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See detailHow working conditions influence work-related anger
Steffgen, Georges UL; Sischka, Philipp UL

Scientific Conference (2018, July 13)

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See detailPsychological contact violation or basic need frustration? Psychological mechanisms behind the effects of workplace bullying.
Sischka, Philipp UL; Steffgen, Georges UL

Scientific Conference (2018, July 12)

Workplace bullying is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior. However, research that examines the mechanisms behind these ... [more ▼]

Workplace bullying is a serious phenomenon that has serious detrimental effects on victim’s health, attitudes, and work-related behavior. However, research that examines the mechanisms behind these relations is still sparse. Two theories that may explain the links between workplace bullying and various negative outcomes are social exchange theory and self-determination theory. Drawing on these theories, we hypothesized that the relationship between workplace bullying and various outcomes is mediated by perceptions of psychological contract violation and the frustration of basic psychological needs (i.e. autonomy, competence, relatedness). Therefore, the aim of our study was to test these mediators separately and simultaneously to see whether they have an incremental mediation effect between workplace bullying and well-being, work satisfaction, engagement, performance, burnout, workplace deviance and turnover intentions. An online survey design was employed and data were collected among U.S. employees. The final sample consists of 1,408 respondents (56.6% females, n=798, age: M=37.3, SD =10.4). Single mediation analysis within a structural equation modeling framework revealed that psychological contract violation acted as a mediator for all outcome variables. Furthermore, basic need frustrations were also meaningfully mediators between workplace bullying and all outcomes, but different need frustration were differently linked with them. The multiple mediation analyses mainly supported the hypothesized importance of the mediators for the different outcomes. The study findings advance the field through identifying the most important mediators between workplace bullying and several outcome variables guiding possible interventions. [less ▲]

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See detailCompetition and Workplace Bullying. The moderating role of passive avoidant leadership style.
Sischka, Philipp UL; Steffgen, Georges UL

Scientific Conference (2018, June 06)

It has been argued that an organizational climate that is characterized by competition and envy may increase workplace bullying (Salin, 2003, 2015; Vartia, 1996). Employees may be tempted to gain a ... [more ▼]

It has been argued that an organizational climate that is characterized by competition and envy may increase workplace bullying (Salin, 2003, 2015; Vartia, 1996). Employees may be tempted to gain a relative advantage over their colleagues by setting them under pressure, isolating them, undermining or sabotaging their work (Kohn, 1992; Ng, 2017, Salin, 2003), in sum trying to bully them. This should be especially true, when supervisor exhibit a passive avoidant leadership style that is when supervisor are physically in post but fail to carry out their duties (Hoel, Glasø, Hetland, Cooper, & Einarsen, 2010). Therefore, the aim of our study was to test if competition is a potential risk factor for workplace bullying and if this association depends on the level of passive avoidant leadership style. We proposed that competition and passive avoidant leadership style are positive related to workplace bullying victimization and perpetration. Furthermore, we hypothesized that the effect of competition on workplace bullying victimization and perpetration is moderated through passive avoidant leadership style. Amazon Mechanical Turk was used to recruited employees. We followed recent recommendations using MTurk as participant recruiting system (Keith et al., 2017), e.g., prescreening for desired target population, fair payment (i.e. US$0.10 per estimated minute of participation; Chandler & Shapiro, 2016) and data screening methods for insufficient effort responding (McGonagle, Huang, & Walsh, 2016). The final sample consists of 1,411 respondents (56.6% females, n = 798). Respondents age ranged from 20 to 73 (M = 37.3; SD = 10.4). As the self-labelling method and the behavioral method to assess workplace bullying both have its shortcomings (Nielsen, Notelaers, & Einarsen, 2011), both approaches were used. Hierarchical regression analyses showed that competition and passive avoidant leadership style are important predictor for workplace bullying victimization and perpetration. Furthermore, the results indicated that the effect of competition on workplace bullying victimization (measured via behavioral method) and self-labelled workplace bullying victimization and perpetration is moderated through passive avoidant leadership style. However, for workplace bullying perpetration (measured via behavioral method) no moderation effect was found. These findings have important implications for employers that seek to end workplace bullying in their organization. The present study contributes to the workplace bullying literature in at least two ways. First, while recent research has focused on the main effects of competition (e.g., Salin, 2003) and passive avoidant leadership (e.g., Skogstad et al., 2007) on workplace bullying, the present study sheds light on the moderation effect of passive avoidant leadership style on the effect of competition on workplace bullying. Second, not only workplace bullying victimization but also perpetration is considered, that is still an under-researched topic. [less ▲]

