Here is the research we’ve found on cyberbullying in Austria, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.


Author(s): Gradinger, P., Yanagida, T., Strohmeier, D., & Spiel, C.

Year: 2015

Title: Prevention of cyberbullying and cyber victimization: Evaluation of the ViSC Social Competence Program.

Journal: Journal of School Violence

URL: http://www.tandfonline.com/doi/abs/10.1080/15388220.2014.963231

Abstract: It is well-documented that cyberbullying and victimization co-occur with traditional forms indicating that they share similar mechanisms. Therefore, it was hypothesized that the general antibullying program ViSC might also be effective in tackling these new forms of bullying. A longitudinal randomized control group design has been applied to examine the program effectiveness in 18 schools. In total, 2,042 students in Grades 5 to 7 (47.3% girls) aged 11.7 (SD = 0.9) attending 105 classes participated in the study. Utilizing a multiple group bivariate latent change score model controlling for traditional aggression, traditional victimization, and age, results demonstrate program effectiveness for cyberbullying (latent d = 0.39) and cyber victimization (latent d = 0.29) indicating that these behaviors reflect a systemic (school) problem.

Citation: Gradinger, P., Yanagida, T., Strohmeier, D., & Spiel, C. (2015). Prevention of cyberbullying and cyber victimization: Evaluation of the ViSC Social Competence Program. Journal of School Violence, 14(1), 87-110.


Author(s): Gradinger, P., Strohmeier, D., & Spiel, C.

Year: 2009

Title: Traditional bullying and cyberbullying: Identification of risk groups for adjustment problems.

Journal: Zeitschrift für Psychologie/Journal of Psychology

URL: http://econtent.hogrefe.com/doi/abs/10.1027/0044-3409.217.4.205

Abstract: We investigated the co-occurrence of traditional bullying, cyberbullying, traditional victimization, and cybervictimization, and analyzed whether students belonging to particular groups of bullies (e.g., traditional, cyber, or both), victims (e.g., traditional, cyber, or both), and bully-victims differed regarding adjustment. Seven hundred sixty-one adolescents (49% boys) aged 14–19 years (M = 15.6 years) were surveyed. More students than expected by chance were totally uninvolved, more students were traditional bully-victims, and more students were combined bully-victims (traditional and cyber). The highest risks for poor adjustment (high scores in reactive and instrumental aggression, depressive, and somatic symptoms) were observed in students who were identified as combined bully-victims (traditional and cyber). In addition gender differences were examined.

Citation: Gradinger, P., Strohmeier, D., & Spiel, C. (2009). Traditional bullying and cyberbullying: Identification of risk groups for adjustment problems. Zeitschrift für Psychologie/Journal of Psychology, 217(4), 205-213.