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Journal articles on the topic 'Cyber bullying'
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Kusumawaty, Ira, Yunike Yunike, and Sujati Ni Ketut. "Relationship between Assertive Communication and Cyber-bullying in Adolescents." Jurnal Kedokteran Brawijaya 31, no. 4 (August 31, 2021): 7. http://dx.doi.org/10.21776/ub.jkb.2021.031.04.7.
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<p>The mandatory use of online facilities during the Covid-19 period has a great opportunity to increase the problem of cyber bullying at all levels of education. The concept of assertiveness cannot be separated from cyber bullying and it is known that communicating assertively can prevent cyber bullying even though it is difficult to implement. The complexity of the psychological problems of victims of cyber bullying requires comprehensive management. This analytical descriptive study with a cross sectional approach aims to analyze the relationship between assertive communication and cyber bullying by involving 151 student participants and high school students in Palembang. The data was collected using an assertive scale and a cyber-bullying scale, which was distributed online using a Google form. From Kendall's tau-b statistical test, it is known that there is a relationship between assertive communication and cyber bullying (p=0.026). It is recommended that the education sector implement self-awareness, empathy, assertive communication and conflict resolution training to prevent the increasing number of cyber bullying's victim. The academic and managerial sectors are expected to facilitate promotion through educational media about using online facilities intelligently by respecting human dignity.</p>
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Buccoliero, Elena. "Cyber-bullying." MINORIGIUSTIZIA, no. 4 (March 2009): 354–57. http://dx.doi.org/10.3280/mg2008-004032.
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Peker, Adem, and Furkan Kasikci. "Do Positivity and Sensitivity to Cyber-Bullying Decrease Cyber-Bullying?" Acta Educationis Generalis 12, no. 2 (June 1, 2022): 90–111. http://dx.doi.org/10.2478/atd-2022-0016.
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Abstract Introduction: The use of social media tools is increasing day by day. In addition to its positive use, social media tools are also used in the virtual environment to harm others. This harmful use is noted as cyber-bullying. Determining the factors affecting cyber-bullying is of great importance in terms of contributing to intervention studies. This study aims to examine the moderate role of positivity and sensitivity towards cyber-bullying between cyber-victimization and cyber-bullying. Methods: The study was carried out with 342 university students, who approved voluntary participation in the process. The students who voluntarily participated in the research were 239 females (69.9%) and 103 males (30.1%), who were between 18 and 28 years old. In the data collection process, the revised cyber-bullying inventory, positivity scale, and personal information forms were used. In this research process, the moderating role of positivity and sensitivity (M) in the relationship between cyber-victimization (X) and cyber-bullying (Y) was investigated. Results: As a result of the research, it was found that 35% of the participants were exposed to cyber-bullying and 1.4% were engaging in cyber-bullying. It was also found that there was a moderate positive relationship between cyber-victimization and cyber-bullying. In addition, the results showed that there is a negative relationship between positivity and sensitivity to cyber-bullying and cyber-victimization, and cyber-bullying. As a result of the analysis, it was observed that positivity and sensitivity affected the relationship between cyber-victimization and cyber-bullying. The results indicate that a decrease in positivity and sensitivity results in cyber-bullying behaviour, whereas an increase in positivity and sensitivity decreases cyber-bullying behavior. Discussion: The concept of positivity can be said to enable individuals exposed to cyber-bullying to create alternative emotions and create alternative strategies for the problem they are experiencing. In addition, the high level of positivity of the individual experiencing cyber-victimization can be thought to help develop and maintain friendship relations by improving their psychological resources. As a result, it can be stated that the probability of cyber-bullying decreases. In another result of the research, it has been revealed that the sensitivity between exposure to cyber-bullying and cyber-bullying has a moderating effect on cyber-bullying. When the sensitivity to cyber-bullying is low, it is observed that the effect of cyber-victimization on cyber-bullying is further increased. When there is a high sensitivity to cyberbullying, the impact of cyber-victimization on cyber-bullying is increasing very little and this effect is observed to be less powerful. Limitations: The current study has also some limitations. First, the study was carried out as a cross-sectional study. A longitudinal study can be conducted to obtain more detailed results about the moderating effect. Second, positivity was used as an indicator of well-being. Therefore, it is essential to be careful while generalizing the results; different scales related to psychological well-being can be used. Third, the current study just used scales to evaluate the students’ self-report; for this reason, the choice of mixed research approaches can offer a wide perspective by taking the opinions of different individuals such as friends and parents of individuals. Conclusions: The findings provide evidence for reducing cyberbullying. In addition, the results provide useful information in the preparation of cyberbullying intervention programs.
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Lee, Yi Chih, and Wei-Li Wu. "Factors in cyber bullying: the attitude-social influence-efficacy model." Anales de Psicología 34, no. 2 (April 10, 2018): 324. http://dx.doi.org/10.6018/analesps.34.2.295411.
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<p>This study examines the correlation between risk perception, knowledge, social influence, self-efficacy, and cyber bullying behavior from the perspective of the attitude-social influence-efficacy model. The samples in this survey are adolescents who have had cyber bullying behavior or have witnessed their peers’ cyber bullying behavior. The results showed that attitude towards cyber bullying affected cyber bullying intention, and that intention also influenced cyber bullying behavior. Social influence also had an impact on cyber bullying intention and cyber bullying behavior. In fact, intention was a mediator between attitude and behavior, as well as between social influence and behavior. </p>
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Popovic-Citic, Branislava. "Cyber space bullying." Temida 12, no. 3 (2009): 43–62. http://dx.doi.org/10.2298/tem0903043p.
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Cyber space bullying is a relatively new phenomenon that has received increased attention by scientists, researchers and practitioners in recent years. It is usually defined as an intentionally and repeatedly expression of aggression towards other people through information and communication technologies. Cyber space bullying is characterized by all the primary characteristics of traditional bullying and some specifics ones that clearly differ it from other forms of bullying. In addition to the analysis of characteristics and specifics of cyber space bullying, the paper describes the basic forms of cyber space bullying (flaming, harassment, denigration, impersonation, outing, trickery, exclusion, stalking and happy slapping), as well as, the types of cyber space bullies (vengeful angel, power-hungry, revenge of the nerd, mean girls and inadvertent). The main goal of this paper is to provide initial theoretical guidelines for designing future empirical research on the complex phenomenon of cyber space bullying.
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Papatsimouli, Maria, Stavroula Tavoultzidou, Vaggelis Saprikis, Lazaros Lazaridis, Eleni Michailidi, Ioannis Skordas, and George F. Fragulis. "Cyberbullying and Traditional Bullying in Greece: An Empirical Study." SHS Web of Conferences 102 (2021): 04012. http://dx.doi.org/10.1051/shsconf/202110204012.
