IntroductionThis study examines how perceived pressure from parents and friends to attain social status moderates the relationship between peer status (popularity, social preference) and popularity-motivated aggression (relational aggression, cyber aggression) over 1 year.MethodsA sample of 767 eighth-grade students completed self-reported measures of aggression and peer nominations of popularity and social preference.ResultsStructural equation modeling showed that popularity was positively associated with both types of aggression, while social preference was negatively associated. Higher perceived pressure from parents and friends to be popular strengthened the link between popularity and aggression, whereas pressure to be socially preferred was negatively related to aggression.DiscussionThese findings highlight the role of socialization agents in shaping adolescent aggression, supporting social learning theory and the dual influence model. Implications suggest the need for parental and peer interventions to mitigate status-driven aggression and encourage positive social behaviors.

Adolescents’ social status insecurity impairs mental health and behaviors (e.g., Long et al., 2020 ). Although social preference has been shown as important in adolescents’ social development, limited is known about social preference insecurity (SPI). Using a longitudinal, multi-informant design, this study explores predication from adolescents’ SPI to social preference mediated by internalizing symptoms and moderated by callousness among 817 adolescents (M age = 12.19; 50% female). Findings showed that SPI predicted higher depression and anxiety, and more so for adolescents with higher callousness. Furthermore, SPI negatively predicted later social preference mediated through depression, which was strengthened by adolescents’ callousness. This study contributes to understanding adolescents’ social cognition about peer status and personality influence developmental outcomes.

INTRODUCTION:This study investigated how a 1-week anti-hate speech intervention fosters positive classroom dynamics and improves adolescent well-being. Drawing on Social Capital Theory, we examined whether classroom cohesion enhances happiness among victimized and non-victimized students. METHODS:A sample of 820 adolescents aged 12 to 16 (M = 13.27, SD = 1.04) from 11 German schools was divided into an intervention group (n = 567), which participated in the intervention, and a control group (n = 253). Self-report measures of classroom cohesion, happiness, and hate speech victimization were administered before the intervention (T1) and again 1 month later (T2). RESULTS:Multilevel mediation path analysis revealed that, within the victim subsample, the intervention had a significant direct effect on T2 happiness and mediated effect through classroom cohesion, indicating partial mediation. Conversely, in the non-victim subsample, the effect of the intervention on T2 happiness was fully mediated by classroom cohesion. Hence, the increase in happiness resulting from the intervention can be fully explained by improvements in classroom cohesion. This suggests that, in contrast to non-victims, victimized students derive unique direct benefits from the intervention, in addition to the positive impact of enhanced classroom cohesion. CONCLUSIONS:The study underscores the significance of fostering strong social networks in educational settings as a key to student happiness. These insights point toward the potential benefits of tailored intervention approaches, particularly for students facing challenges related to victimization, and highlight the broader educational value of initiatives that build social capital within classrooms.

Some researchers have implemented technologies to help overcome the barriers to reducing childhood injuries. Many of these technology-based injury prevention programs rely on individually tailored, written feedback to help improve parents’ knowledge of home safety. Serious game technologies might further aid in developing injury prevention programs that are adaptive to the unique characteristics of parents. The purpose of this paper is to review these early efforts and propose serious game technology as a critical future direction of injury prevention programs with parents. The paper begins by discussing the barriers associated with reducing childhood injuries and engaging in injury prevention programs. Studies on injury prevention programs using technology to teach parents injury prevention skills are then described. Serious game technologies are proposed as having the potential to reduce injuries and barriers. The paper concludes with describing Home Safety Hero, an injury prevention program, and preliminary data from parents’ game play.

Using the Theory of Planned Behavior framework, the purpose of the present study was (1) to examine whether teachers’ perceptions of bullying seriousness, the extent to which they see bullying as a problem at school, their self-efficacy, and their antibullying training predicted their willingness to intervene and (2) to investigate whether teachers’ intervention willingness correlated with student-reported victimization rates, and whether teachers’ self-efficacy moderated this relationship. The sample included 110 seventh- and eighth-grade in-service teachers and their students (n = 2127) from the Midwest of the United States. Teachers read two scenarios, one on traditional bullying victimization and the other on cyberbullying victimization, and then they answered questions regarding the seriousness of bullying, whether they believed bullying was a problem at school, self-efficacy, antibullying training, and intervention willingness. Students reported how frequently they were victimized by traditional bullying and cyberbullying at two time points. Findings indicated that seriousness, problem at school, self-efficacy, and antibullying training predicted teachers’ intervention willingness in traditional bullying, while only self-efficacy and antibullying training correlated with teachers’ intervention willingness in cyberbullying. Intervention willingness was related negatively to victimization rates across 6 months, and this relationship was moderated by self-efficacy but only for traditional bullying. More research is needed to understand the complexity of predictors and consequences of teachers’ intervention likelihood in bullying and cyberbullying.

