberbullying
Today, in parallel with the increase of technology use, cyberbullying becomes one of the major issues in schools affecting students’ lives negatively similar to bullying. To minimize the negativeExpand
Prospective Teachers' Attitudes toward Bullying and Victimization
In the present study, the effects of both contextual and individual factors on attitudes toward bullying among prospective teachers were examined. Contextual factors included type of aggression andExpand
Teacher responses to bullying in relation to moral orientation and seriousness of bullying.
While teachers' moral orientation does impact upon the kinds of responses to bullying they choose, seriousness of the incident is more important, however, seriousness as perceived by teachers may not be consistent with impact on students. Expand
Teachers' views on bullying: definitions, attitudes and ability to cope.
  • M. Boulton
  • Psychology, Medicine
  • The British journal of educational psychology
  • 1997
Teachers' views about many aspects of the problem of bullying must be considered if they are to devise optimum strategies for tackling it, according to school psychologists. Expand
A New Perspective on Managing School Bullying : Pre-service Teachers ’ Attitudes
This research examined attitudes of pre-service teachers regarding school bullying. A total of 514 students in a teacher preparation program at a Canadian university completed a 22-item survey onExpand
Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff
Although bullying and other forms of peer victimization at school are a growing concern, there has been little research examining the potential differences between student and staff perceptions ofExpand