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See detailAttitudes of Children with Autism towards Robots: An Exploratory Study
Pinto Costa, Andreia UL; Schweich, Tonie UL; Charpiot, Louise UL et al

in ACM SIGCHI IDC2018 Workshop on Children's Robotics and Child-Robot Interaction (2018, June)

In this exploratory study we assessed how attitudes of children with autism spectrum disorder (ASD) towards robots together with children’s autism-related social impairments are linked to indicators of ... [more ▼]

In this exploratory study we assessed how attitudes of children with autism spectrum disorder (ASD) towards robots together with children’s autism-related social impairments are linked to indicators of children’s preference of an interaction with a robot over an interaction with a person. We found that children with ASD have overall positive attitudes towards robots and that they often prefer interacting with a robot than with a person. Several of children’s attitudes were linked to children’s longer gazes towards a robot compared to a person. Autism-related social impairments were linked to more repetitive and stereotyped behaviors and to a shorter gaze duration in the interaction with the robot compared to the person. These preliminary results contribute to better understand factors that might help determine sub-groups of children with ASD for whom robots could be particularly useful. [less ▲]

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See detailTeachers make the difference! Gender specific predictors of bullying and cyberbullying
Steffgen, Georges UL; Heinz, Andreas UL

Scientific Conference (2018, April 26)

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See detailImpact of the Time of Diagnosis on the Perceived Competence of Adolescents with Dyslexia
Battistutta, Layla UL; Commissaire, Eva; Steffgen, Georges UL

in Learning Disability Quarterly (2018)

Inter-group comparison studies have shown that children with specific learning disorders hold lower self-perceptions regarding their abilities than their typically developing peers, especially in an ... [more ▼]

Inter-group comparison studies have shown that children with specific learning disorders hold lower self-perceptions regarding their abilities than their typically developing peers, especially in an academic setting. This small-scale study investigated the potential effect of diagnostic timing on competency perceptions within a sample of adolescents with dyslexia, either diagnosed in primary or secondary school, but paired on duration of intervention and academic impairment. Perceived competence was assessed via self-report on an academic, social and more general level. These measures were complemented by open questions investigating pupils’ understanding and tolerance of their dyslexia. Early-diagnosed adolescents were found to hold higher academic and general competency perceptions. Moreover, pupils’ personal statements to the open questions revealed a statistically significant association between time of diagnosis and understanding as well as tolerance of dyslexia, indicating that early-diagnosed adolescents, compared to their late diagnosed peers, have more adequate representations of their reading disorder as specific and non-stigmatizing and are more open by announcing their dyslexia to others. Hence these preliminary findings suggest that diagnostic timing might lead early-diagnosed adolescents to a more adequate understanding of their dyslexia, which might also be related to higher competency perceptions. [less ▲]

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See detailDigitalisierung der Arbeit in Luxemburg - Teil 3
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2018)

Arbeitnehmer unterscheiden sich hinsichtlich dem Grad durch den ihre Arbeit von der Digitalisierung betroffen ist sowie durch die Auswirkungen, die die Digitalisierung auf ihre Arbeit und ihr Arbeits(er ... [more ▼]

Arbeitnehmer unterscheiden sich hinsichtlich dem Grad durch den ihre Arbeit von der Digitalisierung betroffen ist sowie durch die Auswirkungen, die die Digitalisierung auf ihre Arbeit und ihr Arbeits(er)leben haben. Arbeitnehmer, deren Arbeit stärker durch die Digitalisierung beeinflusst ist, erleben tendenziell mehr Partizipation, Feedback und Autonomie auf ihrer Arbeit. Gleichzeitig weisen sie auch mehr emotionale und mentale Anforderungen, sowie mehr Zeitdruck auf. Arbeitnehmer, deren Arbeit nur in geringem Maß von der Digitalisierung betroffen ist, sind dagegen weniger von emotionalen und mentalen Anforderungen, sowie von Zeitdruck, Konkurrenz und Mobbing betroffen. Insbesondere die geringere Planbarkeit von Arbeitszeit und Freizeit sowie die stärkere Überwachung und Kontrolle der Arbeitsleistung sind negative Konsequenzen der Digitalisierung, die zu einem verstärkten Erleben von emotionalen und mentalen Anforderungen sowie von Zeitdruck, Konkurrenz und Mobbing führt. Die Möglichkeit durch die Digitalisierung auch von zuhause oder von unterwegs arbeiten zu können führt einerseits zu mehr wahrgenommener Autonomie, andererseits ist dieses Potenzial der Digitalisierung auch mit negativen Konsequenzen verknüpft (z.B. erhöhter Zeitdruck). [less ▲]

