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A Systematic Review and Meta-analysis of Interventions to Decrease Cyberbullying Perpetration and Victimization.

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School-based programs effectively reduce cyberbullying perpetration and victimization among children. This systematic review and meta-analysis confirms the positive impact of interventions on cyberbullying behaviors in youth.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Public Health

Background:

  • Cyberbullying among school-age children is linked to problem behaviors and poor academic performance.
  • Numerous school-based programs aim to mitigate cyberbullying perpetration and victimization.
  • Variability in program effectiveness necessitates a comprehensive review.

Purpose of the Study:

  • To conduct a systematic review and meta-analysis of programs designed to decrease cyberbullying perpetration and victimization.
  • To examine the overall effectiveness of these interventions.
  • To explore potential moderating factors influencing program outcomes.

Main Methods:

  • Systematic review and meta-analysis of published and unpublished literature.
  • Inclusion of 50 studies with 320 effect sizes and 45,371 participants.
  • Examination of confirmatory and exploratory moderating factors.

Main Results:

  • Programs demonstrated a significant reduction in cyberbullying perpetration (g = -0.18).
  • Programs also significantly reduced cyberbullying victimization (g = -0.13).
  • Moderator analyses revealed limited statistically significant findings.

Conclusions:

  • School-based programs are effective in reducing both cyberbullying perpetration and victimization.
  • Implications for future policy and practice in cyberbullying prevention are discussed.
  • Further research may be needed to identify key moderators for enhanced intervention design.