DAPHNE III – Current status of the German team
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Transcript of DAPHNE III – Current status of the German team
Anja Schultze-Krumbholz, Anne Siebenbrock & Herbert ScheithauerUnit of Developmental Science and Applied Developmental PsychologyDepartment of Educational Science and Psychology
DAPHNE III –Current status of the German teamMeeting in Thessaloniki, June 20-21, 2011
2DAPHNE III Meeting in Thessaloniki, June 20-21, 2011
DAPHNE III timetable - Germany1) Investigation of diffusion and characteristics of cyberbullying in schools1.1 Revision and translation of questionnaire Finished
1.2 Contact with schools and permission from families and ethical authorities
Finished
1.3 Collection of questionnaires In progress (t3 in Fall 2011)
1.4 Coding and analysis of data in each country In progress
and comparison among countries To-Do
3DAPHNE III Meeting in Thessaloniki, June 20-21, 2011
DAPHNE III timetable - Germany2) Testing effective strategies of intervention in European schools and in contexts at risk2.1 Application of the intervention in at least 3 [5] schools with small groups of students [12 classes + 7 classes], parents [indirectly] and teachers for each country
Finished
2.2 Evaluation of the intervention Pre/post data collectedAnalyses in progress
and comparison among countries To-Do
4DAPHNE III Meeting in Thessaloniki, June 20-21, 2011
DAPHNE III timetable - Germany3) Dissemination of the main outcomes3.1 Books and pamphlets in each country In progress
and national To-Do
and international articles To-Do
3.2 National To-Do
and international conferences To-Do
5DAPHNE III Meeting in Thessaloniki, June 20-21, 2011
ParticipantsSchool Long intervention
(8-10 weeks)Short intervention
(1 day)Control group
1 124 - 129
2 18 - 46
3 119 - 75
4 - 108 120
5 25 64 69
Total N = 286(31.9 %)
N = 172(19.2 %)
N = 439(48.9 %)
- 36 classes with 18 to 32 students each- 51.3 % females, 46.7 % males, 2 % no information- 93.3 % born in Germany
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Participants - AgeAge 11 12 13 14 15 16 17% 0.6 16.2 40.1 26.9 9.0 4.8 0.4
Grade 7 8 9 10% 29.8 44.7 16.5 7.1
- M = 13.45 years, SD = 1.07
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MeasuresConstruct/Scale Reference No. of items
Socio-demographic information DAPHNE Core Questionnaire 5
Migrational background DAPHNE Core Questionnaire[Klöckner, C.A., Beisenkamp, A. & Kuhlmann, U. (2005).]
4
Internet/Mobile phone use DAPHNE Core Questionnaire[Livingstone & Helsper, 2008]
2
Social Networking Sites Characteristics
Fogel & Nehmad, 2009 12
Identity Information Disclosure Stutzman, 2006 8
Traditional Victimisation DAPHNE Core Questionnaire 7
Traditional Victimisation - Bystander
DAPHNE Core Questionnaire 1
Cybervictimisation DAPHNE Core Questionnaire 12
Cybervictimisation - Bystander DAPHNE Core Questionnaire 1
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MeasuresConstruct/Scale Reference No. of items
Characteristics of cybervictimisation incident
DAPHNE Core Questionnaire 6
Traditional Bullying DAPHNE Core Questionnaire 7
Cyberbullying DAPHNE Core Questionnaire 12
Characteristics of cyberbullying incident
DAPHNE Core Questionnaire 6
Descriptive norms DAPHNE Core Questionnaire[Lai, Ho, & Lam, 2004; Lazuras et al., 2009; Rivis & Sheeran, 2003]
4
Attitudes towards cyberbullying Ajzen, 1991 4
Group norm Self-developed 1
Willingness to cyberbully Gibbons & Gerrard, 1995; Gibbons et al., 1998
4
Coping Cyberbullying Bystander Adaptation of DAPHNE II 1
Coping Cyberbullying Victim Adaptation of DAPHNE II 1
9DAPHNE III Meeting in Thessaloniki, June 20-21, 2011
MeasuresConstruct/Scale Reference No. of items
Readiness to show empathy Empathy Reactivity InstrumentVolland et al., 2008
14
Readiness to show perspective-taking
IRI; Davis, 1980 8
Self-esteem Rosenberg, 1965; Fend et al., 1984 8
Psychosomatic symptoms Grob et al., 1991 8
School absenteeism due to illness
1
Loneliness ULS-8; Russell, 1996 8
Depressive tendencies Schwarzer & Bäßler, 1999 6
Life satisfaction Mittag, 1999 6
Enjoyment of life Grob et al., 1991 5
Class coherence Freitag, 1998 5
Enjoyment of school Self-developed 1
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MeasuresConstruct/Scale Reference No. of items
School Climate DAPHNE Core Questionnaire[ISC-S; Brand et al., 2003]
