WRIGHT, Michelle and Sebastian WACHS. Adolescents' Psychological Consequences and Cyber Victimization : The Moderation of School-Belongingness and Ethnicity. International Journal of Environmental Research and Public Health. Basel: MDPI, vol. 16, No 14, p. 1-11. ISSN 1660-4601. doi:10.3390/ijerph16142493. 2019.
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Basic information
Original name Adolescents' Psychological Consequences and Cyber Victimization : The Moderation of School-Belongingness and Ethnicity
Authors WRIGHT, Michelle (840 United States of America, belonging to the institution) and Sebastian WACHS (276 Germany).
Edition International Journal of Environmental Research and Public Health, Basel, MDPI, 2019, 1660-4601.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50100 5.1 Psychology and cognitive sciences
Country of publisher Switzerland
Confidentiality degree is not subject to a state or trade secret
WWW article - open access
Impact factor Impact factor: 2.849
RIV identification code RIV/00216224:14230/19:00112107
Organization unit Faculty of Social Studies
Doi http://dx.doi.org/10.3390/ijerph16142493
UT WoS 000480659300046
Keywords in English cyberbullying; cyber victimization; depression; anxiety; loneliness; Latinx; Latino; adolescents; ethnic; ethnic differences
Tags rivok
Tags International impact, Reviewed
Changed by Changed by: Mgr. Blanka Farkašová, učo 97333. Changed: 11/5/2020 11:57.
Abstract
Cyber victimization research reveals various personal and contextual correlations and negative consequences associated with this experience. Despite increasing attention on cyber victimization, few studies have examined such experiences among ethnic minority adolescents. The purpose of the present study was to examine the moderating effect of ethnicity in the longitudinal associations among cyber victimization, school-belongingness, and psychological consequences (i.e., depression, loneliness, anxiety). These associations were investigated among 416 Latinx and white adolescents (46% female; M age = 13.89, SD = 0.41) from one middle school in the United States. They answered questionnaires on cyber victimization, school belongingness, depression, loneliness, and anxiety in the 7th grade (Time 1). One year later, in the 8th grade (Time 2), they completed questionnaires on depression, loneliness, and anxiety. Low levels of school-belongingness strengthened the positive relationships between cyber victimization and Time 2 depression and anxiety, especially among Latinx adolescents. The positive association between cyber victimization and Time 2 loneliness was strengthened for low levels of school-belongingness for all adolescents. These findings may indicate that cyber victimization threatens adolescents’ school-belongingness, which has implications for their emotional adjustment. Such findings underscore the importance of considering diverse populations when examining cyber victimization.
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