Abstract
Abstract. The study provides a quantitative synthesis of the literature on gender difference in cyber-victimization (CV). A total of 40 usable research articles were identified and used in this meta-analysis. With some articles having multiple effect sizes, a total of 150 effect sizes for gender difference in CV were obtained. Results indicated a small gender difference, with females experiencing slightly more CV than their male counterparts. However, there were considerable inconsistencies across the studies. Follow-up analyses on the study features revealed that several factors, such as response time frame and region of sampling, significantly moderated the relationship between gender and CV. Exploratory in nature, this study discusses the implications of the findings in reference to existing theories, and suggests future research directions.
References (An asterisk indicates that the study was used in the meta-analysis.)
2013). Cyberbullying by mobile phone among adolescents: The role of gender and peer group status. Communications, 38, 107–118.
(*2012). Cyberbullying: Through the eyes of children and young people. Educational Psychology in Practice, 28, 141–157.
(*2008). Cyberbullying among Turkish adolescents. CyberPsychology & Behavior, 11, 253–261.
(*2012). Attacking others online: The formation of cyberbullying in late adolescence. Psychology of Popular Media Culture, 1, 123–135.
(*2012). Does the association with psychosomatic health problems differ between cyberbullying and traditional bullying? Educational & Behavioral Difficulties, 17, 421–434.
(2013). Cyberbullying assessment instruments: A systematic review. Aggression and Violent Behavior, 18, 320–334.
(*2013). A latent class approach to examining forms of peer victimization. Journal of Educational Psychology. Advance online publication. doi: 10.1037/a0032091
(*2012). Predictors of victimisation across direct bullying, indirect bullying and cyberbullying. Emotional & Behavioral Difficulties, 17, 375–388.
(2014). Cyber-victimization in middle school and relations to social emotional outcomes. Computers in Human Behavior, 35, 12–21.
(2012). Applied meta-analysis for social science research. New York, NY: Guilford Press.
(2013). Prevalence of school bullying among secondary students in Taiwan: Measurements with and without a specific definition of bullying. School Psychology International, 34, 707–720.
(2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of Personality & Social Psychology, 81, 322–331.
(2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216–224. doi: 10.1007/s00038-009-5413-9
(2012). Repetition, power imbalance, and intentionality: Do these criteria conform to teenagers’ perception of bullying? A role-based analysis. Journal of Interpersonal Violence, 27, 1889–1910.
(*2008). Cyberbullying: Youngsters’ experiences and parental perception. CyberPsychology & Behavior, 11, 217–223. doi: 10.1089/cpb.2007.0008
(*2009). Differences between peer victimization in cyber and physical settings and associated psychological adjustment in early adolescence. Psychology in the Schools, 46, 962–972. doi: 10.1002/pits.20437
(*2009). Psychological needs as a predictor of cyber bullying: A preliminary report on college students. Educational Sciences: Theory & Practice, 9, 1307–1325.
(*2010). Cyberbullying and its correlation to traditional bullying, gender and frequent and risky usage of internet-mediated communication tools. New Media & Society, 12, 109–125.
(2013).
(Item response model . In T. TimothyEd., Handbook of quantitative methods for educational research (pp. 45–67). Rotterdam, The Netherlands: Sense Publisher.*2013). Adolescent online cyberbullying in Greece: The impact of parental online security practices, bonding, and online impulsiveness. Journal of School Health, 83, 445–453.
(1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3–8.
(2012). Cyber-victimization and popularity in early adolescence: Stability and predictive associations. European Journal of Developmental Psychology, 9, 228–243.
(*2009). Traditional bullying and cyberbullying: Identification of risk groups for adjustment problems. Zeitschrift fur Psychologie, 217(4), 205–213. doi: 10.1027/0044-3409.217.4.205
(2008, December). The development of a multi-dimensional measure of cyberbullying. Paper presented at the Australian Association for Research in Education, Brisbane, Australia.
(2012). Bias and equivalence in cross-cultural research. Online Readings in Psychology and Culture, 2(2. doi: 10.9707/2307-0919.1111
(1982). Statistical methodology in meta-analysis. (ERIC Document Reproduction Service No. ED 227–133).
(2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1, 39–65. doi: 10.1002/jrsm.5
(*2008). Cyberbullying: An exploratory analysis of factors related to offending and victimization. Deviant Behavior, 29, 129–156.
(1998). Masculinity and femininity: The taboo dimension of national cultures. Thousand Oaks, CA: Sage.
(*2010). An analysis of multiple factors of cyberbullying among junior high school students in Taiwan. Computers in Human Behavior, 26, 1581–1590.
(*2012). Childhood victimization: Modeling the relation between classroom victimization, cyber-victimization, and psychosocial functioning. Psychology of Popular Media Culture, 1, 254–269.
(*2009). Cyberbullying: Who are the victims? A comparison of victimization in Internet chatrooms and victimization in school. Journal of Media Psychology, 21, 25–36. doi: 10.1027/1864-1105.21.1.25
(2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin. Advance online publication. doi: 10.1037/a0035618
(*2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41, S22–S30. doi: 10.1016/j.jadohealth.2007.08.017
(*2012). Traditional bullying as a potential warning sign of cyberbullying. School Psychology International, 33, 505–519. doi: 10.1177/0143034312445244
(*2013). Facebook bullying: An extension of battles in school. Computers in Human Behavior, 29, 16–25.
