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Adolescents’ Cyber Victimization: The Influence of Technologies, Gender, and Gender Stereotype Traits

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  • Michelle F. Wright

    (Department of Psychology, Pennsylvania State University, State College, PA 16802, USA
    Faculty of Social Studies, Masaryk University, 60200 Brno, Czechia)

  • Sebastian Wachs

    (Department of Educational Studies, University of Potsdam, 14476 Potsdam, Germany)

Abstract

The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 females; M age = 13.66, SD = 0.41) from two midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculine and feminine traits, and self-reported cyber victimization through different technologies. The findings revealed main effects of types of cyber victimization for boys and of technology for girls. In particular, boys with feminine traits experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Girls with feminine traits experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For girls with feminine traits, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites, as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, types of victimization, and technologies when examining cyber victimization.

Suggested Citation

  • Michelle F. Wright & Sebastian Wachs, 2020. "Adolescents’ Cyber Victimization: The Influence of Technologies, Gender, and Gender Stereotype Traits," IJERPH, MDPI, vol. 17(4), pages 1-11, February.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:4:p:1293-:d:321754
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    References listed on IDEAS

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    1. Rosario Ferrer-Cascales & Natalia Albaladejo-Blázquez & Miriam Sánchez-SanSegundo & Irene Portilla-Tamarit & Oriol Lordan & Nicolás Ruiz-Robledillo, 2019. "Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement," IJERPH, MDPI, vol. 16(4), pages 1-13, February.
    2. Sebastian Wachs & Marianne Junger & Ruthaychonee Sittichai, 2015. "Traditional, Cyber and Combined Bullying Roles: Differences in Risky Online and Offline Activities," Societies, MDPI, vol. 5(1), pages 1-27, February.
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    Cited by:

    1. Poh Chua Siah & Xiang Yi Tee & Joanna Tjin Ai Tan & Chee Seng Tan & Komathi Lokithasan & Sew Kim Low & Chin Choo Yap, 2022. "Cybervictimization and Depression among Adolescents: Coping Strategies as Mediators," IJERPH, MDPI, vol. 19(7), pages 1-16, March.

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