Nätmobbning Om relationen mellan traditionell mobbning och nätmobbning i grundskolan

Abstract

This study investigates the relation between cyberbullying and traditional bullying (in school). In previous research it has been argued that one should separate cyberbullying and traditional bullying both in definitional and measurements issues. However, in Swedish school, there are no marked differences between the two forms of bullying, teachers are responsible to prevent them both. The research is based on 3925 students in years 3-9 (1950 girls and 1975 boys) in 19 schools in the Gothenburg region and two from the Stockholm region. The students have taken a digital survey at school, regarding both traditional and cyber bullying. The main method used in the study was factor analysis (PCA). Analyses were conducted in SPSS. The results show that items used to represent traditional and cyber bullying load on one and the same factor. The more in-depth questions about cyber bullying shows that the most common experience of cyber bullying is to receive messages that are difficult to interpret. According to those who experience this kind of bullying, the spread of cyber bullying is relatively small and only some people at school know that they are bullied online. Generally, the bullying greatly affects the students' everyday life and they report that they feel unsure and less likely to trust others. To be exposed to bullying can generally be seen as being in a situation where threats and unbalanced power structures occur. Cyber bullying for young people has become traditional and is one indicator of bullying in schools.