Given the extensive literature and variation in program effectiveness, we conducted a comprehensive systematic review and meta-analysis of programs to decrease cyberbullying perpetration and victimization.
Evidence suggests that cyberbullying among school-age children is related to problem behaviors and other adverse school performance constructs. As a result, numerous school-based programs have been developed and implemented to decrease cyberbullying perpetration and victimization. Our review included published and unpublished literature, utilized modern, transparent, and reproducible methods, and examined confirmatory and exploratory moderating factors. A total of 50 studies and 320 effect sizes spanning 45,371 participants met the review protocol criteria. Results indicated that programs significantly reduced cyberbullying perpetration (g = −0.18, SE = 0.05, 95% CI [−0.28, −0.09]) and victimization (g = −0.13, SE = 0.04, 95% CI [−0.21, −0.05]). Moderator analyses, however, yielded only a few statistically significant findings. We interpret these findings and provide implications for future cyberbullying prevention policy and practice. (Publisher Abstract Provided)
Downloads
Related Datasets
Similar Publications
- Day Reporting Centers as an Intermediate Sanction: Evaluation of Programs Operated by the ATTIC Correctional Services
- Crime in the Schools: Reducing Fear and Disorder With Student Problem Solving
- Report From the States on What Works at the State and Local Levels: A Compendium of Assessment and Evaluation Results