Academic literature on the topic 'Cyberbully'
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Journal articles on the topic "Cyberbully"
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Sheeba, J. I., and S. Pradeep Devaneyan. "Cyberbully Detection Using Intelligent Techniques." International Journal of Data Mining And Emerging Technologies 6, no. 2 (2016): 86. http://dx.doi.org/10.5958/2249-3220.2016.00012.4.
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Carvalho, Marina, Cátia Branquinho, and Margarida Gaspar de Matos. "Emotional Symptoms and Risk Behaviors in Adolescents: Relationships With Cyberbullying and Implications on Well-Being." Violence and Victims 33, no. 5 (October 2018): 871–85. http://dx.doi.org/10.1891/0886-6708.vv-d-16-00204.
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Context: Cyberbullying is considered a public health problem with serious consequences on adolescents’ health and well-being. Objective: To analyze the relationships between emotional symptoms and risk behaviors with cyberbullying and understand the role of these factors as predictors of well-being. Design: This is a cross-sectional study based on the 2014 Health Behaviour in School-Aged Children of the World Health Organization (HBSC/WHO) study. Results: More girls reported being involved in cyberbullying as cybervictims, whereas more boys reported being involved in cyberbullying as cyberbullies and cyberbully victims. Girls reported more emotional symptoms, especially fear and sadness; boys reported more risk behaviors, specifically drug use and involvement in fights, but a higher well-being when compared to girls. Cyberbullies and cyberbully victims reported higher alcohol consumption than cybervictims; cyberbullies also reported higher drugs consumption compared to cybervictims and cyberbully victims. Well-being was predicted by emotional symptoms and age, independently of gender; for girls, involvement in fights also predicted well-being. Conclusions: If boys and girls, as well as cybervictims, cyberbullies, and cyberbully victims, present different levels of well-being, emotional symptoms, and risk behaviors vary in function of cyberbullying, it is crucial to develop individual interventions focused on the specific needs of each group.
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Kanwal, Hira, and Humaira Jami. "Exploring Modes, Strategies, and Psychosocial Consequences of Cyberbullying Perpetration and Victimization Among University Students." Pakistan Journal of Psychological Research 34, no. 4 (January 21, 2020): 787–817. http://dx.doi.org/10.33824/pjpr.2019.34.4.43.
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The purpose of the study was to explore modes, strategies, and consequences of cyberbullying perpetration and victimization among university students. In-depth interviews of 14 volunteer university students (8 male and 6 female) were conducted who volunteered to participate in the study in which 10 participants were “cybervictims” whereas 4 were “cyberbully-victim”. Interview guide was used for conducting unstructured interviews. Thematic analysis of the interviews revealed different experiences in cyberspace with respect to gender and role (cybervictim and cyberbully-victim) in experiencing cyberbullying and cyber-victimization. Three themes emerged that is psychological consequences (emotional, behavioral, and cognitive), social consequences (family and peers), and change in lifestyle (online, offline, and academic). Facebook was found to be the most prevalent mode of cyberbullying. The cyberbully-victim participants derived more happiness while bullying and had revengeful attitude; whereas, cybervictims experienced more depression, increased family surveillance, social isolation, and became aware of negative consequences of social networking sites, became more vigilant and conscious in cyberspace. Moreover, the consequences reported by cyberbully-victim were distrust on security settings, low academic achievement, and their peers learnt from their cyberspace experience. Perception of cyber-victimization was different across gender and its psychological impact was more pronounced for girls than boys. The results and implications were discussed in Pakistani context.
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Holle, Annisa Nurul Fitri Holle. "Anonymous Chat sebagai Dampak Maraknya Cyberbully." Jurnal Spektrum Komunikasi 7, no. 1 (June 24, 2019): 51–61. http://dx.doi.org/10.37826/spektrum.v7i1.25.