Drawing on the social information processing model, this study examines the moderation effects of adolescents’ attributions in the associations among peer status (i.e., popularity, social preference) and social behaviors (i.e., relational aggression, overt aggression, prosocial behaviors). Using a convenience sample of 405 6th through 8th graders from the Midwestern region of the United States, they completed peer nominations of popularity, social preference, and social behaviors. Their attributions for social behaviors were assessed through using both open-ended and closed-ended questions. Results showed that adolescents’ attributions about social behaviors moderated the association between their peer statuses and social behaviors. High levels of the victim-blame attribution and not endorsing the aggressor’s jealousy attribution increased the positive relationship between relational aggression and popularity. Prosocial behavior and social preference were more strongly related at lower levels of the jealousy about academics attribution. Not endorsing the romantic relationship establishment attribution increased the positive relationship between prosocial behavior and social preference. Findings from this study enrich our understanding about the role of attributions in adolescents’ display of aggression and prosocial behaviors and has application to educational interventions.

Inclusive and supportive classroom environments are essential, particularly during political and societal crises such as wars, disinformation, polarization, and rising populism and extremism. While existing research underscores the importance of such environments, few studies comprehensively examine the impact of anti-hate speech prevention programs on classroom dynamics and students’ social development. This study addressed this gap by investigating the direct and indirect effects of the HateLess anti-hate speech prevention program on inclusive classroom climate, classroom cohesion, empathy, and self-efficacy among adolescents. A sample of 820 adolescents aged 12 to 16 years ( M = 13.27, SD = 1.04) from 11 German schools was divided into an intervention group ( n = 567), who participated in the 1-week program, and a control group ( n = 253). Multilevel mediation analyses revealed that, at T2 (1 month after the intervention), the intervention group reported significantly higher levels of inclusive classroom climate, cohesion, empathy, and self-efficacy than the control group. In addition, inclusive classroom climate and cohesion were positively associated with empathy and self-efficacy, and significant indirect effects indicated that the intervention’s impact on empathy and self-efficacy was partially mediated through classroom climate and cohesion. These findings highlight the effectiveness of HateLess in fostering inclusive classroom environments and suggest integrating such interventions into school curricula to cultivate supportive learning spaces that empower adolescents to address hate speech effectively.

This study aims to explore the mediation of revenge planning and anger rumination in the associations among face-to-face victimization, cyber victimization, and cyber-displaced aggression. Cyber-displaced aggression occurs when individuals direct their frustration towards innocent parties online due to an inability to retaliate directly. Data were collected from 489 young adults, between the ages of 18 and 25, from a university in the Midwestern United States. Measures included cyber and face-to-face victimization, cyber-displaced aggression, face-to-face displaced aggression, cyber victimization, emotional reactions, like anger rumination, and cognitive reactions, such as revenge planning. One year later, participants completed a questionnaire on cyber-displaced aggression. Results indicated that both forms of victimization predicted increased levels of cyber-displaced aggression one year later. Revenge planning and anger rumination significantly mediated these relationships. The findings underscore the importance of understanding emotional and cognitive factors in mitigating cyber-displaced aggression and inform strategies for reducing online aggression.

This one-year longitudinal study examined the moderating effect of perceived social support from school-based Gay-Straight Alliances in the associations between homophobic cyberbullying involvement (i.e., victimization, bystanding) and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioural problems), measured one year later, among 470 adolescents (Mage = 16.01 years; 56% female) who identified as LGBTQIA. Perceived social support from Gay-Straight Alliances moderated the relationship between homophobic cyberbullying victimization and Time 2 classroom misconduct, absenteeism, and school behavioural problem. Furthermore, perceived social support from Gay-Straight Alliances further moderated these associations for Time 2 academic performance, school readiness, and cyberbullying victimization. Similar patterns were found for homophobic cyberbullying bystanding and Time 2 academic performance and absenteeism. Our findings highlight the need for more research on homophobic cyberbullying, the crucial role Gay-Straight Alliances can play in mitigating negative outcomes associated with homophobic cyberbullying involvement, and the development of inclusive anti-cyberbullying prevention programmes that acknowledge the needs of LGBTQIA adolescents.