(*2006). Cyberbullying in schools: A research of gender differences. School Psychology International, 27, 157–170. doi: 10.1177/0143034306064547
(*2007). New bottle but old wine: A research of cyberbullying in schools. Computers in Human Behavior, 23, 1777–1791. doi: 10.1016/j.chb.2005.10.005
(2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
(1987). Who remembers what?: Gender differences in memory. Michigan Quarterly Review, 26, 64–85.
(*2012). Peer victimisation and depressive symptoms: Can specific coping strategies buffer the negative impact of cybervictimisation? Emotional & Behavioral Difficulties, 17, 403–420.
(*2009). Parental mediation, online activities, and cyberbullying. CyberPsychology & Behavior, 12, 387–393. doi: 10.1089/cpb.2009.0068
(*2010). Cyber bullying behaviors among middle and high school students. American Journal of Orthopsychiatry, 80, 362–374.
(*2012). The emergence of cyberbullying: A survey of primary school pupils’ perceptions and experiences. School Psychology International, 33, 477–491. doi: 10.1177/0143034312445242
(*2013). The role of Internet use and parental mediation on cyberbullying victimization among Spanish children from rural public schools. European Journal of Psychological Education, 28, 725–745. doi: 10.1007/s10212-012-0137-2
(*2009). The emotional impact on victims of traditional bullying and cyberbullying: A study of Spanish adolescents. Zeitschrift fur Psychologie, 217(4), 197–204. doi: 10.1027/0044-3409.217.4.197
(*2010). Bullying in school and cyberspace: Associations with depressive symptoms in Swiss and Australian adolescents. Child and Adolescent Psychiatry and Mental Health, 4(28), 1–10. doi: 10.1186/1753-2000-4-28
(2013). Relevant dimensions of cyberbullying – results from two experimental studies. Journal of Applied Developmental Psychology, 34, 241–252.
(*2011). The prevalence of cyberbullying among adolescents: A case study of middle schools in Serbia. School Psychology International, 32, 412–424. doi: 10.1177/0143034311401700
(*2010). Peer and cyber aggression in secondary school students: The role of moral disengagement, hostile attribution bias, and outcome expectancies. Aggressive Behavior, 36, 81–94. doi: 10.1002/ab.20336
(*2010). Cyberbullying: Experiences, impacts and coping strategies as described by Australian young people. Youth Studies Australia, 29, 51–59.
(2012). Developing a measure of cyberbullying perpetration and victimization (Doctoral dissertation). Retrieved from http://repository.asu.edu/attachments/94134/content/tmp/package-8y6MUh/Savage_asu_0010E_12199.pdf
(*2012). Emotional and behavioural problems in the context of cyberbullying: A longitudinal study among German adolescents. Emotional & Behavioral Difficulties, 17, 329–345.
(1991).
(Quantitative reviewing of research . In J. P. ShaverEd., Handbook of research on social studies teaching and learning (pp. 83–97). New York, NY: Macmillan.2009). Comparing response rates in e-mail and paper surveys: A meta-analysis. Educational Research Review, 4, 26–40.
(2002). Definitions of bullying: A comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Development, 73, 1119–1133.
(*2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry, 49, 376–385.
(2010). Cyberbullying victimization and behaviors among girls: Applying research findings in the field. Journal of Social Sciences, 6, 510–514.
(*2012). Longitudinal risk factors for cyberbullying in adolescence. Journal of Community & Applied Social Psychology, 23, 52–67. doi: 10.1002/casp.2136
(Robust variance estimation with dependent effect sizes: Practical considerations and a software tutorial in Stata and SPSS. Research Synthesis Methods, 5, 13–30.
(in press).2013). Robust variance estimation in meta-regression for binary dependent outcomes. Research Synthesis Methods, 4(2), 169–187. doi: 10.1002/jrsm.1070
(2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behaviour, 26, 277–287.
(2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32, 486–495.
(*2012). Cybergrooming: Risk factors, coping strategies and associations with cyberbullying. Psicothema, 24, 628–633.
(*2011). Cyberbullying: Predicting victimization and perpetration. Children & Society, 25, 59–72. doi: 10.1111/j.1099-0860.2009.00260.x
(*2011). Peer victimization and academic adjustment among early adolescents: Moderation by gender and mediation by perceived classmate support. Journal of School Health, 81, 386–392.
(*2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368–375. doi: 10.1016/j.jadohealth.2009.03.021
(2012). Defining and measuring cyberbullying within the larger context of bullying victimization. Journal of Adolescent Health, 51, 53–58.
(2007). The co-occurrence of Internet harassment and unwanted sexual solicitation victimization and perpetration: associations with psychosocial indicators. Journal of Adolescent Health, 41, S31–41.
(*2013). Cyberbullying and its risk factors among Chinese high school students. School Psychology International. [online first] doi: 10.1177/0143034313479692
(