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See detailDigitalisierung der Arbeit in Luxemburg - Teil 2
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2018)

Arbeitnehmer mit höherer formaler Bildung sowie Arbeitnehmer, die als Manager und Führungskräfte, in akademischen Berufen, als Techniker und als Bürokräfte arbeiten, berichten eher von einer gestiegenen ... [more ▼]

Arbeitnehmer mit höherer formaler Bildung sowie Arbeitnehmer, die als Manager und Führungskräfte, in akademischen Berufen, als Techniker und als Bürokräfte arbeiten, berichten eher von einer gestiegenen Entscheidungsfreiheit, von geringerer körperlicher Belastung, von mehr Aufgaben, von der Notwendigkeit ständiger Weiterentwicklung der eigenen Fähigkeiten sowie einer erhöhten Arbeitsleistung durch die Digitalisierung. Insbesondere Hilfsarbeitskräfte geben seltener an sowohl von den Vorteilen aus auch von den Nachteilen der Digitalisierung betroffen zu sein. Differenziert nach Geschlecht oder nach Alter ergeben sich oft nur geringfügige Unterschiede. [less ▲]

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See detailDigitalisierung der Arbeit in Luxemburg - Teil 1
Sischka, Philipp UL; Steffgen, Georges UL

E-print/Working paper (2018)

Die Digitalisierung steht derzeit im Fokus der öffentlichen und politischen Debatte. Im Folgenden wird dargestellt, wie Arbeitnehmer in Luxemburg ihre Arbeit durch die Digitalisierung beeinflusst sehen ... [more ▼]

Die Digitalisierung steht derzeit im Fokus der öffentlichen und politischen Debatte. Im Folgenden wird dargestellt, wie Arbeitnehmer in Luxemburg ihre Arbeit durch die Digitalisierung beeinflusst sehen. Hierbei werden die verschiedenen Formen der Digitalisierung sowie die Angst durch den technischen Fortschritt seinen Arbeitsplatz zu verlieren näher beleuchtet. Manager und Führungskräfte, Arbeitnehmer in akademischen Berufen, Techniker sowie Bürokräfte konstatieren einen starken Einfluss der Digitalisierung auf ihre Arbeit. Diese Einschätzung fällt für Arbeitnehmer in Dienstleistungs- und in Handwerksberufen sowie für Bedienern von Anlagen und Hilfsarbeitskräfte moderater aus. Während Manager und Führungskräfte, sowie Arbeitnehmer in akademischen Berufen vor allem die Bedeutung von elektronischer Kommunikation und unterstützender elektronischer Geräte hervorheben, kommt für Techniker und Arbeitnehmer in Handwerksberufen auch noch das Arbeiten mit computergesteuerten Maschinen oder Robotern hinzu. Die mit der Digitalisierung und dem technischen Fortschritt häufig debattierte Angst vor Arbeitsplatzverlust ist insgesamt moderat ausgeprägt. Etwas stärker ist diese bei Arbeitnehmern der Altersgruppe ab 35 Jahren sowie bei Bedienern von Anlagen und Bürokräften ausgeprägt. [less ▲]

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See detailGeschwindigkeitskontrollen im Strassenverkehr - eine wirksame repressive Methode?
Steffgen, Georges UL

Article for general public (2018)

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See detailLuxembourg and Autism
Pinto Costa, Andreia UL; Steffgen, Georges UL

in Volkmar, Fred (Ed.) Encyclopedia of Autism Spectrum Disorders (2018)

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See detailMore Attention and Less Repetitive and Stereotyped Behaviors using a Robot with Children with Autism
Pinto Costa, Andreia UL; Charpiot, Louise UL; Rodriguez Lera, Francisco Javier UL et al

in 27th IEEE International Symposium on Robot and Human Interactive Communication, RO-MAN 2018, Nanjing, China, August 27-31, 2018 (2018)

The aim of the present study was to assess the usefulness of QTrobot, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children's attention ... [more ▼]