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Pengguna internet di Indonesia mencapai 75,57 juta orang dan telah mencapai 82 juta orang dimana hampir 50% penggunanya adalah remaja berusia 15 – 22 tahun menurut Markplus Insight tahun 2013 dan Kemenkominfo tahun 2014. Dengan pengguna internet yang tinggi, Akamai Technologies, Inc., melaporkan pada 17 Oktober 2013 cyberbully di Indonesia merupakan yang tertinggi dengan angka 38%. Fakta ini meninggalkan dua pilihan: tetap menggunakan wadah online sebaik-baiknya –dengan kerja keras tentunya, atau meninggalkan aktivitas online sama sekali. Padahal, menurut Horney (1945), setiap orang itu pada dasarnya memiliki tiga kebutuhan dasar. Kebutuhan pertama adalah kebutuhan mendekati orang lain atau publik guna mendapatkan cinta atau pun pengakuan. Ini bisa berarti berbagi curhat (curahan hati). Kebutuhan kedua adalah menjauhi publik guna mendapat kebebasan dan kemandirian. Terakhir adalah kebutuhan menentang publik guna mendapatkan kekuasaan atau kekuatan. Hanya saja, mengingat internet merupakan hal yang tak mungkin ditinggalkan jika ingin tetap menjadi bagian dari dunia yang berkembang pesat ini, berkomunikasi melalui online dan jejaring sosial merupakan keharusan. Maka, tercipta lah wadah komunikasi bagi orang-orang yang rentan terhadap cyberbully: anonymous chat. Aplikasi yang tidak menyediakan fitur berbagi foto, video atau pun identitas personal. Dominasi pengguna anonymous chat yang rentan terhadap cyberbully, merupakan orang-orang berkepribadian introvert yang tak senang membagi identitas personal di depan publik melalui media sosial seperti Instagram atau Facebook. Karena pengguna merasa aman dari penghakiman massa dan memiliki kemerdekaan menyuarakan isi kepala. Data ini didapatkan setelah wawancara penulis dengan 20 pengguna Whisper (salah satu aplikasi anonymous chat).
Kata kunci: Cyberbully, Anonymous chat, Whisper, kebebasan bersuara
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Abdul Rahman, Nor Azian, Norashikin Hussein, Syezreen Dalina Rusdi, and Zarith Delaila Abd Aziz. "Factors Influencing Cyberbullying Behavior among Malaysian Tertiary Students." ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 6, no. 2 (October 31, 2020): 44. http://dx.doi.org/10.24191/abrij.v6i2.10594.
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Cyberbully is an evolvement from traditional and physical bully to bullying through internet. The advancement of internet and social media has provided new platform through which children, adolescents, and young adults to explore the virtual world and exposes them to be involved in cyberbully as a target or an aggressor. Past studies have demonstrated that cyberbullying behavior has adverse physical and mental health consequences for individuals. However, study on cyberbully behaviour in the context of Malaysia is still limited. In fact tertiary students remain an understudied population regarding cyberbullying. Tertiary students are an important population due to the fact that this phase of age forms habits that persist into young adulthood which consequently shape the community in future. Thus, the aims of this study is to determine the relationship between netiquette, loneliness and emotional availability of parents and cyberbullying behavior. Based on the findings, it was found that only netiquette has a negative significant relationship with cyberbullying behavior. This study is significant to the Ministry of Education, instititutions of higher learning education and community on identifying the factors and subsequently creating awareness programs in dealing with cyberbullying behaviours.
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Hellfeldt, Karin, Laura López-Romero, and Henrik Andershed. "Cyberbullying and Psychological Well-being in Young Adolescence: The Potential Protective Mediation Effects of Social Support from Family, Friends, and Teachers." International Journal of Environmental Research and Public Health 17, no. 1 (December 19, 2019): 45. http://dx.doi.org/10.3390/ijerph17010045.
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In the current study, we tested the relations between cyberbullying roles and several psychological well-being outcomes, as well as the potential mediation effect of perceived social support from family, friends, and teachers in school. This was investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged 10–13 years, self-reporting via a web questionnaire) attending community and private schools in a mid-sized municipality in Sweden. We concluded from our results that the Cyberbully-victim group has the highest levels of depressive symptoms, and the lowest of subjective well-being and family support. We also observed higher levels of anxiety symptoms in both the Cyber-victims and the Cyberbully-victims. Moreover, we conclude that some types of social support seem protective in the way that it mediates the relationship between cyberbullying and psychological well-being. More specifically, perceived social support from family and from teachers reduce the probability of depressive and anxiety symptoms, and higher levels of social support from the family increase the probability of higher levels of subjective well-being among youths being a victim of cyberbullying (i.e., cyber-victim) and being both a perpetrator and a victim of cyber bullying (i.e., cyberbully-victim). Potential implications for prevention strategies are discussed.
