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Bullying and cyberbullying in Polish elementary and middle schools: Validation of questionnaires and nature of the phenomena

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  • Twardowska-Staszek, Estera
  • Zych, Izabela
  • Ortega-Ruiz, Rosario

Abstract

Research on bullying and cyberbullying is advancing at the international level, but there are some geographic areas where the number of studies on these topics still needs to be increased. More research about bullying and cyberbullying is needed in Poland and validated questionnaires to measure these two aggressive behaviors could be useful. This study was conducted with 1052 Polish elementary and middle school students. Two European questionnaires to measure bullying and cyberbullying were validated and different bullying behaviors and roles were described. It was found that rates of bullying and cyberbullying in Poland are high. Bullying is more prevalent than cyberbullying. Bullying victimization was more prevalent in girls and in younger children when compared to boys and adolescents. Bullying perpetration and being a bully/victim were more prevalent in boys and adolescents when compared to girls and younger children. Involvement in any cyberbullying role was more prevalent in adolescents than in younger children. Being a cyberbully/victim was more prevalent in boys, and no gender differences were found in other cyberbullying roles. There was a strong overlap between bullying and cyberbullying. Results of this study have implications for policy and practice and show that anti-bullying programs in Poland are needed.

Suggested Citation

  • Twardowska-Staszek, Estera & Zych, Izabela & Ortega-Ruiz, Rosario, 2018. "Bullying and cyberbullying in Polish elementary and middle schools: Validation of questionnaires and nature of the phenomena," Children and Youth Services Review, Elsevier, vol. 95(C), pages 217-225.
    • Handle: RePEc:eee:cysrev:v:95:y:2018:i:c:p:217-225
    DOI: 10.1016/j.childyouth.2018.10.045
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    References listed on IDEAS

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    1. Tomczyk, Łukasz, 2017. "Cyberbullying in 2010 and 2015 — A perspective on the changes in the phenomenon among adolescents in Poland in the context of preventive action," Children and Youth Services Review, Elsevier, vol. 75(C), pages 50-60.
    2. David A. Kenny & Burcu Kaniskan & D. Betsy McCoach, 2015. "The Performance of RMSEA in Models With Small Degrees of Freedom," Sociological Methods & Research, , vol. 44(3), pages 486-507, August.
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    1. Jesús Henares-Montiel & Vivian Benítez-Hidalgo & Isabel Ruiz-Pérez & Guadalupe Pastor-Moreno & Miguel Rodríguez-Barranco, 2022. "Cyberbullying and Associated Factors in Member Countries of the European Union: A Systematic Review and Meta-Analysis of Studies with Representative Population Samples," IJERPH, MDPI, vol. 19(12), pages 1-13, June.
    2. Jacinto Martínez & Antonio J. Rodríguez-Hidalgo & Izabela Zych, 2020. "Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills," IJERPH, MDPI, vol. 17(17), pages 1-17, August.
    3. Amelia Vinayastri & Awaluddin Tjalla & Riyan Arthur, 2023. "Development of Early Detection Instruments of Building Intention in Elementary School Students," Technium Social Sciences Journal, Technium Science, vol. 44(1), pages 174-188, June.
    4. Ildefonso Álvarez-Marín & Alicia Pérez-Albéniz & Beatriz Lucas-Molina & Vanesa Martínez-Valderrey & Eduardo Fonseca-Pedrero, 2022. "Assessing Cyberbullying in Adolescence: New Evidence for the Spanish Version of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q)," IJERPH, MDPI, vol. 19(21), pages 1-14, October.

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