TY  - JOUR
PY  - 2022//
TI  - Gender-specific pathways regarding the outcomes of a cyberbullying youth education program
JO  - Personality and individual differences
A1  - Kapitány-Fövény, Máté
A1  - Lukács, J. Ágnes
A1  - Takács, Johanna
A1  - Kitzinger, István
A1  - Soósné Kiss, Zsuzsanna
A1  - Szabó, Gábor
A1  - Falus, András
A1  - Feith, Helga Judit
SP  - e111338
EP  - e111338
VL  - 186
IS  - 
N2  - Introduction  Marked gender differences have been identified in cyberbullying perpetration and victimization in adolescence. Age and phenotypic traits, including impulsivity and problematic internet use may mediate the association between gender and cyberbullying intervention outcomes. This study thus aimed to explore gender differences and the potential mediating role of age, impulsivity and problematic internet use regarding the outcomes of an elementary school cyberbullying program.     Methods  The peer-led STAnD project shapes students' attitudes towards cyberbullying, and promotes help-seeking behaviors. Baseline sample consisted of 933 respondents (51.3% females, mean age = 11.25, sd = 1.64), and after a 42.55% drop-out, 536 remained in the sample for 6-month follow-up. Four primary outcome measures represented protective factors against cyberbullying.     Results  Three of the intervention outcomes - change in 1) helpline knowledge, 2) empathy towards the victims of cyberbullying, and 3) risk perception regarding online hazards - were best predicted by gender. A gender-specific path analysis model indicated that higher amount of time spent online might put a barrier to changes in risk awareness among females and in help-seeking willingness among males.     Conclusions  Future cyberbullying programs may design separate interventions for adolescent boys and girls with different emphasis placed on empathy training, or the barriers to help-seeking.<p />  <p>Language: en</p>
LA  - en
SN  - 0191-8869
UR  - http://dx.doi.org/10.1016/j.paid.2021.111338
ID  - ref1
ER  -