Moving From Traditional Bullying to Cyberbullying: The Role of Moral Emotions and Reasoning

Authors

  • Lauryn Conway McGill University
  • Carlos Gomez-Garibello McGill University
  • Victoria Talwar McGill University

DOI:

https://doi.org/10.11575/ajer.v60i1.55899

Keywords:

Cyberbullying, Aggression, Moral Emotions, Moral Reasoning

Author Biographies

Lauryn Conway, McGill University

Lauryn Conway is a M.A. student in the Educational Psychology - Human Development program at McGill University. She completed an Honours B.A. with High Distinction in French and Psychology, as well as a B.Ed specializing in Primary/Junior Education, at the University of Toronto. Her research interests include moral development, aggression and prosocial behavior. Ms. Conway is currently working on her Master’s dissertation, which focuses on moral affect, moral cognition and aggressive behavior in children and adolescents.

 

Carlos Gomez-Garibello, McGill University

Dr. Carlos Gomez-Garibello recently completed his doctoral studies in the Educational Psychology - Human Development program at McGill University. His research interests include cognitive, social and emotional factors related to aggressive behaviour in children; children’s evaluation of online behaviours (e.g., gaming, chatting, streaming, downloading); and the impact of technology on social interactions. His dissertation examined the role of social information processing, theory of mind, popularity and empathy on relational aggression and gossip in children.

Victoria Talwar, McGill University

Dr. Victoria Talwar is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University. She is a Canada Research Chair, Tier 2. Her research interests include children's verbal deception, children's bullying behavior and children's moral development.

 

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Published

2014-12-18

How to Cite

Conway, L., Gomez-Garibello, C., & Talwar, V. (2014). Moving From Traditional Bullying to Cyberbullying: The Role of Moral Emotions and Reasoning. Alberta Journal of Educational Research, 60(1), 216–220. https://doi.org/10.11575/ajer.v60i1.55899

Issue

Vol. 60 No. 1 (2014): Spring

Section

RESEARCH NOTES

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