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Chibbaro, Julia. "School Counselors and the Cyberbully: Interventions and Implications." Professional School Counseling 11, no. 1 (October 2007): 65–68. http://dx.doi.org/10.5330/psc.n.2010-11.65.
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Chibbaro, Julia S. "School Counselors and the Cyberbully: Interventions and Implications." Professional School Counseling 11, no. 1 (October 2007): 2156759X0701100. http://dx.doi.org/10.1177/2156759x0701100109.
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Cyberbullying, the act of using technologies such as emails, cell phones, or text messaging with the intent of causing harm to others, is akin to traditional bullying in many aspects. This article offers a review of the current literature on the topic of cyberbullying, a comparison of traditional bullying and cyberbullying, and suggestions for schoolwide interventions.
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González-Cabrera, Tourón, Machimbarrena, Gutiérrez-Ortega, Álvarez-Bardón, and Garaigordobil. "Cyberbullying in Gifted Students: Prevalence and Psychological Well-Being in a Spanish Sample." International Journal of Environmental Research and Public Health 16, no. 12 (June 19, 2019): 2173. http://dx.doi.org/10.3390/ijerph16122173.
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The differential characteristics of gifted students can make them vulnerable to cyberbullying. There is very little empirical evidence about cyberbullying and giftedness. In the Spanish context, it is unexplored. The main goal of this work is to determine the prevalence of cyberbullying, its distribution in the different roles, and its relationship with other psychological variables. A cross-sectional study was performed with 255 gifted students (M = 11.88 years, SD = 2.28 years) in Spain (155 males, 60.8%). We used the cyberbullying test and the Spanish versions of the DASS-21, ISEL, KIDSCREEN-10, and the SWLS. The results indicate that 25.1% of the students are pure-cybervictims, 3.9% pure-cyberbullies, and 6.6% cyberbully-victims. Pure-cybervictims and cyberbully-victims present worse scores (p < 0.001) in health-related quality of life, depression, life satisfaction and stress than the uninvolved individuals. The results suggest that the gifted sample presents more cybervictimization and less cyberbullying than observed in other studies of the general population.
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Ortiz-Marcos, José Manuel, María Tomé-Fernández, and Christian Fernández-Leyva. "Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions." Future Internet 13, no. 1 (January 9, 2021): 15. http://dx.doi.org/10.3390/fi13010015.
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The goal of this study is to analyze how religion, ethnic group, and race influence the likelihood of becoming either a cybervictim or cyberbully in intercultural educational environments. In the research, 755 students in secondary education were analyzed in the south of Spain through the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD). The analyses were carried out using the Statistical Package SPSS and the STATA software. The results obtained from the Kruskal–Wallis H test showed significant differences according to these aspects, for both the cybervictim and cyberbully parameters. The results stemming from binary logistic regressions confirmed such differences and regarded those students who belong to the Muslim religion, the gypsy ethnic group and the Asian race as being more likely to become cybervictims. Furthermore, these analyses showed that Gypsy and Asian students were also more likely to be cyberbullies than other groups. The main conclusions state that minority groups are more likely to suffer cyberbullying in intercultural educational environments, and that students from these groups are also more likely to become cyberbullies.
Dissertations / Theses on the topic "Cyberbully"
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Niblack, Jessica Ezra. "Factors that influence bystander behavior in the cyberbully context." Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6830.
