dc.rights.license | CC-BY-NC-ND | |
dc.contributor.advisor | Maes, Marlies | |
dc.contributor.author | Coene, Boy | |
dc.date.accessioned | 2024-08-05T15:01:43Z | |
dc.date.available | 2024-08-05T15:01:43Z | |
dc.date.issued | 2024 | |
dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/47092 | |
dc.description.abstract | Cyberbullying perpetration among adolescents has emerged as a significant public health
concern, characterised by aggressive acts facilitated through digital platforms. This research
explored which aspect of the school climate—perceived student-teacher relationship quality,
perceived classmate relationship quality, or perceived friend support—serves as the strongest
protective factor against cyberbullying among adolescents. Data from the Health Behaviour
in School-aged Children (HBSC) 2021 survey, consisting of 6851 adolescents aged 9 to 20
years old, were used. A logistic regression revealed that positive relationships with
classmates, friend support and student-teacher relationships are significant protective factors
against cyberbullying isolation. However, when combined, positive classmate relationship
was not significant. Positive student-teacher relationship emerged as the most influential
predictor. Because of this, the study concludes that schools should implement practices to
improve student-teacher relationships. | |
dc.description.sponsorship | Utrecht University | |
dc.language.iso | EN | |
dc.subject | This thesis looks at different social relations within school climate and investigates which of those acts as the strongest protective factor against cyberbullying perpetration | |
dc.title | The Role of School Climate in Preventing Cyberbully Perpetration: Evaluating the Impact of Student-Teacher Relationships, Classmate Relationships, and Friend Support | |
dc.type.content | Master Thesis | |
dc.rights.accessrights | Open Access | |
dc.subject.courseuu | Youth Development and Social Change | |
dc.thesis.id | 35973 | |