The aim of the present study was to assess the usefulness of QTrobot, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children's attention, imitation, and presence of repetitive and stereotyped behaviors. Fifteen children diagnosed with ASD, aged from 4 to 14 years participated in two short interactions, one with a person and one with the robot. Statistical analyses revealed that children directed more attention towards the robot than towards the person, imitated the robot as much as the person, and engaged in fewer repetitive or stereotyped behaviors with the robot than with the person. These results support previous research demonstrating the usefulness of robots in short interactions with children with ASD and provide new evidence to the usefulness of robots in reducing repetitive and stereotyped behaviors in children with ASD, which can affect children's learning. [less ▲]

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See detailFurther Evidence for Criterion Validity and Measurement Invariance of the Luxembourg Workplace Mobbing Scale
Sischka, Philipp UL; Schmidt, Alexander F.; Steffgen, Georges UL

in European Journal of Psychological Assessment (2018)

Workplace mobbing has various negative consequences for targeted individuals and are costly to organizations. At present it is debated whether gender, age, or occupation are potential risk factors ... [more ▼]

Workplace mobbing has various negative consequences for targeted individuals and are costly to organizations. At present it is debated whether gender, age, or occupation are potential risk factors. However, empirical data remain inconclusive as measures of workplace mobbing so far lack of measurement invariance (MI) testing – a prerequisite for meaningful manifest between-group comparisons. To close this research gap, the present study sought to further elucidate MI of the recently developed brief Luxembourg Workplace Mobbing Scale (LWMS; Steffgen, Sischka, Schmidt, Kohl, & Happ, 2016) across gender, age, and occupational groups and to test whether these factors represent important risk factors of workplace mobbing. Furthermore, we sought to expand data on criterion validity of the LWMS with different self-report criterion measures such as psychological health (e.g., work-related burnout, suicidal thoughts), physiological health problems, organizational behavior (i.e., subjective work performance, turnover intention, and absenteeism), and with a self-labeling mobbing index. Data were collected via computer-assisted telephone interviews (CATI) in a representative sample of 1,480 employees working in Luxembourg (aged from 16 to 66; 45.7% female). Confirmatory factor analyses revealed scalar MI across gender and occupation as well as partial scalar invariance across age groups. None of these factors impacted on the level of workplace mobbing. Correlation and receiver operating characteristic (ROC) analyses strongly support the criterion validity of the LWMS. Due to its briefness while at the same time being robust against language, age, gender, and occupational group factors and exhibiting meaningful criterion validity, the LWMS is particularly attractive for large-scale surveys as well as for single-case assessment and, thus, general percentile norms are reported in the Electronic Supplementary Materials. [less ▲]

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See detailThe link between focused attention and emotion regulation ability in children with ASD.
Pinto Costa, Andreia UL; Couronne, Céline; Steffgen, Georges UL

Scientific Conference (2018)

Background: Empirical studies have frequently highlighted the importance of attentional mechanisms in the emotion regulation of people with autism spectrum disorder (ASD). For instance, people with ASD ... [more ▼]

Background: Empirical studies have frequently highlighted the importance of attentional mechanisms in the emotion regulation of people with autism spectrum disorder (ASD). For instance, people with ASD present distinct gaze patterns when looking at emotional stimuli. However, far less research has focused on the link between general attentional capacity and the ability to regulate emotions in people with ASD. In the typically developing (TD) literature it is shown that children’s focused and sustained attention to non-emotional stimuli is related to a better regulation of negative emotions. Therefore, studying this link in ASD can help understand emotional difficulties in children with ASD. Objectives: The present study aims to analyse the link between sustained attention to non-emotional stimuli and the use of emotion regulation strategies during a frustration-eliciting situation in children with ASD. Methods: Thirty-seven children previously diagnosed with ASD (5 female) and 41 TD children (9 female) aged 3 to 13 years old participated in the study. Children first took part in a sustained attention task in which they watched a 3-minute slide presentation of 15 pictures of landscapes, animals, and humans. Then, children took part in a frustration-eliciting situation during which they were presented with attractive toys. After 15 seconds playing with the toys those were removed and placed behind a transparent barrier. Both tasks were videotaped and children’s behaviors were coded by two independent observers. In the sustained attention task children were coded regarding the intensity of facial interest (0=not interested, 1=interested, 2=very interested) and the total amount of time in seconds looking at the slide presentation (maximum = 180 seconds). In the frustration-eliciting situation children’s behaviors were coded into 12 categories and then grouped into 3 emotion regulation strategies: disruptive behavior (physical objection, crying/venting, defending, infraction, and verbal objection), passive tolerance (staring, doing nothing, self-distraction, and parent/researcher), and active self-regulation (directing situation, alternating activity, and complying). Results: Regarding attention, children with ASD displayed less interest in the slide presentation [t(70)=4.118, p<.001, d=0.96] and watched the presentation for less time [t(43)=5.492, p<.001, d=1.33] than TD children. Regarding the use of emotion regulation strategies, a significant effect of group was found [Λ=.71, F(3,74)=10.26, p<.001, η_p^2=.29]. Separate univariate ANOVAs revealed that children with ASD used more disruptive behaviors [F(1,76)=25.24, p<.001, η_p^2=.25] and less passive tolerance behaviors [F(1,76)=11.35, p<.01, η_p^2=.13] than TD children but did not differ regarding active self-regulation behaviors [F(1,76)=2.03, p=.16, η_p^2=.03]. Regression analyses revealed that children’s total duration of look but not the interest during the attention task significantly predicted children’s use of disruptive behavior (β=-1.12, p<.01) and passive tolerance (β=1.26, p<.01) above and beyond ASD diagnosis. Conclusions: Our results show a significant association between children’s capacity for sustained attention and their use of less disruptive behaviors and more passive tolerance behaviors as emotion regulation strategies. However, mutual influences between sustained attention and emotion regulation can occur and should be taken into consideration when interpreting the results. The present results offer new perspectives on intervention programs for children with ASD with emotional difficulties. [less ▲]