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With the movement of bullying behaviors from the traditional school yard context into a new realm enhanced by technology; cyberbullying is quickly becoming more invasive and detrimental to adolescents in the modern world, leading to suicides (Tremlow, 2008), depressive symptomology (Ybarra, Alexander, and Mitchell, 2005), and school avoidance issues (Ahlfors, 2010). A vast amount of existing studies focus solely on cyberbullying victimization or perpetration (Lenhart, Madden, Smith, Purcell, Zickuhr, and Rainie, 2011; Vandebosch and Cleemput, 2009). However, the current research available on bystander engagement, specifically on how bystanders engage when faced with incidents of cyberbullying, is much more limited. The study at hand specifically focuses on the type of engagement enacted by bystanders (pro-social, which involves helping the victim, or traditional, which is ignoring the cyberbullying) when witnessing cyberbullying on popular Social Networking Sites (SNSs). Using secondary data collected by the Pew Research Center's Internet and American Life Project from 2011 and using Latane and Darley's (1970) bystander engagement model, the current research explores factors (ex.: sex, age, previous victimization, parental monitoring techniques) that may influence different types of engagement outcomes from bystanders. Initial findings suggest that approximately 88% of youth between the ages of 12 and 17 have witnessed cyberbullying exchanges on-line. The results of this exploratory study find that about 62% of adolescents are acting pro-socially while 74% are acting traditionally. Findings from the research will provide insights regarding cyberbullying for future research as well as possible implications for educators, administrators, and health care professionals working to encourage pro-social bystander engagement among youth.Thesis (M.A.)--Wichita State University, Fairmount College of Liberal Arts and Sciences, Dept. of Sociology
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Cruz, Ana Catarina Calixto da. "O cyberbullying no contexto português." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/5958.
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Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do
grau de Mestre em Ciências da Comunicação, variante Estudos dos Media e de
JornalismoA presente investigação tem como principal objectivo avaliar a dimensão do cyberbullying em território português. Por ser um tema pouco debatido pelos media portugueses, procurou-se descobrir se as crianças e os jovens estão familiarizados com o conceito “cyberbullying” e se este fenómeno é já uma realidade no nosso país. A amostra é composta por 205 alunos do 4.º ao 11.º ano de escolaridade e com idades compreendidas entre os 9 e os 16 anos. 49 % dos alunos são do sexo feminino e 50 % do sexo masculino. Os resultados da investigação demonstram que, apesar de o cyberbullying ser ainda uma incógnita para a grande parte dos entrevistados, esta é já uma realidade também em Portugal, provando que este fenómeno não é próprio de uma só região ou localidade. Urbanas ou rurais, o cyberbullying já chegou a todos os cantos do país. A frase “Eu posso ver-te, mas tu não podes ver-me” nunca fez tanto sentido à medida que o cyberbullying se vai assumindo como um problema cada vez mais actual e real.
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Howlett-Brandon, Mary. "CYBERBULLYING: AN EXAMINATION OF GENDER, RACE, ETHNICITY, AND ENVIRONMENTAL FACTORS FROM THE NATIONAL CRIME VICTIMIZATION SURVEY: STUDENT CRIME SUPPLEMENT, 2009." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3470.
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Cyberbullying has become an issue of concern during the past decade for schools, parents, students, and communities. Media attention to extreme instances of cyberbullying has resulted in misinformation. Myths abound about cyberbullying and accurate information can be hard to find. This study attempts to shed light on this controversial issue. Using the National Crime Victimization Survey: Student Crime Supplement, 2009, this research focuses on the cyberbullying victimization of Black students and White students in specific conditions. These include racial and gender differences, grades, attendance, school environment, and student perception of teacher attitudes towards them.
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Brochu, Michael R. "Cyber Bullying: A Quantitative Study on the Perceptions and Experiences of Female Emirati University Students." NSUWorks, 2017. http://nsuworks.nova.edu/shss_dcar_etd/56.
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Within the last decade, increased media coverage has been given to incidents associated with acts of violence associated with bullying, cyber bullying, and other associated acts of incivility. The increased media coverage has garnered the attention of researchers from a diverse field of disciplines. However, much of the research that has been conducted has remained focused in North America and Europe. This study identified a limitation in the research available that focused on bullying in the Middle East region of the world, specifically the perceptions and experiences of cyber bullying behavior by female university students in the United Arab Emirates. The study employed a quantitative approach to the research. Participants in the study completed a survey, which collected data related to individuals’ personal experiences and perceptions pertaining to cyber bullying. The study employed the theoretical framework of Perception Theory, Symbolic Interaction Theory, and Conflict Theory. This study provides better understanding on the perceptions and experiences of cyber bullying experiences of female university students at Zayed University in the United Arab Emirates. A quantitative study with a sample size of 655 (n=655) participants, the study yielded responses that demonstrated a significant online social media presence of 90.3% (n=592), 47.39% (n= 291) have reported experiencing harassment online, and 95% reported a desire to create a kind and respectful online world. The information from this study will help the greater field of conflict resolution by gaining an understanding of the widespread impact of cyber bullying on an international level.
