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Extreme Psychology and Personal Safety
2025. Vol. 2, no. 2, 100–120
doi:10.17759/epps.2025020206
ISSN: 3034-3666 (online)

Differences in the manifestation of types of cyber aggression among representatives of different roles (victims, persecutors, bystanders) of school and non-school cyberbullying

 
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Abstract

Context and relevance. Cyber aggression and cyberbullying are factors that violate the psychological security of the educational environment. The theoretical basis of the research was the theory of aggression and cyber aggression, which can be divided into appetitive and reactive, controlled and impulsive. Objective. To identify differences in the level of reactive and proactive cyber aggression between representatives of different roles of school and non-school cyberbullying: victims, bullys and bystanders. Hypothesis. There are differences in the level of proactive and reactive cyber aggression between representatives of different roles of school and non-school cyberbullying. Methods and materials. The study was conducted on a sample of students of a secondary general educational institution in Yekaterinburg (N = 251) aged 11 to 18 years (M = 14.8, SD = 1.9, 59% female). The questionnaire “Typology of cyber aggression” by K.K. Runions in translation and adaptation by S.S. Antipina, as well as the author's questionnaire of cyberbullying, was used. Results. The results obtained make it possible to say that the victims have a lower level of both proactive and reactive types of cyber aggression than the persecutors, and the persecutors are more likely than the victims to commit cyber aggressive acts motivated by rage in response to other people's actions. or the expectation of reward from thoughtful actions. The level of arbitrary retaliatory aggression among victims of school cyberbullying is significantly lower than the level of arbitrary retaliatory cyber aggression among victims of non-school cyberbullying, that is, within a relatively closed school community, the victim feels that he is under pressure from the established system of social relations, and therefore is less likely to resist than outside it. Conclusions. Cyberbullying within the classroom can turn into a self-sustaining process that will only be stopped by outside interference. Accordingly, in practice, it is unacceptable for a teacher to choose non-interference tactics, as well as any form of encouragement for the aggressor, even in a situation where the victim's behavior can really be considered annoying or provocative.

General Information

Keywords: cyberbullying, cyber aggression, school cyberbullying, non-school cyberbullying, impulsive-reactive cyber aggression, controlled-reactive cyber aggression, controlled-appetitive cyber aggression, impulsive-appetitive cyber aggression

Journal rubric: Psychological Safety of Digital Technologies

Article type: scientific article

DOI: https://doi.org/10.17759/epps.2025020206

Received 03.02.2025

Accepted

Published

For citation: Averbukh, N.V. (2025). Differences in the manifestation of types of cyber aggression among representatives of different roles (victims, persecutors, bystanders) of school and non-school cyberbullying. Extreme Psychology and Personal Safety, 2(2), 100–120. (In Russ.). https://doi.org/10.17759/epps.2025020206

© Averbukh N.V., 2025

License: CC BY-NC 4.0

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Information About the Authors

Natalya V. Averbukh, Senior Lecturer, Department of Professional Pedagogy and Psychology, Institute of Psychological and Pedagogical Education, Ural State Pedagogical University (USPU), Ekaterinburg, Russian Federation, ORCID: https://orcid.org/0000-0002-8232-6711, e-mail: natalya_averbukh@mail.ru

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