Nafsika Antoniadou

Cyber-Bullying, Personality and Coping among Pre-Adolescents

The aim of this study was to investigate the association of personality Five Factor Model, coping and cyber-bullying/victimization experiences among 300 Greek pre-adolescent students attending the upper two primary school grades. Boys reported more frequent involvement in cyber-bullying incidents, while there were no significant gender differences in terms of cyber-victimization. In terms of participant roles, non-involved students scored higher in Conscientiousness, and cyber-bully/victims in Emotional Instability. The latter also tended to use maladaptive coping strategies more frequently, while cyber-bullies reported using more aggression and resignation to cope with interpersonal conflicts. Multiple regression analyses indicated that low conscientious boys who use passive avoidance and aggression were more likely to cyber-bully, while those who use aggression, passive avoidance and situation control to cope with interpersonal stressors were more likely to be cyber-victimized. Implications of the findings are discussed.

Parenting and Internet Behavior Predictors of Cyber-Bullying and Cyber-Victimization among Preadolescents

ABSTRACT This study investigates the relationship between cyber-bullying (CB), cyber-victimization (CV), parenting styles, children’s Internet use and skills, on-line disinhibition, and five perceived specific Internet parenting practices in a sample of 220 Greek elementary students. Bully-victims scored higher in on-line disinhibition, while children of democratic parents in safe Internet use, Internet skills, and parenting communication about Internet use. CB and CV correlated negatively with Internet content parenting practices and autonomy, and positively with on-line disinhibition. CB negatively correlated with behavioral control. Psychological autonomy, warm involvement and on-line disinhibition significantly predicted CB, while psychological autonomy, CV. Prevention and intervention recommendations are provided.

A review of research on cyber-bullying in Greece

Cyber-bullying is a recently emerging type of violence, which has gained significant media and research attention. Although research across Europe and the USA has been extensive, in Greece it is sparse and at an elementary level. This paper aimed at reviewing existing research literature on cyber-bullying experiences with Greek subjects. The bibliographical research carried out for this purpose yielded studies conducted between 2005 and 2012. Findings illustrate that to date, most evidence regarding cyber-bullying in Greece is drawn from European-level research projects which mainly provide statistics regarding the prevalence of the phenomenon, but give little information regarding its correlates, while most of the few national studies are conducted with small, non-nationwide samples or have not been published in scholarly papers. In conclusion, cyber-bullying research seems to be at a premature level in Greece, but it is a global issue that sooner or later should be systematically addressed.

Greek EPQ-J: Further Support for a Three-Factor Model of Personality in Children and Adolescents

This study aimed to investigate the validity of the Eysenckian personality dimensions in 1,368 children and adolescents who completed the Greek Eysenck Personality Questionnaire-Junior (EPQ-J). Exploratory and confirmatory factor analyses were employed. Controversial issues regarding the Lie and Psychoticism scales were also investigated. Finally, the predictive validity of the EPQ-J was assessed using Goodman’s Strengths and Difficulties Questionnaire. Confirmatory factor analytic results supported the four-factor structure of the scale. Results provide support for the appropriateness of the EPQ-J with Greek speaking samples and add to the international literature regarding the three-factor model of personality in children and adolescents.

Bullying and victimization experiences in elementary school students nominated by their teachers for Specific Learning Disabilities

This study sought to investigate self-reported bullying and victimization experiences among students nominated by their teachers as meeting the criteria for Specific Learning Disabilities (SLD). A total of 346 students attending the upper three grade-levels of Greek primary schools participated in the study. Fifty of them were identified by their teachers as meeting the SLD criteria. All participants completed self-report measures of bullying and victimization and also provided their demographic data. Results showed that SLD students were more likely to act as bully/victims in bullying episodes, by using more direct verbal aggression; whereas the frequency of exhibiting aggressive behaviours, either as passive victims or aggressive bullies, did not differ from that of their non-SLD counterparts. These findings contradict existing research indicating that SLD students are subject to victimization more frequently than their regular peers.

Development, construct validation and measurement invariance of the Greek cyber-bullying/victimization experiences questionnaire (CBVEQ-G)

This study investigated the construct validity of a newly developed Greek questionnaire assessing cyber-bullying (CB) and cyber-victimization (CV), the Cyber-Bullying and Victimization Experiences Questionnaire-Greek (CBVEQ-G), constructed due to dearth of relevant measures. Analyses were performed on data collected from 1097 Greek adolescents. The structure of the CBVEQ-G was modeled by means of confirmatory factor analysis, and its convergent validity was tested against theoretically related measures. Results supported the validity and reliability of a correlated two-factor (CB, CV) model, while the correlated four-factor model was marginally supported. Measurement invariance across gender and grade level was established, while significantly positive correlations were found between cyber and traditional bullying/victimization, and between CB and antisocial personality traits. A correlated two-factor (cyber-bullying and cyber-victimization) model was supported.Measurement invariance across gender and grade level was established.Cyber and traditional bullying/victimization were positively correlated.Cyber-bullying and antisocial personality traits were positively correlated.