Assignment 3: Research Topic And Source Evaluation Essay

Assignment 3 Research Topic And Source Evaluation Essayrevise The Ess

Revise the essay posted in Week 2: Assignment 1 Discussion based on instructor and peer feedback. Ensure proper proofreading, conform in-text citations and references to APA style, and clearly evaluate the credibility of eight sources related to cyber bullying in schools. The essay should include a clear thesis statement at the end of the introduction, substantively analyze each source’s credibility concerning the author, source, and references, and conclude effectively. Proper formatting includes a cover page with headers, the word “References” at the top of the references page, and minimal grammatical errors.

Paper For Above instruction

Cyberbullying, a pervasive issue in contemporary educational environments, poses significant risks to students' psychological well-being and academic performance. Evaluating the credibility of sources that explore this phenomenon is crucial for developing effective prevention strategies. This essay scrutinizes eight scholarly and reputable sources, assessing their authorship, publication venues, reference quality, and overall reliability to determine their value in advancing understanding of cyberbullying in schools.

The first source, Thaxter’s (2010) article titled “Cyber bullying: Challenges and strategies faced by juvenile police officers,” published in the Journal of Social Sciences, offers a credible perspective by providing insights grounded in policy and law enforcement experience. The author’s affiliation with juvenile justice enhances the source's authority, while its publication in a peer-reviewed journal assures academic rigor. The references cited are comprehensive, including relevant legal statutes and prior studies, which reinforce the article's validity.

Similarly, Englander’s (2010) “Editorial for the special issue on cyber-bullying,” published in the same journal, is a credible source due to its editorial nature, offering expert commentary on recent research trends. Its authority stems from the editor's scholarly background and its publication in a reputable journal. However, as an editorial, it may contain subjective interpretations, so it should complement empirical studies rather than serve as the sole evidence base.

The article by Sontag et al. (2011), “Traditional and Cyber Aggressors and Victims: A Comparison of Psychosocial Characteristics,” found in the Journal of Youth and Adolescence, is highly credible. The authors are established researchers in adolescent behavior, and the journal's peer-reviewed status ensures quality control. Their methodology, including sampling and statistical analysis, supports the reliability of their findings about psychosocial differences, making this source valuable for understanding behavioral patterns among victims and perpetrators.

Moore, Huebner, and Hills (2012) contribute “Electronic bullying and victimization and life satisfaction in middle school students,” published in Social Indicators Research. Their research design, involving large-scale surveys and validated instruments, enhances credibility. The authors’ backgrounds in psychology and education, combined with the journal’s impact factor, suggest this source's findings are credible. It effectively illustrates the prevalence and psychological impacts of cyberbullying among middle schoolers.

Rigby and Smith’s (2011) article, “Is school bullying really on the rise?” from Social Psychology of Education, critically examines trends in school bullying, including cyberbullying. As experts in educational psychology, their analyses are supported by longitudinal data, adding to their authority. The journal’s rigorous peer-review process further substantiates its credibility. Their findings are pertinent for understanding whether cyberbullying is increasing relative to traditional bullying, informing prevention efforts.

The article by Keith and Martin (2005), “Cyber-Bullying: Creating a Culture of Respect in a Cyber World,” published in Reclaiming Children and Youth, discusses intervention strategies. Their work combines practical experience with theoretical grounding, making it credible for informing policies. Nevertheless, as an educational journal, it may emphasize solution-oriented approaches, which should be supplemented with empirical research for comprehensive understanding.

Schneider et al. (2012) explore “Cyberbullying, School Bullying, and Psychological Distress,” in the American Journal of Public Health. This study’s impressive sample size and methodological rigor, including regional surveys, bolster its credibility. The authors' expertise in public health ensures that the social and psychological dimensions of cyberbullying are accurately depicted, making this article a reliable source for understanding the mental health consequences of cyberbullying.

Additional sources include Sugarman’s (2009, 2011) articles “Cyber bullying: Protecting kids and adults from online bullies,” published in Choice. These trade journal articles provide practical information and are authored by a recognized expert in the field. While not peer-reviewed academic articles, their comprehensive coverage and focus on protective measures lend practical value to the research compilation, though they should be corroborated with scholarly sources.

In conclusion, the evaluated sources collectively form a credible basis for analyzing cyberbullying in educational settings. Their varied perspectives—ranging from empirical research to policy analysis—offer a robust foundation for understanding causes, impacts, and prevention strategies. Each source’s credibility, established through authoritative authorship, peer-review status, and methodological soundness, ensures the reliability of the information necessary to develop effective interventions against cyberbullying.

References

  • Englander, E. K. (2010). Editorial for the special issue on cyber-bullying. Journal of Social Sciences, 6(4). Retrieved from [URL]
  • Keith, S., & Martin, M. E. (2005). Cyber-bullying: Creating a culture of respect in a cyber world. Reclaiming Children and Youth, 13(4). Retrieved from [URL]
  • Moore, P. M., Huebner, E. S., & Hills, K. J. (2012). Electronic bullying and victimization and life satisfaction in middle school students. Social Indicators Research, 107(3).
  • Sontag, L. M., Clemans, K. H., Graber, J. A., & Lyndon, S. T. (2011). Traditional and cyber aggressors and victims: A comparison of psychosocial characteristics. Journal of Youth and Adolescence, 40(4).
  • Sugarman, S. (2009). Cyber bullying: Protecting kids and adults from online bullies. Choice, 47(2).
  • Sugarman, S. (2011). Cyber bullying: Protecting kids and adults from online bullies. Choice, 48(10).
  • Rigby, K., & Smith, P. K. (2011). Is school bullying really on the rise? Social Psychology of Education, 14(4).
  • Schneider, S. K., O'Donnell, L., Stueve, A., & Coulter, R. W. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102(1).
  • Thaxter, K. (2010). Cyber bullying: Challenges and strategies faced by juvenile police officers. Journal of Social Sciences, 6(4).

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