Cyberbullying from the perspective of I3 theory: The role of instigating triggers and impelling forces
Abstract
Theoretical frameworks remain a necessity for developing targeted interventions, providing an explanatory framework, and determining factors that predict success or failure. Cyberbullying research, however, remains a largely atheoretical endeavour. Qualitative research has been heralded as a necessary next step to expand theoretical frameworks in this field. The current study utilized thematic analysis to investigate high school students’ (Mage = 16.71, SDage = .56) beliefs regarding the reasons why students cyberbully others. Analysis of responses indicated situational, social-relational, and offender-based reasons for cyberbullying. I3 theory (I-cubed-theory) was used as a posteriori framework to interpret these results, demonstrating its adaptability to this field of study. This study is the first qualitative research to utilize I3 theory as a framework for cyberbullying.
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