Teacher, parent and student perceptions of the motives of cyberbullies

Compton, Louise, Campbell, Marilyn A., & Mergler, Amanda G. (2014) Teacher, parent and student perceptions of the motives of cyberbullies. Social Psychology of Education, 17(3), pp. 383-400.

View at publisher


Understanding the motivation of students who cyberbully is important for both prevention and intervention efforts for this insidious form of bullying. This qualitative exploratory study used focus groups to examine the views of teachers, parents and students as to the motivation of students who cyberbully and who bully in other traditional forms. In addition, these groups were asked to explain their understanding of what defines bullying and cyberbullying. The results suggested that not only were there differences in definitions of cyberbullying and bullying between the three groups, but also that there were differences in perceptions of what motivates some youth to cyberbully. The implications of these results are discussed for both prevention and intervention strategies.

Impact and interest:

9 citations in Scopus
4 citations in Web of Science®
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

55 since deposited on 06 Feb 2014
48 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 67002
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: cyberbullying, bullying, motivation, teachers, parents, young people, focus groups
DOI: 10.1007/s11218-014-9254-x
ISSN: 1573-1928
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 Springer
Copyright Statement: The final publication is available at Springer via http://dx.doi.org/10.1007/s11218-014-9254-x
Deposited On: 06 Feb 2014 23:12
Last Modified: 27 Jun 2016 22:13

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page