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    Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis

    Foody, Mairead and Samara, Muthanna and O’Higgins Norman, James (2017) Bullying and cyberbullying studies in the school-aged population on the island of Ireland: A meta-analysis. British Journal of Educational Psychology, 87 (4). pp. 535-557. ISSN 0007-0998

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    Background. Bullying research has gained a substantial amount of interest in recent years because of the implications for child and adolescent development. Aim and sample. We conducted a meta-analysis of traditional and cyberbullying studies in the Republic and North of Ireland to gain an understanding of prevalence rates and associated issues (particularly psychological correlates and intervention strategies) among young people (primary and secondary school students). Method. Four electronic databases were searched (PsychArticles, ERIC, PsychInfo and Education Research Complete) for studies of traditional bullying and cyberbullying behaviours (perpetrators, victims or both) published between January 1997 and April 2016. Results. Afinal sample of 39 articles fit our selection criteria.CMAsoftware was used to estimate a pooled prevalence rate for traditional/cyberbullying victimization and perpetration. A systematic review on the psychological impacts for all types of bullying and previously used interventions in an Irish setting is also provided. Conclusions. The results demonstrate the influence moderating factors (e.g., assessment tools, answer scale, time frame) have on reported prevalence rates. These results are discussed in light of current studies, and points for future research are considered.

    Item Type: Article
    Keywords: bullying; cyberbullying; victimization; Republic of Ireland; Northern Ireland;
    Academic Unit: Faculty of Science and Engineering > Psychology
    Item ID: 11538
    Identification Number:
    Depositing User: IR Editor
    Date Deposited: 30 Oct 2019 15:51
    Journal or Publication Title: British Journal of Educational Psychology
    Publisher: Wiley (British Psychological Society)
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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