Abstract:

The present literature review attempts to capture both older and more recent findings regarding the phenomenon of cyberbullying, which has emerged internationally during the last two decades. Initially, the conceptual framework of cyberbullying, its different forms, as well as its comparison with traditional bullying are described. Furthermore, the review focuses on the international and Greek research findings as far as the extent of this phenomenon between students of secondary and elementary education. In this context the review presents important parameters of cyberbullying, such as the main roles of students involved (victims, bullies, and witnesses/bystanders), the most frequently recorded practices of exerting and experiencing it, and the usual duration of cyberbullying. Additionally, the reaction of victims and witnesses/bystanders, as well as whether banning the use of new technologies and the internet constitutes a solution for students or not are discussed. Subsequently, an important part of the review concerns the role of students’ gender and school achievement in their involvement in cyberbullying incidents. All of the above issues are presented and discussed critically, highlighting contradictions and/or gaps in the available literature. Finally, proposals for future research are suggested to better clarify the phenomenon under study.

Keywords:

Cyberbullying, students, gender, school achievement, review.