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The use of Internet technology has changed the way people interact rendering face-to face and verbal communication a trend of the past. Thus, a new world has been created for young people, who send emails, visit websites, use webcams, chat rooms and instant messaging through social media for communication. As a result, a new type of bullying, cyber bullying has emerged. The present study aims to investigate the extent of cyber bullying in Greece in terms of: a) gender and cyber bullying, b) hours spent on line and cyber bullying, c) cyber bullying and traditional bullying victims and d) cyber bullying victims and family relations. The sample consisted of 466 participants, 27% of which (N=128) were less than 18 years old. A standardized questionnaire was formulated for data collection and Chisquare, statistical test was used to test the research hypotheses formulated. The results revealed significant theoretical and practical implications, as the majority of the research questions confirmed the relationship between cyber bullying and traditional bullying victims, as well as cyber bullying victims and family relations.
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YEŞİLYURT, Ferahim, Nihan ARSLAN, and Serhat ARSLAN. "Cyber Bullying and Self-Disclosure: The predicting role of Cyber Bullying." Malaysian Online Journal of Educational Technology 9, no. 1 (December 28, 2020): 19–25. http://dx.doi.org/10.17220/mojet.2021.9.1.239.
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The research aims to examine the relationship between cyber bullying and self-disclosure. Participants of the study were 480 high school students who answered the scales. According to the results, the dimensions of cyber bullying; verbal cyber-aggression and exclusion, impersonation and visual-sexual cyber-aggression are negatively related to self-disclosure. Stepwise multiple regression analysis results showed that dimensions of cyber bullying affected self-disclosure and verbal cyber-aggression and exclusion was a strong predictor of self-disclosure. The findings of the research were discussed within the framework of literature.
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Brewer, Briana, Amelia Cave, Anne Massey, Anne Vurdelja, and Jeanne Freeman. "Cyber Bullying Among Female College Students." Californian Journal of Health Promotion 12, no. 1 (May 1, 2014): 40–51. http://dx.doi.org/10.32398/cjhp.v12i1.1554.
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Background and Purpose: Cyber bullying is often assumed to only occur in grades K-12, yet reports of such behaviors on college campuses and in the workplace are increasing. The U.S. Federal Government has recently called for policy development regarding cyber bullying to occur in higher education. This study explored perceptions of frequency and severity of cyber bullying among college students. Consequences of cyber bullying and the need for resources on college campuses were also explored. Methods: In 2011, a total of 18 undergraduate women participated in three focus groups, each lasting approximately 75 minutes. Results: Emergent themes revealed participants do not consider cyber bullying to be a significant issue currently, but likely will increase in prevalence among the college population. Many participants were familiar with the cyber bullying term but were unaware of its definition, nor could they provide examples. Further, the majority of participants were unaware of resources for victims of cyber bullying. Implications: Findings from this study reveal the need for educational programs geared toward college students about the meaning and consequences of cyber bullying. Further, resources for victims of cyber bullying should be made available on college campuses.
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Makori, Andrew, and Peace Agufana. "Cyber Bulling Among Learners in Higher Educational Institutions in Sub-Saharan Africa: Examining Challenges and Possible Mitigations." Higher Education Studies 10, no. 2 (March 16, 2020): 53. http://dx.doi.org/10.5539/hes.v10n2p53.
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Proliferation of technology in the form of internet, mobile phone and social media access and usage is exposing many youths to cyber bullying activities. Cyber bullying activities are viewed as negative consequences of growth and development in technology. Many of the victims of cyber bullying include those that have been trapped in the technology through obsessive and addictive behaviours. The study was conducted in order to understand cyber bullying in educational institutions in Sub- Saharan Africa. The study is guided by the following five objectives: understanding cyber bullying and its manifestations among learners in education institutions; explore contributing factors in education institutions; determine the prevalence of cyber bullying in education institutions; examine the effects of cyber bullying among learners in education institutions and determine ways of dealing with cyber bullying among learners in education institution. The study adopted a case study approach and involved 123 respondents with a response rate of 64% (n=192). A survey questionnaire was used to collect data. Resulting data was analysed using statistical package for social sciences (SPSS). Evidence suggests that cyber bullying has serious psychological harm on the victims some leading to suicidal thoughts and suicide, among others. The study concludes that the effects of cyber bullying are far reaching and devastating to the learners and the institutional safety as well. The study recommends that more research and awareness are needed in an effort to control this menace and make outreaching and learning institutions safe.
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Parveen, Fouzia, Abid Shahzad, and Sobia Altaf. "Prevalence of Cyber Bullying and its Effect on Adolescents: A Literature Review." Global Regional Review IV, no. IV (December 31, 2019): 274–80. http://dx.doi.org/10.31703/grr.2019(iv-iv).30.
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While forms of traditional bullying have been declining over the past two decades, cyber bullying has emerged as a modern form of bullying in recent times. Previous research studies have not been developed much on the issue of cyber bullying. The current study reviews the relevant research studies as the excessive usage of social media and by young people and different themes have been carried out from the help of the existing literature. The present study has synthesised current literature on: i) prevalence of cyber bullying among adolescents ii) huge level of cyber bullying occurrences in educational institutions iii) people who are more prone to be the victims and perpetrators iv) effects of cyber bullying on adolescence v) preventive measures for the wellbeing of Pakistani adolescents. In this article, the researcher reviews the literature related to cyber bullying conducted between the years from 2000 to 2019.
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Almomani, Hesham, Diya Al-Jabali, Fayez Bni Mufarrej, and Heba Ahmad. "Antecedents Factors Affecting Cyberbullying Risks: A Study In Jordanian Secondary Schools." Humanities & Social Sciences Reviews 8, no. 3 (May 18, 2020): 345–49. http://dx.doi.org/10.18510/hssr.2020.8337.
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Purpose of the study: In this study, the primary aim is to identify the effects of self-efficacy and cyber bullying knowledge on cyber bullying risks among Jordanian students.
Methodology: The population of the study specifically comprised of Jordanian students in Irbid students, with the study sample being 153 students. Accordingly, a questionnaire was developed and disseminated among the students to gather data for the achievement of the study objectives. The study used Structural Equation Modeling (SEM). The study also employed AMOS 23.0 and SPSS 25.0 software in SEM.
Main Findings: self-efficacy and cyber bullying knowledge factors do have significant effects on cyber bullying risks.
Applications of this study: This research can be used for academic purposes for universities, lecturers of education and management, researchers and undergraduate and postgraduate students.
Novelty/Originality of this study: The phenomenon that existed in cyber bullying and referring from various previous research results, the study regarding the cyber bullying was conducted and presented comprehensively and completely. It is necessary examine the effect of self-efficacy and cyber bullying knowledge factors on cyber bullying risks.
