Although cyberbullying is relational by nature, prior models focused on individual explanations for cyberbullying rather than integrating contextual processes. We present the Relational Model of Cyberbullying Motivation and Regulation (RMC). This model applies the concepts of proximal processes (e.g., interactions with parents, teachers, peers) from ecological systems theory and the concepts of psychological resources (e.g., autonomy, competency, and relatedness) from self determination theory to explain youth motivation and self-regulation of cyberbullying. First, we review theoretical foundations for the theories involved and outline postulates for youths’ proximal influences, motivations for, and regulation against cyberbullying perpetration. Then, we present a pathway by which the most proximal social influences on youth impact the development of psychological resources, which then may impact cyberbullying. We also present pathways by which autonomy, competence, and relatedness have an indirect impact on cyberbullying via motivation and self-regulation. The RMC informs intervention efforts by identifying proximal contexts and leverage points to disrupt processes that lead to competence and/or autonomy to cyberbully others.

中文翻译：

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青少年人际关系和网络欺凌行为的模型：人*环境模型

尽管网络欺凌本质上是相关的，但之前的模型侧重于对网络欺凌的个体解释，而不是整合情境过程。我们提出网络欺凌动机与监管的关系模型（RMC）。该模型应用生态系统理论中的近端过程概念（例如，与父母、老师、同伴的互动）和自我决定理论中的心理资源概念（例如，自主性、能力和相关性）来解释青少年的动机和自我意识。网络欺凌的监管。首先，我们回顾了所涉及理论的理论基础，并概述了青少年对网络欺凌行为的近期影响、动机和监管的假设。然后，我们提出了一种途径，通过这种途径，对青少年最直接的社会影响会影响心理资源的发展，从而可能影响网络欺凌。我们还提出了自主性、能力和相关性通过动机和自我调节对网络欺凌产生间接影响的途径。RMC 通过识别最近的背景和杠杆点来扰乱导致网络欺凌他人的能力和/或自主权的流程，从而为干预工作提供信息。