Here is the research we’ve found on cyberbullying in Portugal, 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.
Authors: Souza, S. B., Veiga Simão, A. M., Ferreira, A. I., Costa Ferreira, P.
Title: University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice
Journal: Studies in Higher Education
Abstract: This study investigated the influence of campus climate dimensions, namely newcomer adjustment and feelings of well-being on the tendency for victims of cyberbullying to become aggressors, and how cultural issues could influence students’ involvement in situations of cyberbullying. Participants included 979 Portuguese and Brazilian university students who responded to the Cyberbullying Inventory for College Students and the Institutional and Psychosocial Campus Climate Inventory. Moderation analyses revealed that the relationship between being a victim and being an aggressor of cyberbullying was influenced by variables of the psychosocial campus climate and cultural aspects. Student victims from Brazil showed a significant tendency to become aggressors, independently of their level of newcomer adjustment and feelings of well-being, whereas the victims from Portugal tended to break the cycle between being a victim and being an aggressor. Implications for future research, preventive practices and university policies are discussed.
Citation: S. B. Souza, A. M. Veiga Simão, A. I. Ferreira & P. Costa Ferreira (2018) University students’ perceptions of campus climate, cyberbullying and cultural issues: implications for theory and practice, Studies in Higher Education, 43:11, 2072-2087, DOI: 10.1080/03075079.2017.1307818
Authors: Cross, D., Li, Q., Smith, P. K., & Monks, H.
Title: Understanding and preventing cyberbullying: where have we been and where should we be going?
Journal: Q. Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspectives
Abstract: This book contributes to an understanding of cyberbullying, its nature, harmful effects, and correlates of this behavior as it affects young people. Many previous publications on cyberbullying have focused on studies in North America. However, in this book we have presented findings from eleven countries: Australia, Austria, Canada, England, Finland, Italy, Japan, Portugal, Spain, South Korea, and the United States. By providing a range of cultural perspectives, this collection of research aims to contribute new knowledge about the cross-cultural issues relevant to cyberbullying, and the generality or specificity of findings. Beyond that, we hope to develop more effective strategies to prevent and reduce harm from cyberbullying. This chapter discusses some issues arising from the research presented in the twelve empirical studies in this book, and considers the implications of this and other relevant research for the design, development, and evaluation of cyberbullying interventions.
Citation: Cross, D., Li, Q., Smith, P. K., & Monks, H. (2012). Understanding and preventing cyberbullying: where have we been and where should we be going?. Q. Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspectives
Author(s): Kyriacou, C., & Zuin, A.
Title: Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age
Journal: Research Papers in Education
Abstract: There has been a rapid increase in the cyberbullying of teachers in schools by their students. One aspect of this phenomenon is the posting of visual recordings of teachers and teacher–student interaction on easily accessible websites such as YouTube. Whilst research on the cyberbullying of students by other students has received a great deal of attention, research on the cyberbullying of teachers by students is still in its infancy. This paper addresses key issues that have emerged by examining such recordings which have been posted on YouTube. This paper focuses on one illustrative example from each of three national settings, which feature teachers in Brazil, Portugal and England. The analysis of these three recordings indicates that we need to develop a new conceptual framework in order to understand the cyberbullying of teachers by students. There appears to have been a radical shift in the way students can challenge teacher authority through the use of digital media. Combatting this phenomenon needs to be seen in the context of developing an anti-cyberbullying policy for the whole school. We conclude that teachers, head teachers, students, parents and welfare professionals need to work together to consider how best to deal with the cyberbullying of teachers by students, within the context of developing a positive school community ethos, the adoption of an anti-cyberbullying policy for the whole school, and addressing cyberbullying through the personal and social education curriculum.
Citation: Kyriacou, C., & Zuin, A. (2016). Cyberbullying of teachers by students on YouTube: challenging the image of teacher authority in the digital age.Research Papers in Education,31(3), 255-273.