The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.
Cyberbullying: its nature and impact in secondary school pupils
Open accessAbstract
BACKGROUND: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. METHODS: Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. RESULTS: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional 'bully-victims'. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. CONCLUSIONS: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed.
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“The conceptualization of cyberbullying emerged from the theoretical and definitional foundations of traditional bullying research (5).”
From A thematic analysis of adolescents’ perceptions of cyberbullying and cyberaggression: definitional distinctions and educational gaps (2026) · cites this paper as [5]
In the citing paper
“However, a number of studies suggested that girls were more likely to be involved in cyberbullying as victims and perpetrators (Berne et al., 2014;Jacobs et al., 2015;Smith et al., 2008).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Smith et al., 2008
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“Three studies were judged to be less valuable because of a lack of clarity across the CASP domains, particularly with regard to research methods (Burnham & Wright, 2012;Smith et al., 2008;Vandebosch & Van Cleemput, 2008).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Smith et al., 2008
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“Many studies reported that cyberbullying takes place more often outside of school and is commonly experienced while at home, facilitated by technological access and insufficient adult monitoring and regulation (Burnham & Wright, 2012;Mishna et al., 2009;Smith et al., 2008).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Smith et al., 2008
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“Some young people perceived anonymity and the perpetrators ability to evade responsibility as a barrier to telling parents or teachers, as they make it impossible for the victim to prove the cyber incident or to identify the perpetrator (Mishna et al., 2009;Smith et al., 2008;Topcu et al., 2013).”
From Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research (2020) · cites this paper as Smith et al., 2008
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Metadata
- Authors
- Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N.
- Affiliations
- Goldsmiths University of London (GB)
- Corresponding author
- Smith, Peter K.
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2008-03-19
- Volume
- 49
- Issue
- 4
- Pages
- 376-385
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2152126085
- Cited by
- 3,639
- References
- 20
- Citations by year
- 2026: 140 · 2025: 212 · 2024: 233 · 2023: 242 · 2022: 304 · 2021: 269 · 2020: 290 · 2019: 286 · 2018: 259 · 2017: 203 · 2016: 223 · 2015: 236 · 2014: 212 · 2013: 149 · 2012: 187
- FWCI
- 85.62
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
- Physical Sciences › Computer Science › Artificial Intelligence › Hate Speech and Cyberbullying Detection
- Keywords
- cyberbullying, high school students, bullying prevalence, internet use, bullying impacts, coping strategies, age and gender differences, bully-victims
- MeSH terms
- Adolescent, Aggression, Antisocial Personality Disorder, Child, Cross-Sectional Studies, Dominance-Subordination, England, Female, Health Surveys, Humans, London, Male, Peer Group, Pilot Projects, Surveys and Questionnaires, Social Environment, Incidence, Focus Groups, Crime Victims, Internet, Cell Phone
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