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Rodríguez, Enríquez Mónica. "Variables de personalidad, sociodemograficas y consumo de sustancias en víctimas de cyberbullyng." Doctoral thesis, Universitat de les Illes Balears, 2020. http://hdl.handle.net/10803/671415.
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[cat] - Introducció
El cyberbullying entre els infants i adolescents és un greu problema de Salut. No obstant això, l'evidència respecte als factors de risc que ho desencadenen, i la seva relació amb altres problemes de salut com el consum de substàncies és heterogènia. Els trets de personalitat podrien jugar un paper rellevant en la gènesi de la cibervictimització i el consum de substàncies. El propòsit d'aquest treball va ser tractar de determinar les relacions que s'estableixen entre els factors sociodemogràfics, els trets de personalitat, l'ús de xarxes socials i el consum de substàncies, amb la cibervictimització
- Contingut de la investigació
Es va dur a terme un estudi transversal amb 765 estudiants d'educació secundària pertanyents a 16 centres de l'Illa de Mallorca amb edats compreses entre els 14 i els 16 anys. Els joves van emplenar un qüestionari amb preguntes sociodemogràfiques, i sobre l'ús de tabac, alcohol, i xarxes socials. La cibervictimització va ser mesurada mitjançant l'Escala de Cibervictimización de Garaigordobil. El BFQ-NA (Big Five Questionnaire) va ser emprat per a mesurar els trets de personalitat. Es van dur a terme diversos models de regressió logística controlant per les diferents variables d'estudi, amb la finalitat d'observar la interacció i associació entre els diferents factors.
Els resultats van indicar que un total de 305 estudiants (39,9%) van patir cyberbullying en l'últim any. Les noies van ser cibervictimitzades en major mesura que els nois (43.1% vs. 35.7%; p=0.04). Les cibervíctimes van presentar nivells més elevats de neuroticisme (0.16 vs. -0.23; p<=0.01) i extraversió (0.11 vs. -0.09; p<0.01=), i més reduïts en responsabilitat (-0.001 vs. 0.20; p<0.01=). A més, van passar més temps usant les xarxes socials (6h 30 min vs. 5h 16 min; p<0.01=). Les anàlisis multivariants van indicar que el temps d'ús de xarxes socials no es va associar de manera significativa amb ser victima de cibervictimització (OR = 1.11; 95% IC = 0.938–1.311; p=0.23), controlant pels trets de personalitat. En canvi, els trets de personalitat van mantenir la magnitud i significació de la seva associació amb la cibervictimització. Els estudiants cibervictimitzats van realitzar un major consum d'alcohol (OR = 1.99; 95% IC = 1.47–2.70; p<0.01=) i tabac (OR = 2.55; 95% IC = 1.28–5.05; p<0.01=) que els no-cibervictimitzats. Utilitzant el model de regressió logística per controlar pels trets de personalitat i les variables sociodemogràfiques, es va observar que els consumidors d'alcohol continuaven presentant un major risc de cibervictimització (OR = 1.51; 95% IC = 1.05–2.15; p=0.03).
