Summary
This bibliometric and content analysis of 131 peer-reviewed articles examined the scientific literature on cyberbullying among young people. The authors used PRISMA methodology to quantify research productivity and impact across venues and authors, then conducted qualitative content analysis to explore cyberbullying phenomena across three main thematic categories. The study identified key research gaps, institutional actors producing evidence, and underscored the importance of primary prevention and training for educators and social workers.
UK applicability
The findings on risk factors and prevention strategies are applicable to UK educational policy and safeguarding frameworks, though the review's international scope means recommendations may require contextualisation to UK digital literacy curricula and child protection legislation.
Key measures
Publication productivity, author collaboration patterns, journal impact, citation dissemination, risk factor identification, prevention strategy themes
Outcomes reported
The study quantified scientific literature on cyberbullying through bibliometric analysis of 131 Scopus articles, measuring productivity, collaboration, impact and dissemination. Content analysis identified risk factors, primary prevention needs, and training requirements for educational and social actors.
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