Researchers have concentrated on identifying factors that might mitigate the negative consequences associated with cyber victimization. One key factor that has garnered significant attention is parental mediation in adolescents’ digital technology usage and its role in reducing the risk of cyber victimization. Additionally, the buffering effects of parental mediation on the longitudinal associations among cyberbullying victimization, depression, and self-harm have been underexplored, especially cross-cultural investigations of such effects. To address this gap, the present study examined the role of parental mediation in buffering against depression and self-harm, both measured 1 year later, associated with cyberbullying victimization among 463 Chinese (49% female) and 445 American (52% female) eighth graders (ages 13–15). The findings revealed that Chinese adolescents reported higher levels of parental mediation across a one-year period compared to their American counterparts. High levels of parental mediation were associated with a more negative relationship between cyberbullying victimization, depression, and self-harm for both Chinese and American adolescents, but these effects were stronger for Chinese adolescents. These results are discussed in the context of cultural values and how these values shape the role of adults in adolescents’ lives.

The article commences by tracing the historical trajectory of bullying and bullying victimization in adolescence. Subsequently, it elucidates the definitions pertinent to bullying victimization, highlighting the impact of language on the term's comprehension. The various roles assumed by adolescents in instances of bullying and bullying victimization are then delineated. This is followed by an exploration of the diverse forms of bullying victimization and the prevalence rates observed during adolescence. The article proceeds to expound upon the myriad risk factors associated with adolescent bullying victimization, encompassing aspects such as gender, age, personality traits, parental influence, peer dynamics, classroom environments, community settings, and media exposure. Furthermore, it delves into the consequential outcomes linked to bullying victimization in adolescence. Finally, a concluding section encapsulates the key insights presented throughout the article.

The primary objective of this short-term longitudinal study was to investigate how age groups affect the relationships between cyberbullying victimization, bystanding, and depression among a convenience sample of students across different educational levels; there was a total of 234 elementary school students (fourth and fifth graders), 363 middle school students (sixth to eighth graders), and 341 high school students (ninth to twelfth graders) from the United States who completed self-reported questionnaires on cyberbullying, depression, and peer attachment during 2020. Additionally, this study examined whether peer attachment acted as a moderator in these relationships. The results revealed that strong peer attachment significantly moderated the connections between cyberbullying involvement and depression, as measured six months later, with particularly pronounced effects among middle school students. In contrast, weaker peer attachment intensified the positive correlations between cyberbullying victimization, bystanding, and subsequent depression. These findings highlight the crucial role of cultivating strong peer relationships, especially during pivotal developmental phases such as middle school. Implementing programs that promote positive peer interactions and supportive networks can be effective at alleviating the psychological effects of cyberbullying.

Background/Objectives: The primary objective of this research was to assess age differences in the associations between cyberbullying victimization and bystanding and depression among 234 elementary school students (4th and 5th graders; 51% female), 363 middle school students (6th to 8th grades; 53% female), and 341 high school students (9th to 12th grades; 51% female) as well as the moderating effect of parental mediation in these relationships. Methods: Participants completed self-report questionnaires on their cyberbullying victimization and bystanding, as well as depressive symptoms. Results: The findings revealed that high levels of instructive mediation buffered against depression associated with cyberbullying victimization and bystanding across all age groups, with the strongest effects found for middle school students. Lower levels of instructive mediation and higher levels of restrictive mediation increased the positive relationships between cyberbullying victimization and bystanding and depression. Co-viewing mediation did not moderate any of the associations. Conclusions: Parental mediation of technology use has the potential to alleviate the negative consequences associated with cyberbullying victimization and bystanding. The findings highlight the importance of tailoring prevention and intervention strategies to specific age groups and to parents.