- Conclusió
Les nostres troballes indiquen que la cibervictimización és un problema freqüent entre els adolescents a l'Illa de Mallorca i que s'associa amb altres conductes de risc com el consum de substàncies. El nostre estudi suggereix l'existència de factors de personalitat comuns subjacents a la cibervictimització i al consum de substàncies. Les intervencions centrades en l'entrenament d'estratègies d'afrontament adaptatives i la millora de comportaments socials podrien ser una via per a reduir el cyberbullying i el consum de substàncies entre els joves[spa] El cyberbullying entre los niños y adolescentes es un grave problema de salud pública. Sin embargo, la evidencia con respecto a los factores de riesgo que lo desencadenan, y su relación con otros problemas de salud como el consumo de sustancias es heterogénea. Los rasgos de personalidad podrían jugar un papel relevante en la génesis de la cibervictimización y el consumo de sustancias. El propósito de este trabajo fue tratar de determinar las relaciones que se establecen entre los factores sociodemográficos, los rasgos de personalidad, el uso de redes sociales y el consumo de sustancias, con la cibervictimización. Contenido de la investigación Se llevó a cabo un estudio transversal con 765 estudiantes de educación secundaria pertenecientes a 16 centros de la Isla de Mallorca con edades comprendidas entre los 14 y los 16 años. Los jóvenes cumplimentaron un cuestionario con preguntas sociodemográficas, y acerca del uso de tabaco, alcohol, y redes sociales. La cibervictimización fue medida mediante la Escala de Cibervictimización de Garaigordobil. El BFQ-NA (Big Five Questionnaire) fue empleado para medir los rasgos de personalidad. Se llevaron a cabo varios modelos de regresión logística controlando por las diferentes variables de estudio, con el fin de observar la interacción y asociación entre los diferentes factores. Los resultados indicaron que un total de 305 estudiantes (39,9%) sufrieron cyberbullying en el último año. Las chicas fueron cibervictimizadas en mayor medida que los chicos (43.1% vs. 35.7%; p=0.04). Las cibervíctimas presentaron niveles más elevados de neuroticismo (0.16 vs. -0.23; p<0.01) y extraversión (0.11 vs. -0.09; p<0.01), y más reducidos en responsabilidad (-0.001 vs. 0.20; p<0.01). Además, pasaron más tiempo usando las redes sociales (6h 30 min vs. 5h 16 min; p<0.01). Los análisis multivariantes indicaron que el tiempo de uso de redes sociales no se asoció de modo significativo a ser cibervictimizado (OR = 1.11; 95% IC = 0.938–1.311; p=0.23), tras controlar por los rasgos de personalidad. En cambio, los rasgos de personalidad mantuvieron la magnitud y significación de su asociación con la cibervictimización. Los estudiantes cibervictimizados realizaron un mayor consumo de alcohol (OR = 1.99; 95% IC = 1.47–2.70; p<0.01) y tabaco (OR = 2.55; 95% IC = 1.28–5.05; p<0.01) que los no-cibervictimizados. El modelo de regresión logística controlando por los rasgos de personalidad y las variables sociodemográficas, continuó mostrando un mayor riesgo de cibervictimización entre los consumidores de alcohol (OR = 1.51; 95% IC = 1.05–2.15; p=0.03). Conclusiones: Nuestros hallazgos indican que la cibervictimización es un problema frecuente entre los adolescentes en la Isla de Mallorca y que se asocia con otras conductas de riesgo como el consumo de sustancias. Nuestro estudio sugiere la existencia de factores de personalidad comunes subyacentes a la cibervictimización y al consumo de sustancias. Las intervenciones centradas en el entrenamiento de estrategias de afrontamiento adaptativas y la mejora de comportamientos sociales podrían ser una vía para reducir el cyberbullying y el consumo de sustancias entre los jóvenes.
[eng] Introduction Cyberbullying among children and adolescents is a major public health concern. However, the research on risk factors associated with cybervictimization, and its associations with health problems such as substance use is heterogeneous. Personality traits could play an important role in the genesis of cybervictimization and substance use. The purpose of this study was to determine the association of cybervictimization with sociodemographic factors, personality traits, use of social networks, and substance use. Research Content A cross-sectional study was conducted with 765 secondary students from 16 secondary schools in Majorca Island aged between 14 and 16 years. Participants completed a questionnaire assessing sociodemographic characteristics; tobacco and alcohol consumption; and use of social networks. Cybervictimization was measured by the Garaigordobil Cybervictimization Scale. BFQ-NA (Big Five Questionnaire) was used to assess personality traits. Several logistic regression models were fitted controlled for study variables to determine the associations and interactions among factors. The results indicate that a total of 305 students (39,9%) reported cybervictimization in the past year. Girls were more likely to be cyberbullied than boys (43.1% vs. 35.7%; p=0.04). Cybervictims had a greater emotional instability (0.16 vs. -0.23; p<0.01) and extraversion (0.11 vs. -0.09; p<0.01), and were less conscientious (-0.001 vs. 0.20; p<0.01). Moreover, spent more time in social networking sites than non-victims (6h 30 min vs. 5h 16 min; p<0.01). Multivariable Analysis indicated that social networking time was not significantly associated with cybervictimization (OR = 1.11; 95% IC = 0.938–1.311; p=0.23), after controlling for personality traits. However, personality traits remained significantly associated with cybervictim. Cybervictims had a significantly greater monthly alcohol (OR = 1.99; 95% IC = 1.47–2.70; p<0.01), and tobacco (OR = 2.55; 95% IC = 1.28–5.05; p<0.01) consumption than non-cybervictims students. The logistic regression model controlling for sociodemographic variables and personality traits also showed a greater risk of cybervictimization among alcohol users (OR = 1.51; 95% IC = 1.05–2.15; p=0.03). Conclusions Our findings indicate that cybervictimization is a frequent and relevant problem among adolescents in Majorca Island that is associated with other risk behaviors, such as substance use. Our study suggests the existence of underlying common personality factors for cybervictimization and substance use. Interventions focused on coping skills and improving social behaviors could be a way to reduce cyberbullying and substance use among young people.
