The Mediating Role of Anger in Relationship with Perceived Social Support and Cyber Bullying-Victimization Girl Adolescents

Document Type : Original Article

Authors

1 Ph.D. Candidate, Department of Counseling, Faculty of Psychology and Educational Sciences, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

2 Corresponding Author, Department of Counseling, Faculty of education and PSychology, AlZahra University, Tehran, Iran.

3 Full Professor, Department of Psychology, faculty of education and Psychology, AlZahra University, Tehran, Iran.

4 Assistant Professor, Department of Counseling, Faculty of education and PSychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

Abstract

The purpose of this study was to mediating role of anger in relationship perceived social support with cyber bullying-victimization girl adolescents. The descriptive- correlation method was used. The statistical population of this study was all high school girl students in Tehran in the academic year 2020-2021. In this study, according to convenience sampling method (online method), 272 girl students by formula Kline (2015) were selected as samples and they were asked to cyber-bullying/victimization experiences questionnaire (CBVEQ) of Antoniadou and et al (2016), multidimensional perceived social support scale (MSPSS) of Zimet and et al (1988) and children’s inventory of anger (CHIA) of Nelson and Finch (2000). Then the proposed model was analyzed through structural equation modeling using SPSS and AMOS version 24 and bootstrap method in Macro Preacher and Hayes (2004) program. The results showed that perceived social support (t = -22.668; sig = 0.001) and anger (t = 3.379; sig = 0.001) have a direct effect on cyber bullying. Also, perceived social support (t = 20.264; sig = 0.001) and anger (t = 4.083; sig = 0.001) also have a direct effect on cyberbullying. In addition, the indirect effects of perceived social support through the mediating role of anger on cyber bullying-victimization were significant and the model had a good fit (RMSEA = 0.061 and P-value <0.05). It can be concluded that attention to perceived social support and anger in girl students is necessary to identify the factors affecting their cyber bullying-victimization.