Hate speech, a societal scourge, has found a potent conduit in modern technology, exacerbating its reach and impact. Adolescents are particularly vulnerable to the pernicious effects of online hate speech, which threaten their well-being and social cohesion. Addressing this critical issue, the current study uses a quasi-experimental design to evaluate the efficacy of “HateLess. Together Against Hatred” in reducing adolescents’ online hate speech perpetration and victimization and increasing their online hate speech countering. A sample of 820 adolescents aged 12 to 16 (M = 13.27, SD = 1.04) from 11 German schools was divided into an intervention group (n = 567), who underwent the one-week anti-hate speech program, and a control group (n = 253). Utilizing multilevel mediation analysis, the study revealed that program participation significantly reduced online hate speech perpetration and victimization while enhancing countering hate speech. Notably, the intervention’s success was partially mediated by increased empathy, which, in turn, predicted a decrease in hate speech perpetration and an increase in counter-speech, and by increased self-efficacy, which, in turn, was linked to reduced victimization and heightened countering hate speech. These promising outcomes suggest that HateLess could be a viable strategy for mitigating hate speech engagement and fostering a more respectful online discourse among adolescents.

Prior research into bystander responses to hate speech has utilized variable-centered analyses — such approaches risk simplifying the complex nature of bystander behaviors. Hence, the present study used a person-centered analysis to investigate latent hate speech bystander profiles. In addition, individual and classroom-level correlates associated with the various profiles were studied. The sample included 3225 students in grades 7–9 (51.7% self-identified as female; 37.2% with immigrant background) from 215 classrooms in Germany and Switzerland. The latent profile analysis revealed that four distinct profiles could be distinguished: Passive Bystanders (34.2%), Defenders (47.3%), Revengers (9.8%), and Contributors (8.6%). Multilevel logistic regression models showed common and distinct correlates. For example, students who believed that certain social groups are superior were more likely to be Revengers and Contributors than Passive Bystanders , students who felt more connected with teachers were more likely to be Defenders , and students who were more open to diversity were less likely to be Contributors than Passive Bystanders . Students were less likely Defenders and more likely Revengers and Contributors than Passive Bystanders in classrooms with high rates of hate speech perpetration. Further, in classrooms with high hate speech intervention, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders . In classrooms with stronger cohesion, students were more likely to be Defenders and less likely to be Contributors than Passive Bystanders . In conclusion, the findings add to our understanding of bystander profiles concerning racist hate speech and the relevance of individual and classroom-level factors in explaining various profiles of bystander behavior.

Adolescent cyberbullying continues to be a global public health concern, which has garnered the attention of scholars around the world. Cyberbullying is concerning for adolescents as adolescents have increasingly relied on social media, which increases their risk of cyberbullying victimization. This article aims to review the existing research literature on cyberbullying. The article focuses specifically on the definition and conceptualization of cyberbullying, the prevalence of cyberbullying around the world (Europe, Asia-Pacific, North America, Central/Latin America, and Africa), and how cyberbullying has been addressed in Europe, Asia-Pacific, North America, Central/Latin America, and Africa. The article then discusses solutions and recommendations for practice and policy and future research directions.

Abstract Online hate speech (OHS) poses a significant threat to young people’s online experiences due to its potential to cause adverse outcomes regarding their mental health and well-being. This brief report provides an overview of recent research investigating OHS, including its prevalence, definitional issues, theoretical frameworks, and correlates and outcomes of OHS involvement. While several definitions of OHS exist, initial attempts to elaborate an evidence-based definition have been made in recent years. However, the distinct aspects of OHS included in existing definitions may be challenging to assess. Regarding OHS assessment, an additional limitation lies in adopting single-item measures, which entails reliability and validity issues. Moreover, previous findings are mainly cross-sectional, limiting our understanding of OHS’s predictors and outcomes. Despite these limitations, the extant literature builds on solid theoretical frameworks while investigating several protective and risk factors, including moral disengagement, self-efficacy, and parental mediation. Nevertheless, much remains to be done in terms of defining OHS based on bottom-up approaches and in terms of translating knowledge into evidence-based prevention. Moving beyond current approaches, future programs are encouraged to prevent OHS through counterspeech while adopting a multicomponent approach. The chapter outlines suggestions for future research directions and recommendations for practitioners working with adolescents.

The present study investigated the moderating effect of adolescent demographic variables in the longitudinal associations among different types of sexting, mental health (i.e., depression, self-harm, subjective health complaints), and sexual risk behaviors. There were 1113 adolescents (ages 14–17 years; Mage = 16.36; SDage = .81; 50

Citation: Pastor Y, Martí-Vilar M, Wright MF, Rodriguez LM and Merino-Soto C (2024) Editorial: Online prosocial behavior and altruism in adolescence and youth. Front. Psychol. 15:1402979. doi: 10.3389/fpsyg.2024.1402979