The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents
Round 1
Reviewer 1 Report
Page 4: "This general objective can be broken down into two more specific..." there are 5 major objectives listed, prior to this a description of the main aim of the research is provided. Address this oversight. Page 5: first sentence under 2.3. Procedure is odd. I don't understand it. This article extensively reviews parenting but does not assess parents themselves. The title and overall description should be clearer that this isn't so much about parental education management but adolescent perception of parental management, etc.,Author Response
Page 4: "This general objective can be broken down into two more specific..." there are 5 major objectives listed, prior to this a description of the main aim of the research is provided. Address this oversight.
- Really the study has 2 aims and 2 hypotheses, but there was a mistake in the text that lead to interpret that there was 5 aims. We have corrected this mistake. Thank you for indicating it.
Page 5: first sentence under 2.3. Procedure is odd. I don't understand it.
- We have deleted this sentence because this design is based on a classification of Spanish authors which is not available in English. Furthermore, the design of the research don´t use to be indicated in the articles.
This article extensively reviews parenting but does not assess parents themselves. The title and overall description should be clearer that this isn't so much about parental education management but adolescent perception of parental management, etc.,
- We have modified the title and revised all the manuscript, modifying the corresponding to specify that the designed parental typology has been developed from the adolescents´ perception. Moreover, we have include this issue as a limitation which is proposed to be solved including parents´ reporting in future studies.
Reviewer 2 Report
As a reviewer, this manuscript submission is very well written and signs of rigor throughout. :There are places where it can be made more clear and concise and I will give my suggestions to where that would occur. Here are my thoughts:
1) Introduction-Line 32: Law of silence? I did not know there was a law of silence? Consider rewording.
2) Throughout the introduction, bullying and cyberbullying are framed as seperate phenomena e.g., line 48-51. After returning from an international bullying conference last month, it is clear to me that they are not. Current bullying scholarly minds are framing cyberbullying as bullying. Further, it is considered a place (hotspot) where bullying takes place not a seperate type of bullying. I would like to see this aspect addressed in the lit review.
3) Line 143 has an author identified as female, I would keep that aspect out of the lit review since women are more likely not to be cited than men.
Methods
1) From the sample, what was the initial N and the final n that responded to 45 minutes of the surveys?
2) How was it administered: Pencil and paper or online?
3) The term: "Parents educational style" to me suggests learning style. However, that is not what is being measured here which leads to confusion for your reader. Consider relabeling e.g., Parent relational style.
Results
There is way too much time spent decoding Groups 1-6 Lines 266-298. I would like to see a table made that guides the reader using the following headings:
Group # Parenting Style: e.g., Permissive Parental Traits
This table would help me as the reader understand quickly and efficiently while following the rest of the data train you have provided. It would further help me more easily decode the discussion section. Please be kind to your readers and make it so.
Discussion and conclusion
I think these two sections are well done. Could a mention of early identification of parenting styles along with some type of help for parents be better mentioned?
Again, Line 453 "parent's educational profile is a misleading label for what you are describing. Consider recommended change above.
Author Response
1) Introduction-Line 32: Law of silence? I did not know there was a law of silence? Consider rewording.
- Law of silence is a characteristic of bullying dynamic which hinders that teachers or other responsible adults such as parents stop the aggression. In this sense, it makes that people who know that bullying is occurring (students directly involved and bystanders) don´t tell adults the situation and hence, bullying continues occurring being more difficult to stop it. Usually the reason which are behind of this silence is fear to be bullied in a harder way (in the case of victims) or to become in a new victim (in the case of bystander even in those who help or support the bully). See Ortega and Mora-Merchán (2008) to know more about it.
We have added a little specification in the text to favour the understanding of this term.
2) Throughout the introduction, bullying and cyberbullying are framed as seperate phenomena e.g., line 48-51. After returning from an international bullying conference last month, it is clear to me that they are not. Current bullying scholarly minds are framing cyberbullying as bullying. Further, it is considered a place (hotspot) where bullying takes place not a seperate type of bullying. I would like to see this aspect addressed in the lit review.
- We agree with this consideration and taking it into account we have written the literature review. However, most of the articles don´t analyse both phenomena and are focused only in bullying or cyberbullying and for this reason we have indicated previous finding according to this fact although trying to connect results of both phenomena when it is possible.
3) Line 143 has an author identified as female, I would keep that aspect out of the lit review since women are more likely not to be cited than men.
- Thank you.
Methods
1) From the sample, what was the initial N and the final n that responded to 45 minutes of the surveys?
- As the reviewer ask about missing data, we have performed a missing data analysis to indicate the final n and the missing data pattern reflected by our data. We have indicated this information at the beginning of the data analysis section.
2) How was it administered: Pencil and paper or online?
- We have specified in the procedure section that Students filled the questionnaire on the paper.
3) The term: "Parents educational style" to me suggests learning style. However, that is not what is being measured here which leads to confusion for your reader. Consider relabeling e.g., Parent relational style.
- We have substituted the term “parents educational style” by “parenting style”
Results
There is way too much time spent decoding Groups 1-6 Lines 266-298. I would like to see a table made that guides the reader using the following headings:
Group # Parenting Style: e.g., Permissive Parental Traits
This table would help me as the reader understand quickly and efficiently while following the rest of the data train you have provided. It would further help me more easily decode the discussion section. Please be kind to your readers and make it so.
- We have created Table 2 to favour the fast understanding of each style of parental education management
Discussion and conclusion
I think these two sections are well done. Could a mention of early identification of parenting styles along with some type of help for parents be better mentioned?
- At the end of the conclusions section, it has been added a paragraph explaining how parents should behave with their children to promote a good psychosocial adjustment according to the reviewer´s suggestion.
Again, Line 453 "parent's educational profile is a misleading label for what you are describing. Consider recommended change above.
- We have modified this expression substituting it by “parenting”.
