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Permanent link (DOI): https://doi.org/10.7939/R3770F

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Adolescents’ Coping Strategies in Hypothetical Bullying Scenarios: The Influence of Bullying Type, Gender, and Reported Frequency of Bullying Involvement Open Access

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Other title
Subject/Keyword
coping
bullying
cyberbullying
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hochman, Faren
Supervisor and department
Rinaldi, Christina (Educational Psychology)
Examining committee member and department
Langevin, Marilyn (Speech Pathology and Audiology)
Buck, George (Educational Psychology)
Department
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2013-09-28T07:20:45Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
The current study investigated the types and effectiveness of strategies female and male adolescents generated in response to hypothetical bullying situations, based on bullying type, and participants reported frequency of bullying involvement. Participants were 225 junior high school students. Students were asked to generate as many strategies as possible in response to four bullying scenarios. Additionally, they completed the Peer Relations Questionnaire (PRQ), which assessed their reported frequency of bullying or victimization. Results revealed that females generated significantly more help-seeking and assertive strategies than males. Adolescents were more likely to respond with aggressive strategies to the physical bullying scenario, to seek help in response to the physical or verbal bullying scenarios, and to generate non-confrontational strategies in the relational bullying scenario. Females generated significantly more effective strategies than males, but overall adolescents generated less than effective solutions. There were small negative correlations between reported frequency of bullying and victimization and solution effectiveness. The results suggest that adolescents do not always know how to effectively address bullying, thus, educating adolescents on different types of bullying and strategies to solve bullying dilemmas is essential.
Language
English
DOI
doi:10.7939/R3770F
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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