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Besag, Val. "Cyber Bullying: Bullying in the Digital Age." Child and Adolescent Mental Health 15, no. 2 (May 2010): 127. http://dx.doi.org/10.1111/j.1475-3588.2010.00559_6.x.
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Mishna, Faye, Kaitlin J. Schwan, Arija Birze, Melissa Van Wert, Ashley Lacombe-Duncan, Lauren McInroy, and Shalhevet Attar-Schwartz. "Gendered and Sexualized Bullying and Cyber Bullying." Youth & Society 52, no. 3 (February 19, 2018): 403–26. http://dx.doi.org/10.1177/0044118x18757150.
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Drawing on semistructured interviews with Canadian Grade 4 to 12 students, this article uses a feminist lens to explore gendered and sexualized bullying and cyberbullying among children and youth. Our findings indicate that while boys’ roles and behaviors were frequently made invisible, girls were typically spotlighted, blamed, and criticized. Girls’ experiences were often minimized and normalized by peers and linked to gender norms and stereotypes that were largely invisible to participants. The central theme of invisibility emerged, which encompassed and interconnected the three subthemes: (a) gendered stereotyping, (b) spotlighting girls, and (c) gender surveillance and policing. Gendered and sexualized bullying and cyberbullying were found to be part of a socialization process wherein girls come to expect gender-based aggression, violence, and inequality in their lives. This article makes explicit how bullying and cyberbullying are linked to societal norms that put girls at risk of harassment, violence, abuse, and discrimination.
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Tzani-Pepelasi, Calli, Ntaniella-Roumpini Pylarinou, and Anita Fumagalli. "School-bullying, cyber-bullying and moral foundations." Assessment and Development Matters 11, no. 4 (2019): 11–15. http://dx.doi.org/10.53841/bpsadm.2019.11.4.11.
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Sambare, Miss Sneha Gajanan, and Dr Sanjay L. Haridas. "A Review Paper on Cyber Harassment Detection Using Machine Learning Algorithm on Social Networking Website." International Journal for Research in Applied Science and Engineering Technology 10, no. 10 (October 31, 2022): 780–85. http://dx.doi.org/10.22214/ijraset.2022.45847.
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Abstract: Cyber bullying is nothing but bullying with the use of digital technology. Cyber bullying can take place on social media platforms, messaging platforms, gaming platforms and mobile phones etc. Cyber bullying is a big issue that is encountered by the individual on internet that affects teenagers as well as adults. It has lead to nuisances like suicide, mental health problems and depression. Therefore regulation of content on Social media platforms has become a growing need. Also detecting Cyber bullying detection at early stages can help to alleviate impacts on the victims. In the following research we make use of data from two different data sets. The first one is tweets from Twitter and second one is comments based on personal attacks from Wikipedia forums. The approach is to build a model based on detection of cyber bullying in text data using Natural Language Processing and Machine learning. We try to build a model which will provide accuracy up to 90% for tweets and accuracy up to 80% for Wikipedia forums. Cyber bullying detection will be done as a binary classification problem where we are detecting two major form of cyber bullying: hate speech on Twitter and Personal attacks on Wikipedia and classifying them as containing Cyber bullying or not. The end result of this proposed work may reduce negative impacts on the victims as a result of early detection.
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Tománek, Pavol. "Cyber Bullying as a Current Problem in Contemporary Family Education." Lifelong Learning 2, no. 1 (2012): 30–43. http://dx.doi.org/10.11118/lifele2012020130.
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This study presents the commonest sources and occurrences of cyber bullying and points to modern methods of bullying. It deals with attacks featuring modern information technology among children, young people and siblings in families and schools. The study also reflects methods of cyber attacks. In conclusion, it suggests measures that may be taken against cyber bullying in the family and school environment, as well as technical proposals for the prevention of cyber bullying with the help of outside bodies.
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GÖNÜLTAŞ, Mesut. "Cyber Bullying and Victimization among University Students." International Journal of Psychology and Educational Studies 9, no. 2 (March 26, 2022): 297–307. http://dx.doi.org/10.52380/ijpes.2022.9.2.441.
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The study aimed to reveal the prevalence of cyber bullying and victimization among university students and to analyze whether levels of cyber bullying and victimization in students can be differentiated according to the level of problematic Internet use. Moreover, the study intended to examine the relationships between gender, year level, and level of income and cyber bullying and victimization. The team recruited 863 university students enrolled at different departments of Ege University, during academic year 2017–2018. The Revised Cyber Bullying Inventory, Problematic Internet Usage Scale (PIUS), and Demographic Information Form were used for data collection. Multiple linear regression analysis and the Kruskal–Wallis H-test were used for data analyses. Results indicated that cyber bullying and victimization are common problems among university students with prevalence rates of 57% and 68%, respectively, among students in the current sample. The findings demonstrated that levels of cyber bullying and victimization differed based on gender and level of income. However, no significant relationship was observed with year level. Additionally, the “negative consequences of the Internet” and “social comfort,” which are two subscales of PIUS, predicted the prevalence of cyber bullying and victimization. Excessive usage, the third subscale, did not predict any variable.
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Krey, Thresia Hilda M. Y., and Winna Amelia A. Senandi. "CYBER BULLYING DALAM ASPEK HUKUM." JURNAL PENGABDIAN PAPUA 5, no. 2 (July 1, 2021): 58–62. http://dx.doi.org/10.31957/.v5i2.1385.
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The application of science and technology in the form of online counseling with a Zoom Meeting entitled "Cyber-Bullying in the Legal Aspects" was held at SMA Negeri 3 Jayapura and Youth and Youth Environment RT 005 / RW 007 Kota Baru Village, Abepura District, where most of the participants are children of age school and youth. This counseling aims to understand about Cyberbullying and its causes, as well as to know the various forms of cyber-bullying and its various legal aspects. The result of this activity was that the counseling conducted online through the Zoom Meeting was well received by the participants, with good response indicators from participants who enthusiastically gave weighty questions that were raised in the question session. In the end, education about the impact of cyber-bullying must be carried out with the target of school age children and teenagers as a preventive effort in dealing with cyber bullying to children and teenagers.Keywords: cyber, bullying, cyber-bullying, law, abepura
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Yu, Muheng, and Karyn Riddle. "An Experimental Test of the Effects of Digital Content Permanency on Perceived Anonymity and Indirect Effects on Cyber Bullying Intentions." Social Media + Society 8, no. 1 (January 2022): 205630512210872. http://dx.doi.org/10.1177/20563051221087255.
