Cyberbullying and Peer Influences in Online and Offline Contexts
-
Thalia Hirsch
Abstract
Investigating the impact of peer influence on delinquency perpetration poses new challenges due to the emergence of online platforms, which provide new opportunities for connecting with peers and engaging in delinquent activities. This study investigates the impact of peer influences on cyberbullying, employing two sociological frameworks: the opportunity perspective with the Routine Activity Approach of General Deviance (Osgood et al. 1996) and the normative approach, specifically the Differential Association Theory (Sutherland 1939, 1947). Drawing on data from a representative student survey conducted in 2015 by the Criminological Research Institute of Lower Saxony (N = 10,638), we examine the impact of unstructured socializing with peers in the online context and associations with delinquent peers within the classroom context on the perpetration of cyberbullying by calculating logistic regression models. Furthermore, we model interaction effects and conduct graphical analyses of predicted margins to determine whether delinquent peer associations in the classroom context moderate the relationship between virtual unstructured socializing with peers and cyberbullying perpetration. Our findings provide evidence that aligns with both the opportunity perspective and the normative approach, as significant effects of virtual unstructured socializing with peers and offline exposure to virtual peer delinquency were separately and simultaneously identifiable. The data analysis did not reveal a statistically significant moderating effect of cyberbullies within the classroom environment on the relationship between virtual unstructured socializing with peers and cyberbullying perpetration. The implications of these findings for further research studies are discussed.
Zusammenfassung
Mit der Verbreitung und zunehmenden Bedeutung sozialer Online-Netzwerke und virtueller Kommunikationstools in den letzten Jahrzehnten haben sich für Jugendliche neue Möglichkeiten zur Vernetzung mit Gleichaltrigen und zur Ausübung von delinquentem Verhalten ergeben. Diese Entwicklung erfordert eine eingehende wissenschaftliche Erforschung. Die vorliegende Studie untersucht den Einfluss von Gleichaltrigen auf Cybermobbing und greift dabei auf zwei soziologische Rahmenwerke zurück: die Gelegenheitsperspektive, worunter auch der Routineaktivitätsansatz und seine Weiterentwicklung durch Osgood et al. (1996) zu zählen sind, und den normativen Ansatz, auf welchem die Differentielle Assoziations-Theorie basiert (Sutherland 1939, 1947). Unter Verwendung von Daten aus einer repräsentativen Schülerbefragung, die 2015 vom Kriminologischen Forschungsinstitut Niedersachsens durchgeführt wurde (N = 10.638), untersuchen wir die Einflüsse unstrukturierter Sozialisierung mit Gleichaltrigen im Online-Kontext und von delinquenten Gleichaltrigen im Klassenkontext, indem wir logistische Regressionsmodelle berechnen. Darüber hinaus modellieren wir Interaktionseffekte und führen grafische Analysen durch, um zu prüfen, ob der Kontakt mit delinquenten Gleichaltrigen im Klassenkontext den Zusammenhang zwischen virtuellem unstrukturiertem Sozialisieren und Cybermobbing moderiert. Unsere Ergebnisse unterstreichen die Relevanz sowohl der Gelegenheitsperspektive als auch des normativen Ansatzes, da wir signifikante Effekte des virtuellen unstrukturierten Sozialisierens mit Gleichaltrigen und des Kontakts mit Cybermobbern in der Schulklasse identifizieren konnten. Die Datenanalyse ergab keinen statistisch signifikanten moderierenden Effekt von delinquenten Gleichaltrigen im Klassenkontext auf die Beziehung zwischen virtueller unstrukturierter Sozialisierung mit Gleichaltrigen und Cybermobbing. Die Implikationen dieser Ergebnisse für weitere Forschungsstudien werden diskutiert.
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Appendix
A Items (own translations)
A.1 Empathy: 1. “It depresses me when I see someone being laughed at.”; 2. “I get very upset when I see someone crying.”; 3. “I often feel compassion for people who are worse off than I am.”; 4. “I feel sorry for students who are often teased.”
A.2 Risk seeking: 1. “I like to test my limits by doing something dangerous.”; 2. “I like to take risks simply because it’s fun.”; 3. “Sometimes I think it’s exciting to do things that can put me in danger.”; 4. “Excitement and adventure are more important to me than safety.”
A.3 Violent media consumption: 1. horror movie 16+; 2. horror movie 18+; 3. erotic movies 16+; 4. porn movies 18+; 5. other movies 18+
A.4 Parental monitoring: 1. “My mother/father knew exactly where I was in my free time.”; 2. “My mother/father paid attention to when I was home in the evening.”; 3. “My mother/father has been inquiring about who I am friends with.”
A.5 Unstructured socializing with peers: “On an ordinary school day or ordinary weekend day, how long do you spend doing the following activities? Hanging out with friends outside.”
B Tables
Bivariate correlations (Pearson correlation coefficient r)
|
|
1. |
2. |
3 |
4. |
5. |
6. |
7. |
8. |
9. |
|
1. |
1.00 |
|
|
|
|
|
|
|
|
|
2. |
-0.06*** |
1.00 |
|
|
|
|
|
|
|
|
3. |
-0.09*** |
0.39*** |
1.00 |
|
|
|
|
|
|
|
4. |
0.11*** |
-0.15*** |
-0.14*** |
1.00 |
|
|
|
|
|
|
5. |
0.13*** |
-0.48*** |
-0.30*** |
0.37*** |
1.00 |
|
|
|
|
|
6. |
-0.07*** |
-0.17*** |
0.24*** |
-0.14*** |
-0.19*** |
1.00 |
|
|
|
|
7. |
0.07*** |
0.03** |
-0.06*** |
0.21*** |
0.20*** |
-0.07*** |
1.00 |
|
|
|
8. |
0.06*** |
0.18*** |
0.02*** |
0.15*** |
0.15*** |
-0.05*** |
0.36*** |
1.00 |
|
|
9. |
0.04*** |
-0.01 |
-0.03* |
0.02 |
0.03** |
-0.01 |
0.02* |
0.02** |
1.00 |
Numbering: 1. cyberbullying, 2. female 3. empathy 4. risk seeking, 5. violent media consumption, 6. parental monitoring, 7. USWP, 8. VUSWP, 9. OEVPD, Source: Kriminologisches Forschungsinstitut Niedersachsen, student survey 2015 Hanover.
Empty model
|
Explained variance at |
|
|
|
|
Odds Ratios |
ICC (%) |
|
…. individual level |
3.29 |
90,88 |
|
… school level |
0.33 |
9,12 |
|
|
|
|
|
Total variance |
3.62 |
100 |
|
LR-Test |
22.70*** |
|
|
Observations |
10,607 |
|
Notes: ICC = intraclass correlation Intpoints: 7. *** p < 0.001. Source: Kriminologisches Forschungsinstitut Niedersachsen, student survey 2015 Hanover.
© 2025 Walter de Gruyter GmbH, Berlin/Boston
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Articles in the same Issue
- Frontmatter
- Artikel
- Überwachen auf Straßen – Polizeiliche Kontrollpraktiken im Straßenverkehr
- Das letzte Mittel staatlicher Gewalt: Juristische Rahmenbedingungen, Prävalenz und Forschungsstand zum polizeilichen Schusswaffengebrauch
- Cyberbullying and Peer Influences in Online and Offline Contexts
- Employment and Identity Development: Pathways to Desistance for Juvenile Offenders
- Bericht
- Criminology goes East. How and what we research in Romania
- Mitteilungen
- Hans-Dieter Schwind: Nachruf auf einen großartigen Kollegen und Gründer des Kriminologischen Forschungsinstituts Niedersachsen