Keywords

References

اشرفی، سید صابر؛ قنواتی، محمد؛ مکوندی، بهنام؛ موسوی، سیده زهرا و محمدی مجد، حسین. (1392). رابطه سبک‏های والدگری با پرخاشگری (جسمانی و رابطه­­ای) در دانش آموزان دوره ابتدایی. فصلنامه خانواده و پژوهش، 10(4)، 50-23.
بشرپور، سجاد و زردی، بهمن. (1398). خصوصیات روان‌‌سنجی مقیاس تجربه قلدری- قربانی سایبری در دانش‏آموزان. فصلنامه روان‌شناسی مدرسه، 8 (1)، 57-43.
بیات، محسن؛ شهبازی، رسول؛ ثریا، کیوان؛ محبوب، مهسا؛ دیدار؛ فرداد و بدرخانی، سپهر. (1398). بررسی میزان شیوع قلدری سنتی و سایبری در دانش آموزان کلاس دوازدهم شهر اردبیل. دومین ملی همایش ملی آسیب­های اجتماعی.
حبیب پور، کرم و صفری شالی، رضا. (۱۳۹۱). راهنمای جامع کاربرد SPSS در تحقیقات پیمایشی. تهران: انتشارات متفکران.
حسن­زاده، حسن؛ جعفرپور رضایی، میلاد و حسن­زاده، حسین. (1399). مدل‌یابی معادلات ساختاری طرح‌واره‌های ناسازگار اولیه، حمایت اجتماعی و بد تنظیمی هیجانی با قلدری سایبری. نشریه علمی دانش انتظامی دفتر تحقیقات کاربردی استان آذربایجان غربی، 13(48)، 43-26.
دلپسند، کامل؛ ایار، علی؛ خانی، سعید و محمدی، پریخان. (1391). حمایت اجتماعی و جرم: مطالعه تطبیقی جوانان مجرم و عادی شهر ایلام. مطالعات و تحقیقات اجتماعی در ایران، 1(2)، 120-89.
سقزی، ایوب؛ یزدانی اسفیدواجانی، حمیده و گل­محمدیان، محسن. (1399). نقش واسطه‌ای فراشناخت و فراهیجان مثبت در رابطه حمایت اجتماعی ادراک شده با اضطراب کرونا. فصلنامه فرهنگ مشاوره و روان‏درمانی، 11(43)، 62-33.
سلیمی، حسین؛ قدم­پور، عزت‌الله و رضایی، فاطمه. (1397). تدوین مدل ساختاری پیش‌بینی قربانی شدن قلدری از طریق عوامل محیطی و مهارت‌های ارتباطی با واسطه­گری آشفتگی روان‌شناختی. دوفصلنامه شناخت اجتماعی، 7(2)، 94-71.
سیدزاده ثانی، سید مهدی و عبداللهی، رفیع. (1398). شیوع قلدری سنتی و سایبری در بین نوجوانان شهر هرات-افغانستان. مجله دانشکده بهداشت و انستیتو تحقیقات بهداشتی، 17(2)، 211-197.
صدوقی، مجید و کرسوی، سیما سادات. (1399). رابطه ترجیح اجتماعی و شایستگی اجتماعی با قربانی شدن دانش‏آموزان. نشریه رویش روانشناسی، 9(3)، 86-77.
صدیقی ارفعی، فریبرز؛ تابش، ریحانه و جعفری ده­آبادی، مهدیه. (1399). تأثیر آموزش مهارت­های جرئت‌ورزی بر دانش­آموزان دختر قربانی قلدری سایبری در مدارس دوره متوسطه دوم. نشریه انتظام اجتماعی، 12(3)، 140-121.
عمویی، محمد و خیاطان، فلور. (1398). اثربخشی معنویت درمانی مبتنی بر آموزه‌های اسلامی بر خشم نوجوانان. مسائل کاربردی تعلیم و تربیت اسلامی، 4(2)، 64-37.
کرسوی، سیما سادات و صدوقی، مجید. (1399). رابطه رفتار اجتماعی، شایستگی اجتماعی و ترجیح اجتماعی با رفتار قلدری دانش‌آموزان: نقش تعدیل‌کننده جنسیت. فصلنامه پژوهش‏های روانشناسی اجتماعی، 10(38)، 20-1.
کیمیایی، سید علی و رفتار، محمدرضا و سلطانی فر، عاطفه. (1390). آموزش هوش هیجانی و اثربخشی آن بر کاهش پرخاشگری نوجوانان پرخاشجوی. مجله پژوهش­های روان‌شناسی بالینی و مشاوره، 1(1)، 166-153.
یارمحمدزاده، پیمان و فیض‌اللهی، زهرا. (1395). تعیین رابطه حمایت اجتماعی، انگیزه تحصیلی با خودکارآمدی تحصیلی دانش‌آموزان دبیرستان‌های شهر تبریز و آذرشهر. جامعه‌شناسی کاربردی، 1(27)، 169-157.
Antoniadou, N., Kokkinos, C. M., & Markos, A. (2016). Development, construct validation and measurement invariance of the Greek cyber-bullying/victimization experiences questionnaire (CBVEQ-G). Computers in Human Behavior, 65, 380-390.
Arslan, C. (2009). Anger, self-esteem, and perceived social support in adolescence. Social Behavior and Personality: an international journal, 37(4), 555-564.
Barlett, C. P., & Helmstetter, K. M. (2018). Longitudinal relations between early online disinhibition and anonymity perceptions on later cyberbullying perpetration: A theoretical test on youth. Psychology of Popular Media Culture, 7(4), 561-572.
Beckman, L., Hagquist, C., & Hellström, L. (2013). Discrepant gender patterns for cyberbullying and traditional bullying–An analysis of Swedish adolescent data. Computers in human behavior, 29(5), 1896-1903.
Budziszewska, M., & Hansen, K. (2020). Anger Detracts From Beauty”: Gender Differences in Adolescents’ Narratives About Anger. Journal of adolescent research, 35(5), 635-664.
Bui, H. T., Mackie, L., Hoang, P. A., & Tran, T. T. (2020). Exploring the effectiveness of cognitive behavioral therapy for Vietnamese adolescents with anger problems. Kasetsart journal of social sciences, 41(1), 147-151.
Camacho, A., Ortega‐Ruiz, R., & Romera, E. M. (2021). Longitudinal associations between cybervictimization, anger rumination, and cyberaggression. Aggressive behavior, 1(1), 1-10.
Goulart, A. C., Arap, A. M., Bufarah, H. B., Bismarchi, D., Rienzo, M., Syllos, D. H., & Wang, Y. P. (2021). Anxiety, Depression, and Anger in Bruxism: A Cross-sectional Study among Adult Attendees of a Preventive Center. Psychiatry Research, 1(1), 1-10.
Heiman, T., & Olenik-Shemesh, D. (2017). Cyberbullying involvement of adolescents with low vision compared to typical adolescents, as related to perceived social support. Journal of Aggression, Maltreatment & Trauma, 26(2), 105-115.
Hellfeldt, K., López-Romero, L., & Andershed, H. (2020). Cyberbullying and psychological well-being in young adolescence: the potential protective mediation effects of social support from family, friends, and teachers. International Journal of Environmental Research and Public Health, 17(1), 45-56.
Hsieh, M. L., Wang, S. Y. K., & Cao, L. (2021). Understanding Cyberbullying Victimization from an Integrated Approach: Offline Preventive Attributes and Behavior Problems Do Matter. Victims & Offenders, 1(1), 1-21.