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An online experiment was conducted to examine the causal effects of digital content permanency on perceived anonymity, as well as the correlations between perceived anonymity, perceived consequences of anonymous cyber bullying, normative beliefs about cyber bullying, and cyber bullying intentions. College students in the United States were introduced to a social media platform described as featuring either non-permanent or permanent content. Results showed participants in the non-permanent (vs. permanent) condition were more likely to believe they would remain anonymous. People who believed they could remain anonymous were in turn less likely to believe they would face consequences of anonymous cyber bullying. In addition, normative beliefs about cyber bullying were related to beliefs about facing retaliation and family disapproval. Overall, this study disentangles different concepts related to anonymity and provides causal evidence that a unique feature in digital spaces—content permanency—can impact perceptions of anonymity, which are in turn correlated with factors known to influence cyber bullying intentions.
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Lodge, J., and E. Frydenberg. "Cyber-Bullying in Australian Schools: Profiles of Adolescent Coping and Insights for School Practitioners." Australian Educational and Developmental Psychologist 24, no. 1 (2007): 45–58. http://dx.doi.org/10.1017/s0816512200029096.
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AbstractCyber-bullying has emerged as the latest Permutation of school bullying. The growing number and the level of severity of cyber-bullying call for our educators, researchers, administrators, and authorities to take action. But before we can tackle this problem, a better understanding of the issue and how we can best support students is necessary. This study of 652 young people aged 11–17 years from Melbourne independent and state government schools, provides data on bullying that uses information and communication technologies (cyber-bullying), general bullying, and overall patterns of coping. Results revealed significant gender and school differences – with girls from independent schools reporting more cyber-bullying problems. These findings contrast with those of ‘real-world’(general) school bullying. Further analyses suggest that young people who are persistently victimised have most likely exhausted their strategies for responding. Of note, apprehensive and avoidant coping profiles exemplified girls reporting greater levels of cyber-bullying while boys reporting cyber-bullying problems were characterized by apprehensive, but active coping actions. The findings offer clear avenues of support for school practitioners and may also facilitate the identification of young people who are at high risk for negative outcomes.
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Sudarsana, I. Ketut, I. Wayan Lali Yogantara, and Ni Wayan Ekawati. "Cyber Bullying Prevention And Handling Through Hindu Family Education." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 170. http://dx.doi.org/10.25078/jpm.v5i2.1090.
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<p><em>Technological developments have positive and negative impact on teenagers in particular. The most common negative impact of technology is cyber bullying. In globalization era and technological development, nowadays computer can produce multifunctional internet. All good and evil behavior can be done on social media. Before the development of the internet, cyber bullying actor committed their crimes in the real world. Cyber bullying actor can hurt and make many individuals uncomfortable in their lives. The crime is called bullying. Nowadays, the bullying can be done through any other media indirectly such as social media and it called cyber bullying. According to the Hinduja and Patching Cyber-Bullying researcher, the behavior is described as intentional action by sending electronic text (e-mail), or recording images that are usually uploaded to social media (youtube). The contents uploaded such as mocking, harassing, threatening, harassing, or insulting.<strong></strong></em></p>
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Tarablus, Tamar, Tali Heiman, and Dorit Olenik-Shemesh. "Cyber Bullying Among Teenagers in Israel: An Examination of Cyber Bullying, Traditional Bullying, and Socioemotional Functioning." Journal of Aggression, Maltreatment & Trauma 24, no. 6 (July 3, 2015): 707–20. http://dx.doi.org/10.1080/10926771.2015.1049763.
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Kangane, Sara. "Detection of Cyber bullying on Social Media Using Machine Learning." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (June 30, 2022): 1530–35. http://dx.doi.org/10.22214/ijraset.2022.44094.
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Abstract: In the modern era, the usage of the internet has increased tremendously which in turn has led to the evolution of large amounts of data. Cyber world has its own pros and cons. One of the alarming situations in web 4.0 is cyber bullying, a type of cyber-crime. When bullying occurs online with the aid of technology it is known as cyber bullying. This research paper has surveyed the work done by 30 different researchers on cyber bullying, and elaborated on different methodologies adopted by them for the detection of bullying. Three types of features namely textual, behavioral and demographic features are extracted from the dataset as compared to earlier study over the same dataset where only textual features were considered. Textual features include certain bullying words that if exists within the text may lead to a true outcome for cyber bullying. Personality trait features are extracted for the user if it is involved once in bullying may bully in future too. While demographic features extracted from the dataset include age, gender and location. The system is evaluated through different performance measures for both classifiers used and the performance of the Support Vector Machine classifier is found better than the Bernoulli NB with overall 87.14 accuracy.
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Manurung, Evelyn Angelita Pinondang, and Maria Osmunda Eawea Monny. "Perundungan Siber: Pencegahan Perilaku Melalui Pengenalan Aspek Hukum." KERTHA WICAKSANA 16, no. 1 (January 28, 2022): 15–20. http://dx.doi.org/10.22225/kw.16.1.2022.15-20.
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Perkembangan teknologi secara global, kebutuhan masyarakat khususnya generasi muda akan perangkat teknologi dalam aktivitas sehari-hari menjadi penting. Akibat dari perkembangan tersebut, teknologi secara bertahap telah mengubah perilaku masyarakat dan peradaban manusia secara global. Perkembangan teknologi internet juga menyebabkan dunia menjadi tanpa batas (borderless) dan menyebabkan perubahan perilaku manusia yang signifikan. Cyberbullying di kalangan generasi muda saat ini merupakan isu penting yang tidak bisa dipandang sebelah mata saat ini. Masalah ini dapat terjadi di negara manapun tanpa memandang tingkat perkembangan sosial ekonomi suatu wilayah. Cyberbullying berdampak negatif pada kondisi psikologis korban bullying. Penelitian ini merupakan studi literatur yang membahas tentang bahan pustaka dan bahan hukum yang terkait dengan cyberbullying. Penelitian ini bertujuan untuk mengetahui aspek hukum terkait perilaku cyber bullying agar setiap lapisan masyarakat khususnya generasi muda memahami dan memahami aspek hukum seperti dampak/akibat dari perilaku cyber bullying. Penelitian ini menggunakan metode penelitian yuridis normatif dengan menggunakan sumber hukum kepustakaan. Banyaknya kasus cyber bullying yang melibatkan pelajar menjadi bukti bahwa pemahaman masyarakat tentang dampak negatif dari perilaku cyber bullying masih rendah. Setiap korban bullying juga berhak mendapatkan rasa aman dan perlindungan hukum. Adanya sosialisasi mengenai dampak hukum dari perilaku cyber bullying sangat diperlukan, tidak lain agar perilaku cyber bullying dapat dicegah atau diminimalisir.
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Kasidin, Sunarko, and Refaldy Wiragama. "KEBIJAKAN UU ITE DALAM MENGATASI TINDAK PIDANA PELAKU CYBER BULLYING (PERUNDUNGAN DUNIA MAYA) DI SOCIAL MEDIA." FOCUS: Jurnal of Law 2, no. 2 (March 25, 2022): 118–26. http://dx.doi.org/10.47685/focus.v2i2.305.
