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Abstract
Although many studies have reported on internalising and externalising problems related to cyberbullying roles, there is a lack of longitudinal research in this area. This study reports (1) cross-sectional data from 412 German middle-school students to examine differences between cyberbullies, cybervictims and cyberbully–victims compared to non-involved students in regard to internalising (depressiveness and loneliness) and externalising (instrumental and reactive aggression) problems; and (2) longitudinal data from 223 students about links of cyberbullying and cybervictimisation with internalising and externalising problems across two measurement occasions, analysed using path analysis (separately by gender). Self-report measures were used. The results revealed no significant differences between groups in internalising problems, but all three cyberbullying groups differed significantly from the non-involved group in externalising problems. Female victims showed increases in externalising problems while male victims did not show changes across time in either internalising or externalising problems. Male bullies reported decreases in internalising problems across time. For boys, scoring high in both cyberbullying and cybervictimisation led to increases in loneliness, while for girls this predicted decreases in reactive aggression.
Acknowledgements
This research was funded by the DAPHNE III programme to combat violence against children, young persons and women of the European Commission (Action Number: JLS/2008/DAP3/AG/1211-30-CE-0311025/00-69; Cyberbullying in Adolescence: Investigation and Intervention in Six European Countries). This work was also supported by the International Max Planck Research School ‘The Life Course: Evolutionary and Ontogenetic Dynamics (LIFE)’ (www.imprs-life.mpg.de).