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See detailA comparison between a person and a robot in the attention, imitation, and repetitive and stereotypical behaviors of children with autism spectrum disorder.
Pinto Costa, Andreia UL; Charpiot, Louise UL; Lera, Francisco et al

Scientific Conference (2018)

The aim of the present study was to assess the usefulness of QT, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children’s attention, imitation ... [more ▼]

The aim of the present study was to assess the usefulness of QT, a socially assistive robot, in interventions with children with autism spectrum disorder (ASD) by assessing children’s attention, imitation, and presence of repetitive and stereotyped behaviors. Fifteen children diagnosed with ASD, aged from 4 to 14 years participated in two short interactions, one with a person and one with QT robot. Statistical analyses revealed that children directed more attention towards the robot than to the person, imitated the robot as much as the person, and engaged in fewer repetitive or stereotyped behaviors with the robot than with the person. These results support previous research demonstrating the usefulness of robots in interventions with children with ASD and provide new evidence to the usefulness of robots in reducing repetitive and stereotyped behaviors in children with ASD, which can affect children’s learning. [less ▲]

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See detail“Don’t You Know I Own the Road?” The Link Between Narcissism and Aggressive Driving
Bushman, Brad J.; Steffgen, Georges UL; Kerwin, Thomas et al

in Transportation Research. Part F : Traffic Psychology and Behaviour (2018), 52

Aggressive drivers can make driving dangerous. Over 50% of traffic fatalities are caused by aggressive driving. Aggressive motorists make driving very dangerous. This research tests whether narcissists ... [more ▼]

Aggressive drivers can make driving dangerous. Over 50% of traffic fatalities are caused by aggressive driving. Aggressive motorists make driving very dangerous. This research tests whether narcissists are more aggressive drivers than other individuals. Narcissists think they are special people who deserve special treatment. When they don’t get the special treatment they think they deserve, narcissists often lash out at others in an aggressive manner. Narcissists might think they “own the road” and can drive anyway they want, and that other drivers should get out of their way. In the article, we conduct three studies to test the link between narcissism and aggressive driving. In Studies 1 (N=139) and 2 (N=100), Luxembourgish motorists completed a measure of narcissism and a self-report measure of aggressive driving. In Study 3 (N=60), American university students completed a measure of narcissism and then completed a driving simulation scenario that contained a number of frustrating elements. Several measures of aggressive driving and road rage were obtained. In all three studies, narcissism was positively related to aggressive driving. A meta-analysis found an average correlation of r=.35 across the three studies. This research replicates previous research linking narcissism to aggression, and extends it to a driving context. [less ▲]

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See detailEditorial: Special issue on bystanders of online aggression
Machackova, Hana; Pfetsch, Jan; Steffgen, Georges UL

in Cyberpsychology: Journal of Psychosocial Research on Cyberspace (2018), 12(4), 1-7

Online aggression — and especially cyberbullying — are topics which have gained substantial attention from researchers as well as public in the past years. While online aggression denotes any aggressive ... [more ▼]