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Internet merupakan kebutuhan wajib masyarakat modern saat ini, karena semua orang dengan mudah dapat mengakses internet. Selain memiliki dampak yang baik bagi perekonomian dan kemudahan bertukar informasi juga bisa berdampak buruk jika disalahgunakan, dampak buruk tersebut dapat berupa cyber bullying yang dilakukan oleh anak. Karena anak belum memahami apa akibat yang akan ditimbulkan dari perbuatan cyber bullying dan cara mempertanggungjawabkan perbuatan tersebut. Dampak yang ditimbulkan dari cyber bullying bagi korban dapat menimbulkan keinginan bunuh diri jika tidak dapat menahan beban tersebut. Penelitian ini menggunakan tipe penelitian yuridis normatif dengan menggunakan pendekatan masalah menggunakan pendekatan Undang-Undang dan pendekatan konseptual. Dalam penelitian ini dibahas tentang bagaimana pertanggungjawaban cyber bullying yang berimplikasi tindak penghinaan, menggunakan Undang-Undang Informasi dan Transaksi Elektronik Juncto Undang-Undang Sistem Peradilan Pidana Anak. Dikatakan berimplikasi tindak pidana karena harus ada korban yang merasa dirugikan yang harus memiliki hubungan kausal akibat dari perbuatan cyber bullying. Dalam skripsi ini juga dibahas faktor dan jenis cyber bullying yang berimplikasi tindak pidana penghinaan dalam undang-undang terkait, serta model pertanggungjawaban pidana seperti apa yang dapat digunakan untuk menjerat anak yang melakukan tindak pidana.
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Ercag, Erinç. "An Analysis of the Attitudes of Secondary School Students on Cyber Bullying Behaviors." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (December 14, 2021): 239–66. http://dx.doi.org/10.18662/rrem/13.4/481.
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The utilization of ICT in education has led to the widespread use of these technologies by students. Accordingly, traditional peer bullying has shifted from the school playgrounds to the virtual world and thus created an updated form of bullying called cyber bullying. The purpose of this study is to look into Cyber Bullying Behaviors of Secondary School Students in Northern Cyprus. The randomly selected sample consisted of a total 1206 students attending junior high school, high school and vocational high schools in the 2018-2019 academic year. A descriptive research method of the general survey model was applied in this research. The students were given a questionnaire form that included a ‘Cyber bullying Scale’ and a ‘Personal Information Form’ during the data collection process. The results determined that the students of secondary and vocational secondary education engaged in low level cyber bullying behaviors. It is believed that the results obtained will contribute to the prevention of cyber bullying behaviors and to future studies towards encouraging a boost in healthy internet usage.
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Munira Mat Azmi, Intan Suhana, Myat Moe Thwe Aung, San San Oo, Azmi Hassan, and Safiya Amaran. "Prevalence of Cyber Bullying Victims and its Associated Factors among Form 2 and Form 4 Secondary School Students in Kuala Terengganu, Malaysia." Asian Journal of Medicine and Biomedicine 5, no. 1 (April 30, 2021): 33–40. http://dx.doi.org/10.37231/ajmb.2021.5.1.412.
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The number of cases of cyber bullying reported in schools had been alarming in these recent years. Increased accessibility of mobile phone and internet among secondary school students have made them more susceptible of becoming cyber bullying victims. These victims consequently will encounter mental health problems such as depression and anger that may lead to psychosomatic disorder and suicidal attempt in severe cases. This study focussed on determining the prevalence of cyber bullying and its associated factors among secondary school students. A cross sectional study was conducted among 482 of Form 2 and Form 4 school students in Kuala Terengganu. Data were collected using self-administered questionnaires. Data were analysed by using SPSS version 22. The descriptive statistics was applied to obtain frequency and percentage for categorical data. Simple logistic regression and Pearson Chi-square were used to determine the association between the independent variables and cyber bullying victimisation. The prevalence of cyber bullying victims in this study was 2.1% and total of 8.1% reported had been cyber bullied for lifetime. Four factors were found to be significantly associated with being a victim of cyber bullying; age (p = 0.010), type of school (p = 0.036), gender (p = 0.011) and perception towards family relationship (p = 0.006). In conclusion, the prevalence of cyber bullying victimisation in Kuala Terengganu is low in comparison to worldwide data. Although the prevalence is low, cyber-victimisation is progressing in numbers by year and there is a need to plan for proper intervention programs to enhance awareness among secondary school students to curb this issue.
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Yılmaz Bingöl, Tuğba. "Determining The Predictors of Self-Efficacy and Cyber Bullying." International Journal of Higher Education 7, no. 2 (March 23, 2018): 138. http://dx.doi.org/10.5430/ijhe.v7n2p138.
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In this study, it was aimed to determine the variables affecting self-efficacy and cyber bullying. The participants of the study were 223 high school students. The data was collected through the use of self-administered questionnaires which were the General Self-efficacy Scale, the Gratitude Scale, the Early Memories of Warmth and Safeness Scale and the Revised Cyber Bullying Inventory. Results of structural equation modeling analysis revealed that self-efficacy was affected by early memories of warmth and safeness and cyber bullying was affected by being a cyber victim. All goodness of fit indices of the model in this study was satisfactory. The results of the study demonstrated the importance of early memories of warmth in improving self-efficacy and preventing cyber victimization is effective in decreasing cyber bullying.
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Gradinger, Petra, Dagmar Strohmeier, and Christiane Spiel. "Traditional Bullying and Cyberbullying." Zeitschrift für Psychologie / Journal of Psychology 217, no. 4 (January 2009): 205–13. http://dx.doi.org/10.1027/0044-3409.217.4.205.
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We investigated the co-occurrence of traditional bullying, cyberbullying, traditional victimization, and cybervictimization, and analyzed whether students belonging to particular groups of bullies (e.g., traditional, cyber, or both), victims (e.g., traditional, cyber, or both), and bully-victims differed regarding adjustment. Seven hundred sixty-one adolescents (49% boys) aged 14–19 years (M = 15.6 years) were surveyed. More students than expected by chance were totally uninvolved, more students were traditional bully-victims, and more students were combined bully-victims (traditional and cyber). The highest risks for poor adjustment (high scores in reactive and instrumental aggression, depressive, and somatic symptoms) were observed in students who were identified as combined bully-victims (traditional and cyber). In addition gender differences were examined.
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Begum, Jamila, Namra Munir, and Iftikhar Ahmad Baig. "The Gender Based Effect of Cyber Bullying on Academic Achievement and Behavior of Students at Higher Secondary Level." Global Social Sciences Review IV, no. I (March 30, 2019): 164–71. http://dx.doi.org/10.31703/gssr.2019(iv-i).22.