Hyland, S., Watts, J., & Fry, M. (2016). Rates of workplace aggression in the emergency department and nurses’ perceptions of this challenging behaviour: A multimethod study. Australasian Emergency Nursing Journal, 19(3), 143-148.
Jacobs, S., & Holtzer, R. (2021). Predicting change in perceived social support in late life: The role of personality and gender. Aging & mental health, 25(1), 107-117.
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press.
Kowalski, R. M., & Limber, S. P. (2007). Electronic bullying among middle school students. Journal of adolescent health, 41(6), 22-30.
León Moreno, C., Musitu Ochoa, G., Cañas Pardo, E., Estevez Lopez, E., & Callejas Jerónimo, J. E. (2021). Relationship between school integration, psychosocial adjustment and cyber-aggression among adolescents. International journal of environmental research and public health, 18(1), 108-116.
Lim, H., & Lee, H. (2021). Cyberbullying: Its Social and Psychological Harms Among Schoolers. International Journal of Cybersecurity Intelligence & Cybercrime, 4 (1), 25-45.
Llorent, V. J., Diaz-Chaves, A., Zych, I., Twardowska-Staszek, E., & Marín-López, I. (2021). Bullying and cyberbullying in Spain and Poland, and their relation to social, emotional and moral competencies. School mental health, 13(3), 535-547.
Maragh-Bass, A. C., Gamble, T., El-Sadr, W. M., Hanscom, B., & Tolley, E. E. (2021). Examining stigma, social support, and gender differences in unsuppressed HIV viral load among participants in HPTN 065. Journal of behavioral medicine, 44(2), 159-171.
Matud, M. P., Ibañez, I., Bethencourt, J. M., Marrero, R., & Carballeira, M. (2003). Structural gender differences in perceived social support. Personality and Individual Differences, 35(8), 1919-1929.
Mesbah, R., de Bles, N., Rius‐Ottenheim, N., van der Does, A. W., Penninx, B. W., van Hemert, A. M., & Koenders, M. (2021). Anger and cluster B personality traits and the conversion from unipolar depression to bipolar disorder. Depression and Anxiety, 1(1), 1-10.
Murray, C., & Zvoch, K. (2011). The inventory of teacher-student relationships: Factor structure, reliability, and validity among African American youth in low-income urban schools. The Journal of early adolescence, 31(4), 493-525.
Navarro, R., Serna, C., Martínez, V., & Ruiz-Oliva, R. (2013). The role of Internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools. European journal of psychology of education, 28(3), 725-745.
Nelson, W. M., & Finch, A. J. (2000). Children's Inventory of Anger (CHIA): Manual. Western Psychological Services (WPS).
O'Connor, K. E., Sullivan, T. N., Ross, K. M., & Marshall, K. J. (2021). Hurt people hurt people: Relations between adverse experiences and patterns of cyber and in‐person aggression and victimization among urban adolescents. Aggressive behavior, 1(1), 1-18.
Olweus, D., Solberg, M. E., & Breivik, K. (2020). Long‐term school‐level effects of the Olweus Bullying Prevention Program (OBPP). Scandinavian journal of psychology, 61(1), 108-116.
Peled, Y. (2019). Cyberbullying and its influence on academic, social, and emotional development of undergraduate students. Heliyon, 5(3), e01393.
Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior research methods, instruments, & computers, 36(4), 717-731.
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of child psychology and psychiatry, 49(4), 376-385.
Thornberg, R., Hunter, S. C., Hong, J. S., & Rönnberg, J. (2020). Bullying among children and adolescents. Scandinavian journal of psychology, 61(1), 1-5.
Topcu, Ç., & Erdur-Baker, Ö. (2012). Affective and cognitive empathy as mediators of gender differences in cyber and traditional bullying. School Psychology International, 33(5), 550-561.
Tsilika, E., Galanos, A., Polykandriotis, T., Parpa, E., & Mystakidou, K. (2019). Psychometric Properties of the Multidimensional Scale of Perceived Social Support in Greek Nurses. Canadian Journal of Nursing Research, 51(1), 23-30.
Walters, G. D., & Espelage, D. L. (2018). From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization–bullying perpetration association. Journal of school psychology, 68(1), 73-83.
Wright, M. F., & Wachs, S. (2019). Does social support moderate the relationship between racial discrimination and aggression among Latinx adolescents? A longitudinal study. Journal of adolescence, 73(1), 85-94.
Xiao, H., Zhang, Y., Kong, D., Li, S., & Yang, N. (2020). The effects of social support on sleep quality of medical staff treating patients with coronavirus disease 2019 (COVID-19) in January and February 2020 in China. Medical science monitor: international medical journal of experimental and clinical research, 26(1), 1-10
Yang, C., Sharkey, J. D., Reed, L. A., & Dowdy, E. (2020). Cyberbullying victimization and student engagement among adolescents: Does school climate matter?. School psychology, 35(2), 158-169.
Zimet, G.D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30–41.
The Women and Families Cultural-Educational
Volume 17, Issue 60
Autumn 2022
September 2022
Pages 131-153

Files

History

  • Receive Date: 23 November 2021
  • Revise Date: 25 January 2022
  • Accept Date: 12 July 2022
  • Publish Date: 23 August 2022

Share

How to cite

Statistics