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dc.rights.licenseCC-BY-NC-ND
dc.contributor.advisorMaes, Marlies
dc.contributor.authorCoene, Boy
dc.date.accessioned2024-08-05T15:01:43Z
dc.date.available2024-08-05T15:01:43Z
dc.date.issued2024
dc.identifier.urihttps://studenttheses.uu.nl/handle/20.500.12932/47092
dc.description.abstractCyberbullying 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.sponsorshipUtrecht University
dc.language.isoEN
dc.subjectThis thesis looks at different social relations within school climate and investigates which of those acts as the strongest protective factor against cyberbullying perpetration
dc.titleThe Role of School Climate in Preventing Cyberbully Perpetration: Evaluating the Impact of Student-Teacher Relationships, Classmate Relationships, and Friend Support
dc.type.contentMaster Thesis
dc.rights.accessrightsOpen Access
dc.subject.courseuuYouth Development and Social Change
dc.thesis.id35973


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