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The purpose of this research is to discover the effect of cyber bullying on students academic achievement and their behavior. The objective of the research was to find out the academic achievement affected by cyberbullying and behavior of students on gender basis at higher secondary school level. Through random sampling technique, 2160 students and 48 teachers from 6 districts were selected. Questionnaires and interviews were used for data analysis using descriptive statistics and inferential statistics. The results showed that cyber bullying significantly affects students academic achievement than their behavior. No significant effect of cyber bullying was found on students academic achievement and their behavior with respect to their gender. The qualitative data obtained from interviews teachers concludes that students are well aware of cyber bullying and cyber bullying equally affects boys and girls of public sector higher secondary schools.
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Sawalha, Abdalmuhdi. "Cyberbullying and its Relationship with Cognitive Distortions in Jordan." Psychology and Education Journal 58, no. 1 (January 15, 2021): 5719–36. http://dx.doi.org/10.17762/pae.v58i1.1975.
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The study aimed to identify the level of both cyber bullying and cognitive distortions among a sample of Jordanian society in the Irbid city, and the relationship between them. The sample consisted of (2134) male and female. The results of the study showed that the level of cyber bullying and cognitive distortions came at a middle degree, and that there were statistically significant differences in the level of both cyber bullying and cognitive distortions according to the gender variable in favor of males, and in the variable of the nature of work the results showed that there were statistically significant differences in the level of cyber bullying in favor of (Student and unemployed), and in the level of cognitive distortions in favor of (unemployed). The results also showed that there were statistically significant differences in the level cyber bullying according to the age variable in favor (less than 18 years, and from 18- less than 30 years), and in the level of cognitive distortions in favor (less than 18 years). The results showed that there were no statistically significant differences in the level of both cyber bullying and cognitive distortions according to the variable of monthly income. The results also indicated that there is a positive statistically significant relationship between the cyber bullying and cognitive distortions.
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Süslü, Demet Pekşen. "Examining Cyber Bullying and Cyber Victimization in High School Students." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 334. http://dx.doi.org/10.26417/ejms.v6i2.p334-334.
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The aim of this research is to examine some variables related to cyber bullying and cyber victimization in high school students. It was investigated whether there is a difference for cyber bullying and cyber victimization behaviours, in terms of gender, age, type of school, parents’ education, having of computer/mobile phone/tablet, the frequency of using the internet and place where they are connecting to the internet. The study is conducted using a correlational method. Research group consisted of 1085 students. The age of the students in this study is between 14-17. For the analysis of research data, Mann-Whitney U test, Kruskal-Wallis test and Post-Hoc Mann-Whitney U test were applied. According to the findings of study, there is no significant difference for the cyber bullying grades in terms of parents’ education, the types of school and place where students are connecting to the internet. There is no significant difference for the cyber victimization grades in terms of gender, age and mothers’ education. Cyber bullying grades of 16 years old students are higher than the other age groups. State school students’ cyber victimization grades are higher than private school students’. Additionally, for the period they use the internet, it was seen that cyber bullying and cyber victimization grades are higher for the students using the internet more than 3 hours. In terms of cyber victimization grades it was obtained that the grades of students connecting to the internet from a mobile phone are higher than the students connecting to the internet at home.
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Kim, Hayoung, Yoonsun Han, Juyoung Song, and Tae Min Song. "Application of Social Big Data to Identify Trends of School Bullying Forms in South Korea." International Journal of Environmental Research and Public Health 16, no. 14 (July 21, 2019): 2596. http://dx.doi.org/10.3390/ijerph16142596.
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As the contemporary phenomenon of school bullying has become more widespread, diverse, and frequent among adolescents in Korea, social big data may offer a new methodological paradigm for understanding the trends of school bullying in the digital era. This study identified Term Frequency-Inverse Document Frequency (TF-IDF) and Future Signals of 177 school bullying forms to understand the current and future bullying experiences of adolescents from 436,508 web documents collected between 1 January 2013, and 31 December 2017. In social big data, sexual bullying rapidly increased, and physical and cyber bullying had high frequency with a high rate of growth. School bullying forms, such as “group assault” and “sexual harassment”, appeared as Weak Signals, and “cyber bullying” was a Strong Signal. Findings considering five school bullying forms (verbal, physical, relational, sexual, and cyber bullying) are valuable for developing insights into the burgeoning phenomenon of school bullying.
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Bhat, Christine Suniti. "Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 53–66. http://dx.doi.org/10.1375/ajgc.18.1.53.
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AbstractCyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies are presented and the impact on victims is discussed. Intervention strategies for school counsellors, guidance officers, and school personnel to adopt with students and parents are presented.
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Bakioğlu, Fuad, and Bahtiyar Eraslan Çapan. "Moral Disengagement and Cyber Bullying, A Mediator Role of Emphatic Tendency." International Journal of Technoethics 10, no. 2 (July 2019): 22–34. http://dx.doi.org/10.4018/ijt.2019070102.
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The aim of this study is to investigate a mediator role of emphatic tendency in the relationship between moral disengagement and cyber bullying. The participants comprised 338 Turkish adolescents. The age of participants ranged between 11 and 18 years. The study data was gathered using the Moral Disengagement Scale, the Cyber Bullying Scale and the Emphatic Tendency Scale. The data was analyzed using structural equation modeling. A bootstrapping analysis was conducted in order to determine any indirect effects. The results show that moral disengagement predicted cyber bullying positively and emphatic tendency negatively, and that emphatic tendency predicted cyber bullying negatively. It was further found that the structural equation model, which proposes that moral disengagement, has a direct and an indirect effect through emphatic tendency on cyber bullying was confirmed. The results of the study are discussed in the light of Social Cognitive Theory, and suggestions for future studies are made.
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Κόκκινος, Κωνσταντίνος, Ναυσικά Αντωνιάδου, and Ιωάννα Βουλγαρίδου. "Ο Μεσολαβητικός Ρόλος της Εχθρικής Απόδοσης Αιτιότητας στη Σχέση της Προσωπικότητας με τον Κυβερνο-Εκφοβισμό." Psychology: the Journal of the Hellenic Psychological Society 24, no. 1 (October 15, 2020): 93. http://dx.doi.org/10.12681/psy_hps.22388.
