Given the extensive literature and variation in program effectiveness, we conducted a comprehensive systematic review and meta-analysis of programs to decrease cyberbullying perpetration and victimization.
Evidence suggests that cyberbullying among school-age children is related to problem behaviors and other adverse school performance constructs. As a result, numerous school-based programs have been developed and implemented to decrease cyberbullying perpetration and victimization. Our review included published and unpublished literature, utilized modern, transparent, and reproducible methods, and examined confirmatory and exploratory moderating factors. A total of 50 studies and 320 effect sizes spanning 45,371 participants met the review protocol criteria. Results indicated that programs significantly reduced cyberbullying perpetration (g = −0.18, SE = 0.05, 95% CI [−0.28, −0.09]) and victimization (g = −0.13, SE = 0.04, 95% CI [−0.21, −0.05]). Moderator analyses, however, yielded only a few statistically significant findings. We interpret these findings and provide implications for future cyberbullying prevention policy and practice. (Publisher Abstract Provided)
Downloads
Related Datasets
Similar Publications
- Scaling up Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) Framework in Rural Settings Through the Idaho Rural Implementation Model
- Trauma Behind the Keyboard: Exploring Disparities in Child Sexual Abuse Material Exposure and Mental Health Factors among Police Investigators and Forensic Examiners – A Network Analysis
- Advancing Situational and Developmental Approaches To Prevent Sexual Violence