31
Reactive and instrumental aggression
Little et al., 2003; Gradinger et al., 2009 14
Sensation Seeking Slater, 2003 2
Subjective evaluation of intervention (t2)
Self-developed 14 - 31
- Further measures for teachers and parents, but return rates low- Teacher forms for process evaluation (treatment integrity/fidelity)
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Descriptive results – Media use
- Internet use is normally distributed- Mobile phone use is not normally distributed
N = 883 N = 879
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Descriptive results – Bullying and CyberbullyingNever Once or
twiceOnce or twice a month
About once a week
More than once a week
Traditional victim
28.8%(253)
45.2%(397)
10.1%(89)
7.5%(66)
8.4%(74)
Cybervictim 55.3%(489)
32.1%(284)
4.8%(42)
2.1%(19)
5.7%(50)
Traditional bully
34.1%(300)
44.5%(391)
9.3%(82)
3.8%(33)
8.3%(73)
Cyberbully 63.3%(551)
23.2%(202)
4.8%(42)
3.1%(27)
5.5%(48)
Bystander No YesTraditional bullying 43.0% 57.0%
Cyberbullying 58.6% 41.4%
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Most serious incident - Cybervictimisation
Trad. B
ullyin
g
Nasty/
name-c
alling
texts
Nasty
thing
s said
to ot
hers
Threats
Data th
eft
Impe
rsona
tion
Fake a
ccou
nt
Outing
Embaras
sing p
hotos
/vide
os
Altered
photo
s/vide
os
Exclus
ion
Rumou
rs
Attack
in on
line g
ame
0
2
4
6
8
10
12
14
16
18
20
N = 150
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Characteristics of cybervictimisation incidents
68.3
16.7
6.73.3
5
Duration
1-2 weeksabout a monthabout 6 monthsabout a yearseveral years
32.6
40.3
10.1
2.36.2 8.5
Identitydon't know
school mate
offline friend
online only friend
offline acquain-tance
online only acquaintance
22.5
2.3
58.9
14.71.6
Age
don't knowyoungersame ageolderadult
25.6
36.4
22.5
15.5
Gender
don't know
male
female
mixed
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Most serious incident - Cyberbullying
N = 120
Trad.
Bullying
Nasty/ n
ame-ca
lling t
exts
Nasty th
ings s
aid to
others
Threa
ts
Data th
eft
Imper
sona
tion
Fake
acco
unt
Outing
Embara
ssing
photos/v
ideos
Altere
d photo
s/vide
os
Exclusio
n
Rumours
Attack
in onli
ne ga
me0
2
4
6
8
10
12
14
16
18
20
22
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Characteristics of cyberbullying incidents
78.8
16.3
2.9 1.9
Duration
1-2 weeksabout a monthabout 6 monthsabout a yearseveral years
23.3
39.7
9.52.6
11.2
13.8
Identitydon't know
school mate
offline friend
online only friend
offline acquain-tance
online only acquaintance
19.1
7.8
54.8
15.72.6
Age
don't knowyoungersame ageolderadult
17.9
39.3
33.3
9.4
Target’s Gender
don't know
male
female
mixed
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School climate – Factor structureScale Item F1
SafetyF2
TeacherF3
Neg PeerF4
RulesF5
Cul Plur.F6
Pos PeerF7
Enjoymt.
Teacher Support 1 .664 .399
5 .652
11 .671
14 .517 .403
16 .758
18 .786
Consistency and clarity of rules 2 .356 .550
6 .691
8 .685
12 .494
15 .750
Negative peer interactions 3 .702
7 .788
9 .616
13 .742
19 .751
Positive peer interactions 4 .696
10 .637
17 .771
20 .838
21 .765
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School climate – Factor structureScale Item F1
SafetyF2
TeacherF3
Neg PeerF4
RulesF5
Cul Plur.F6
Pos PeerF7
Enjoymt.
Support for cultural pluralism 1 .618
2 .771
3 .730
4 .404 .517
Safety problems 5 .826
6 .801
7 .725
8 .726
9 .683
10 .658
- Method: EFA, PCA, Varimax rotation (SPSS 19.0), loadings < .30 not included- Factor structure of original instrument replicated- 1 additional factor: „enjoyment of classes/work in classes“
- To-do: Confirmatory Factor Analysis (Mplus 6) and comparisons across countries
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School climate – Preliminary resultsScale Mean
(1-5)SD Cronbach‘s
Teacher support 2.78 0.71 .84
Consistency and clarity of rules 3.56 0.66 .77
Negative peer interactions 2.60 0.61 .79
Positive peer interactions 3.43 0.66 .75
Support for cultural pluralism* 2.97 0.62 .67
Safety problems* 1.31 0.54 .86
*answer categories: 1-4
- MANOVA for differences between intervention groups and control group at t1- Teacher support: IGlong < CG- Positive peer interactions: IGlong < IGshort , CG- Support for cultural pluralism: IGshort < IGlong , CG
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Outlook
More analyses and results to come …