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The aim of this study was to investigate the association of the Big Five personality traits, Hostile Attribution Bias, and cyber-bullying among 347 Greek students attending the last grade of primary school and Junior High School. In order to explore whether the effect of personality traits on cyber-bullying is better explained through Hostile Attribution Bias, a mediation analysis was run. Results showed that Hostile Attribution Bias mediated the links between high Neuroticism, and low Extraversion on the one hand and cyber-bullying on the other. Overall, findings suggest that individuals low in Emotional Stability and less sociable are more likely to manifest cyber-bullying due to their tendency to attribute hostile intent, which may be exacerbated during computer mediated communication, which frequently provides limited social cues to the user. Findings can contribute towards the prevention and intervention of cyber-bullying through programs which help students interpret ambiguous social interactions.
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Onnekikami, Eluojor A., Moses Taiwo, Ashraf Esmail, and Agboto Vincent. "Teachers Perspectives’ in Curbing and Mitigating Bullying in their Work Place: A Case study." International Journal of Human Resource Studies 7, no. 3 (July 19, 2017): 78. http://dx.doi.org/10.5296/ijhrs.v7i3.11570.
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The purpose of this qualitative case study was to examine the insights of 10 middle school teachers on how to curb incidents of bullying in their work place. In addition, a focus group consisting of four teachers honed in on their perspectives on how to intervene and prevent student-to-student incidents of bullying and cyber bullying in one middle school in Western United States. The study’s research questions explored teachers’ perspectives in witnessing bullying and cyber bullying in their classrooms and the strategies they utilized to identify and effectively intervene to prevent these harassing behaviors. The theoretical framework of social cognitive theory supported this exploratory qualitative case study. The theory demonstrated how students learn and derive meaning from their culture and environment. Data was collected from 10 purposely-selected participants and four purposely selected members of a focus group through personal interviews and collection of documents. Data analysis was achieved by coding, categorizing and the development of themes or patterns. Thematic analysis revealed that teachers and parents played an imperative role in intervention and prevention of bullying and cyber bullying. Inflicting physical harm, name-calling, teasing, and cyber bullying were identified as the common types of bullying in the middle school. Given all the reported negative outcomes associated with bullying and cyber bullying, very serious attention is called for, from teachers and all stakeholders, for intervention and prevention of these harassing behaviors.
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Et.al, Siok Yee Tan. "CYBERGUARD: A Mobile Cyberbullying Detector." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 1805–15. http://dx.doi.org/10.17762/turcomat.v12i3.1008.
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Social media is something that is used by a lot of people in Malaysia, especially among youths today. Social media can come in many different platforms such as facebook and twitter. However, due to the convenience given, a person can send a message to another person through social media in the blink of an eye. Many cases of bullying occur online, and these cases are known as cyber bullying. Cyber bullying happens when a person bullies and harasses another user online by sending harassing messages such as messages with rude words or messages with sexual harassment elements. Cyber bullying can be dangerous, affecting a person's emotion, especially among youths, because they have no experience with cyber bullying and doesn't know how to overcome this problem. As such, an android-based application named cyber guard has been developed to overcome this problem. This application is developed by connecting the user's twitter profile to retrieve the messages from the user's twitter messages. This application will alert the user if the application detects a negative implication's word retrieved from their twitter account. This application will also explain the meaning of the negative implication's word and their threat level. For users experiencing cyber bullying, the application provides advice and ways to overcome cyber bullying issues. Fifteen users have tested this application and the application has received good feedbacks from the users. This application is vital to everyone, especially youths, to know whether they are being cyber bullied and the steps that can be taken to overcome it.
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Syarifuddin, Syarifuddin, A. Muri Yusuf, Neviyarni Neviyarni, and Netrawati Netrawati. "An Information Service by Using a Scientific Approach for Preventing Student Cyberbullying." Journal of Educational and Learning Studies 3, no. 1 (June 30, 2020): 35. http://dx.doi.org/10.32698/0952.
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Cyber-bullying is a massive phenomenon happened to students. Student cyber-bullying must be prevented because it can give a negative physical and psychological impact on the offender, audience and victim. One way that can be done to prevent student cyber-bullying is to provide an information service by using a scientific approach. The purpose of this research was to examine the effectiveness of an information service by using a scientific approach to prevent student cyber-bullying. The research method used was a quantitative research with the true experiment design pretest-posttest group design. The research sample consisted of 30 students for the experimental group and 30 students for the control group taken by using a proportional stratified random sampling technique. The data were analyzed by using the descriptive statistical analysis and non-parameteric statistics using the Kolmogorov Smirnov 2 Independent Sample analysis technique. The results of this research prove that the information service by using a scientific approach is effective in preventing student cyber-bullying.
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Rajalakshmi, M., and B. Naresh. "Influence of Cyber and Workplace Bullying Towards Employee Negative Emotions the Moderating Role of Gender." International Journal of Cyber Behavior, Psychology and Learning 8, no. 2 (April 2018): 20–34. http://dx.doi.org/10.4018/ijcbpl.2018040102.
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The main aim of this study is to understand the bullying behavior and its impact towards negative emotions among IT employees. There are two factors in bullying, workplace bullying and cyber bullying, which have an influence on emotional and social loneliness, depression, anxiety, stress and suicide (negative emotions) with moderating role of gender. The study is based on descriptive research design and non-probability purposive sampling methods which have been adopted for data collection. Items are adopted from various scales to measure workplace bullying and cyber bullying and its influence on negative emotions with a moderating role of gender. Findings: The findings of the study describes that negative emotions of employees are being influenced by bullying behavior. The result denotes that emotional and social loneliness is being affected due to cyber bullying and employee stress and depression level is being affected by workplace bullying.
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Kopylova, O. P., S. V. Medvedeva, and Yu V. Kalashnikova. "Cyber Bulling in Modern Conditions: Possibilities of Legal Regulation." Pravo: istoriya i sovremennost', no. 1(14) (2021): 097–103. http://dx.doi.org/10.17277/pravo.2021.01.pp.097-103.
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Possibilities of legal regulation of cyber bullying are considered in modern conditions. Aggressive behavior in the Internet space is gaining momentum in its distribution among adolescents not only in Russia but throughout the world. Cyber bullying is one of the newest, most dangerous, and also depressing emotional states of a teenager in terms of the consequences of the risk they face. The concept of “cyber bullying” is considered; its forms are specified; proposals aimed at neutralizing the bullying that occurs among adolescents in the Internet space are formulated.
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Achmad, Deni. "Peningkatan Kesadaran Hukum Mahasiswa terhadap Kejahatan Body Shaming dan Cyber Bullying di Universitas Muhammadiyah Metro." Jurnal Sumbangsih 2, no. 1 (December 29, 2021): 105–11. http://dx.doi.org/10.23960/jsh.v2i1.37.
