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  • http://hdl.handle.net/10402/era.25259
  • “It is far safer to be feared than loved”: Why do some individuals become bullies and others bully-victims?
  • Leenaars, Lindsey S
  • English
  • Traditional bullying
    Cyber bullying
    Bully-victimization
    Theory of Planned Behaviour
  • Jan 24, 2012 11:40 AM
  • Thesis
  • English
  • Adobe PDF
  • 1077961 bytes
  • Although a wide range of theories have been applied to the study of bullying and victimization, the Theory of Planned Behaviour (TPB; Ajzen, 1993, 2002), has not as of yet been applied to the study of bullying behaviour. The present study employed Structural Equation Modeling (SEM) to assess a model of traditional and cyberbullying and bully-victimization based on TPB. The preliminary objectives of the present study were to evaluate the frequency of traditional and cyberbullying and bully-victimization in the present sample, and to assess whether there were sex differences in the different roles and forms of bullying. It was found that overall, 11.08% of participants were classified as traditional bullies, 10.56% as cyberbullies, 13.21% as traditional bully-victims, and 10.56% as cyberbully-victims. Sex differences were found in traditional bullying and bully-victimization with boys reporting higher levels than girls, but not in cyberbullying or bully-victimization. The main goal of the present study was to evaluate a model of traditional and cyberbullying and bully-victimization based on TPB, which included the following factors: psychological adjustment, self-concept, attitude and beliefs, behavioural control, behavioural intention, and bullying behaviour. It was hypothesized that although the model would be similar for bullies and bully-victims, it would also differ for the two groups. The final models, which were different for the various bullying roles (i.e., bully versus bully-victim) and forms of bullying (traditional versus cyber), fit the data well. However, although the final model accounted for 40% of the variance in traditional bullying and 34% of the variance in traditional bully-victimization, it only accounted for 0.05% of the variance in cyberbullying and 0.06% of the variance in cyberbully-victimization. The results were discussed in relation to TPB and previous findings. Limitations and directions for future research were also addressed.
  • Doctoral
  • Doctor of Philosophy
  • Department of Educational Psychology
  • Psychological Studies in Education
  • Spring 2012
  • Rinaldi, Christina (Educational Psychology)
  • Mrazik, Martin (Educational Psychology)
    Buck, George (Educational Psychology)
    Boechler, Patricia (Educational Psychology)
    da Costa, Jose (Educational Policy Studies)
    Bosacki, Sandra (Graduate and Undergraduate Studies in Education)