When peer norms work? Coherent groups facilitate normative influences on cyber aggression

Area of Science:

• Psychology
• Sociology
• Cyberpsychology

Background:

• Cyberbullying among adolescents is influenced by social factors in cyberspace.
• The impact of peer groups on youth behavior, including cyberbullying, can vary.
• The strength of normative influence may depend on the characteristics of the referent group.

Purpose of the Study:

• To investigate if class entitativity moderates the relationship between class norms and cyberbullying.
• To understand how group cohesion affects the influence of peer norms on cyber aggression in schools.

Main Methods:

• Surveyed 474 adolescent students on cyberbullying norms, class entitativity, and cyber aggression.
• Measured descriptive and injunctive class norms regarding cyberbullying.
• Assessed perceived class entitativity and self-reported cyberbullying behaviors.

Main Results:

• Pro-cyberbullying norms (descriptive and injunctive) correlated positively with cyber aggression.
• High class entitativity amplified the positive association between pro-cyberbullying norms and cyber aggression.
• The effect of class norms on cyber aggression was not significant in low-entitativity classes.

Conclusions:

• Class entitativity plays a crucial role in moderating peer normative influence on adolescent cyberbullying.
• Interventions targeting cyber aggression should consider the level of group cohesion within school classes.
• Understanding group dynamics is key to developing effective strategies against cyberbullying.