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Perkembangan teknologi dapat menimbulkan kejahatan yang mana keberadaan internet tersebutlah yang kemudian memudahkan adanya kejahatan menggunakan teknologi informasi atau biasa kita sebut dengan cybercrime (kejahatan dunia maya) seperti tindak pidana body shaming dan cyber bullying. Terdapat masyarakat Indonesia saat ini banyak yang dalam melakukan tindakan body Shaming dan cyber bulying di media sosial dengan menghina bentuk tubuh, warna kulit, agama, hingga suku dan ras. Perlu adanya kesadaran masyarakat terkait bahayanya tindak pidana body shaming dan cyber bullying, undang undang yang mengatur, sanksi hukum, dan bagaimana mengetahui dan mengantisipasi body shaming dan cyber bullying
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Hidajat, Monica, Angry Ronald Adam, Muhammad Danaparamita, and Suhendrik Suhendrik. "Dampak Media Sosial dalam Cyber Bullying." ComTech: Computer, Mathematics and Engineering Applications 6, no. 1 (March 1, 2015): 72. http://dx.doi.org/10.21512/comtech.v6i1.2289.
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The purpose of this research is to review two journals about social media effect for cyberbullying. First Journal is written by Eddie Fisher with the title From Cyber Bullying to Cyber Coping: The Misuse of Mobile Technology and Social Media and Their Effects on People’s Lives and the second journal is written by ReginaldH. Gonzales with the title Social Media as a Channel and its Implications on Cyber Bullying. First Journal focus on condition and cyber bullying state by interview respondents in law terms. Second journal focus on handling cyber bullying case at social media. Social medial cause few cases of cyberbullying increasing because of its characteristic that possible to spread information easily and fast. Socialization proper use of social media needs to be done to improve public awareness about the dangers of misuse of social media.
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Wang, Hsiao, and Yen. "Victimization of Traditional and Cyber Bullying During Childhood and Their Correlates Among Adult Gay and Bisexual Men in Taiwan: A Retrospective Study." International Journal of Environmental Research and Public Health 16, no. 23 (November 21, 2019): 4634. http://dx.doi.org/10.3390/ijerph16234634.
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This study examined the associations of timing of sexual orientation developmental milestones, gender role nonconformity, and family-related factors with victimization of traditional and cyber sexuality-related bullying during childhood among gay and bisexual men in Taiwan, in addition to the moderating effects of family-related factors on these associations. A total of 500 homosexual or bisexual men aged between 20 and 25 years were recruited into this study. The associations of early identification of sexual orientation, early coming out, level of masculinity, parental education levels, and perceived family support with victimization of traditional and cyber sexuality-related bullying were evaluated. Early identification of sexual orientation, low self-rated masculinity, and low family support were significantly associated with victimization of traditional bullying. Moreover, low family support, early coming out, and traditional bullying victimization were significantly associated with victimization of cyber bullying. Family support did not moderate the associations of early identification of sexual orientation and low masculinity with victimization of traditional bullying or cyberbullying. The factors associated with victimization of traditional and cyber sexuality-related bullying should be considered when mental health and educational professionals develop prevention and intervention strategies to reduce sexuality-related bullying.
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Pabian, Sara, and Heidi Vandebosch. "Short-term longitudinal relationships between adolescents’ (cyber)bullying perpetration and bonding to school and teachers." International Journal of Behavioral Development 40, no. 2 (March 17, 2015): 162–72. http://dx.doi.org/10.1177/0165025415573639.
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The purpose of this study was to test bidirectional relationships between (cyber)bullying and a) bonding to school and b) bonding to teachers. These relationships were examined while controlling for traditional and cyberbullying victimization, as well as gender and age. The sample consisted of 2,128 Belgian early adolescents, who participated in a two-wave panel study with a 6-month time interval. The data were analysed using cross-lagged panel analyses. The results indicate the robust temporal stability of being bonded to school and teachers, bullying perpetration (traditional and cyber), and bullying victimization (traditional and cyber). For teacher bonding, a small negative bidirectional relationship was found with cyberbullying perpetration. Low levels of teacher bonding at Time 1 predicted subsequent cyberbullying at Time 2; cyberbullying at Time 1 led to later poor teacher bonding at Time 2. On the other hand, the expected longitudinal associations between school bonding and (cyber)bullying perpetration were not confirmed. The results of the current study implicate that a positive bonding to teachers in particular could be a protective factor against bullying via the Internet or mobile phone. Further implications of these results for prevention and intervention with regard to (cyber)bullying are discussed.
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Chamizo-Nieto, María Teresa, Lourdes Rey, and John Pellitteri. "Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model." International Journal of Environmental Research and Public Health 17, no. 12 (June 22, 2020): 4475. http://dx.doi.org/10.3390/ijerph17124475.
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Cyber-bullying is becoming an increasing school and health problem affecting adolescents worldwide. A number of studies have examined risk factors and protective factors in cyber-bullying situations and their consequences on the psychological well-being of adolescents. Gratitude and Emotional Intelligence (EI) are two personal resources that have been shown to have beneficial effects on the health and the social, personal and psychological functioning of young people. Nevertheless, little is known about these two variables in the context of cyber-bullying. The main purpose of this study was to examine the roles of gratitude and EI in cyber-aggression. Specifically, we hypothesised a mediational effect of gratitude in emotional intelligence-cyber-aggression link. A total of 1157 students aged 12–18 years (54.4% females) completed several questionnaires assessing gratitude (Gratitude Questionnaire; GQ-5), EI (Wong and Law’s Emotional Intelligence Scale; WLEIS-S) and cyber-bullying (European Cyberbullying Intervention Project Questionnaire; ECIPQ). The results showed expected significant associations between the studied variables. Moreover, the structural equation model analysis confirmed that EI dimensions were indirectly associated with cyber-aggression via gratitude, even when controlling for the effects of socio-demographic variables. These findings provide evidence on why those adolescents high in emotional intelligence are less aggressive in cyber-bullying context and suggest possibilities for gratitude interventions to reduce aggressive actions by electronic means among adolescents. The theoretical and practical implications are discussed.
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Hollá, Katarína, Lívia Fenyvesiová, and Jana Hanuliaková. "Measurement of Cyber-Bullying Severity." New Educational Review 47, no. 1 (March 31, 2017): 29–38. http://dx.doi.org/10.15804/tner.2017.47.1.02.
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Singh, Jitendra Kumar. "The Cyber Bullying Preventative Measures." Samvakti Journal of Research in Business Management 2, Anon (December 11, 2021): 109. http://dx.doi.org/10.46402/2021.02.23.
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Jain, Manjula. "The development of cyber bullying." Asian Journal of Multidimensional Research 10, no. 10 (2021): 860–65. http://dx.doi.org/10.5958/2278-4853.2021.00971.x.
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Dwyer, Amy, and Patricia Easteal. "Cyber Bullying in Australian Schools." Alternative Law Journal 38, no. 2 (June 2013): 92–95. http://dx.doi.org/10.1177/1037969x1303800206.
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