Evolving Discourses on Cyberbullying Intervention: A Meta-analysis(2014-2024)

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Division G: Section 4-Policies, Mattering, and Praxis Poster Session

Abstract

Over the past decade, research on cyberbullying intervention and prevention has undergone significant shifts in focus and strategy. This meta-analysis examines literature from 2014 to 2024 to understand evolving discourses in cyberbullying interventions. Guided by empowerment theory, the socioecological model, and social-emotional learning frameworks, we examine how these conceptual underpinnings influence intervention recommendations. Using the systematic review method, empirical studies were analyzed thematically to identify dominant discourses. Three primary discourses emerged: a behaviorist approach emphasizing rules and sanctions; a constructivist approach fostering skill-building and agency; and a systemic socio-ecological approach promoting whole-school and community involvement. This synthesis highlights a discourse shift toward more holistic, empowerment-based interventions adapted for the digital age, discussing implications for educators and researchers.

Authors

• Jung Won Hyun, Ewha Womans University

• Anna Lee, Ewha Womans University