Online aggression — and especially cyberbullying — are topics which have gained substantial attention from researchers as well as public in the past years. While online aggression denotes any aggressive incidents conducted through information and communication technology, cyberbullying is a specific form of this aggressive behavior characterized by the repetition of intended harm via digital media (see e.g., Menesini & Nocentini, 2009; Smith & Steffgen, 2013). Though the first years of research in this field were dominated by a focus on victimization, there is currently growing attention centered on the experiences of those who witness aggressive incidents online — that is, the bystanders of online aggression. This attention on bystanders is highly warranted since their roles are often pivotal in the whole process. Online aggression often takes place in the virtual presence of bystanders (Jones, Mitchell, & Turner, 2015). Similar to offline aggression and bullying (Cowie & Hutson, 2005; Salmivalli, 2010), the responses and reactions of bystanders can influence the course and consequences of the online incidents (Pfetsch, Steffgen, Gollwitzer, & Ittel, 2011). These responses can take on many forms (Pfetsch, 2016; Shultz, Heilman, & Hart 2014), including, in general, offering support to the victim, reinforcing the aggressive acts, or remaining passive. To understand bystander reactions, prior research focused on several individual characteristics, such as age and gender differences, empathy, coping, self-efficacy, anxiety and loneliness, or prior victimization (e.g., Barlińska, Szuster, & Winiewski, 2013; Machackova & Pfetsch, 2016; Olenik-Shemesh, Heiman, & Eden, 2017; Steffgen, Costa, & Slee, 2018; Van Cleemput, Vandebosch, & Pabian, 2014). Moreover, attention has been given to the specific context of the online incidents. Though there is ongoing fruitful discussion concerning the specificity of the online aggression, especially with regard to bullying and cyberbullying (Menesini, 2012; Olweus, 2012; Olweus & Limber, 2018), there are several features of online aggression which should be recognized because they can create the specific context which may affect bystanders’ responses. For instance, online bystanders can be distant from all of the actors and they can be invisible and unidentifiable, while the other actors can be also unknown and invisible to the bystanders (Dooley, Pyżalski, & Cross, 2009; Slonje & Smith, 2008; Sticca & Perren, 2013). Contextual factors, such as anonymity or proximity, have also been examined, as well as other factors, including the relationship to a victim or aggressor (e.g., Brody & Vangelisti, 2016; Machackova, Dedkova, Sevcikova, & Cerna, 2016; Sticca & Perren, 2013). So far, the research on the bystanders of online aggression has provided some explanations concerning the nature of their responses. However, many questions still remain unanswered or require more robust empirical evidence. These questions concern, for instance, the contextual factors which differentiate the responses of the bystanders of offline and online aggression, the assessments of the severity of the online incidents, and the interplay between the individual and contextual factors. Responding to the need to gain more insight into such topics, we decided to launch a special issue to address the different aspects related to the bystanders of online aggression. [less ▲]

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See detailThe coping of bystanders with cyberbullying in an adolescent population
Steffgen, Georges UL; Pinto Costa, Andreia UL; Slee, Phillip T.

in Slee, Phillip T.; Skrzypiec, Grace; Cefai, Carmel (Eds.) Child and Adolescent Wellbeing and Violence Prevention in Schools (2018)

Cyberbullying is a serious social phenomenon that occurs in different settings. In line with the participant role approach (Salmivalli, 2010), different bystanders (e.g. assistants, reinforcers, defenders ... [more ▼]

Cyberbullying is a serious social phenomenon that occurs in different settings. In line with the participant role approach (Salmivalli, 2010), different bystanders (e.g. assistants, reinforcers, defenders, and outsiders), likewise cyberbullies, and cybervictims are involved in cyberbullying incidents. The current study explores how participants in cyberbullying incidents differ in coping behaviour. Students of German and Luxembourg secondary schools (n = 367) completed a questionnaire, amongst others, on participant roles and coping. Coping behavior was classified into six strategies: other-focused, self-focused, avoidance, relationships improvement, assertive responses, and technical responses (AUTHORS et al, 2012). These coping behaviors were mostly interrelated. Regression analysis showed that avoidance, self-focused strategies, and assertive responses predicted victimization. Additionally, defender behavior was predicted by reduced technical responses and enhanced other focused strategies. Hence, different actors in cyberbullying incidents differ systematically in coping behavior. The implications of the findings are of relevance for the development of efficient coping-based intervention programs against cyberbullying. In particular, avoidance, self- and other-focused strategies of actors in cyberbullying incidents have to be considered in intervention programs. [less ▲]

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See detailWorking conditions and work-related anger: A longitudinal perspective
Steffgen, Georges UL; Sischka, Philipp UL

Scientific Conference (2017, November 24)

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