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Chang, Ren-Chun, and 張仁俊. "The Study of Cyberbully." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/c8gfe3.
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碩士國立臺東大學
資訊管理學系碩士班
99
Bullying has been affected the campus and the society, while the popularization of the internet, bullying has emerged in a new form. However, rely on internet access through portable technology products can also achieve the purpose without using the traditional way. The definition of cyberbullying is through the internet to achieve bullying. Internet combines many technological products including mobile phones and computers to accomplish in-time communication, people who know you can not only know the information in your mobile internet, but also can use the characteristic of unlimited internet to make people see the message you upload. This theory uses questionnaires to comprehend cyberbullying which through descriptive statistics in the proportion of analysis and cross-analysis to figure out the impacts of cyberbullying. In conclusion, the writer would provide some suggestions and future developments based on the results.
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鄭廉恩. "Cyberbully Detection Using Information of Social Media." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/hpnbv2.
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碩士國立中正大學
資訊管理系研究所
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Social network such as Facebook and Twitter have promoted communication between people , but some unusual social user overuse the social media like cyberbullying. Cyberbullying in social network will cause more negative effect than traditional bullying. For example, many tweets on Twitter can be read publicly by registered users around the world , so that cyberbullying messages can spread quickly. When a cyber criminal sends a text message to attack other social users, such behavior may involve cyberaggression and cyberbullying. In the past, the cyberbullying literature focused on a single text message to make the expert distinguish whether the cyber bullying or not. This situation is more like the criteria of cyber aggression. The criteria of the cyberbullying must include the imbalance of power and repetition, in order to consider the power of imbalance and repetition, the expert should not only use text message to identify cyberbullying, they must understand the whole information on the social network such as likes or replies in a tweet and the tweet that social user received recently. This study collects tweets and user information on the Twitter, and create three different feature group (text, user, social). Using Random Forest, Logistic Regression, and Support Vectors three classifiers to build cyberbullying model. With the comparison of models established by three different classifiers, the best predict model is selected as the research discussed.
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Chiou, Hui-Chun, and 邱惠君. "Applying Text Mining Techniques to Predict Cyberbully." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/vryee9.
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碩士國立交通大學
管理學院資訊管理學程
107
The Internet has become an indispensable tool in everyday life. Because of the anonymity in Internet, users may indiscriminately speak with fighting words to result in cyberbully, which spreads untrue contents to hurt others. Cyberbully can be conducted through electronic media, such as social networking sites, personal blogs, online games message, and instant messaging software, etc. Cyberbully makes people feel threatened and also violates the law. This study used text mining techniques such as sentiment analysis, LDA, and TF-IDF to select the best combination of cyberbully features. The prediction model is then established by using different classification methods of random forest, XGBoost, Logistic regression and decision tree. Finally, experiments are conducted to evaluate the prediction performance of various methods. The results show that the prediction model established by random forest can obtain the best accuracy for classification prediction of cyberbully.
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Shu-Chun-Chen and 陳樞錞. "The Study of Cyberbully for Adolescent on Community Websites." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56143544267263705972.
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碩士義守大學
管理碩博士班
103
With the importance of social networking tools, community websites has made Cyber-Bullying as being one of the most important parts of modern life for personal everyday communication. Recently, Taiwan artist, young model Yang Youying (Cindy), has been cyber-bullying suicide of their lifetime. Thus, this study explored the teen’s cyber-bullying behavior, and verify whether the theory of planned behavior can predict or explain those behaviors. In this study, focus groups interview is used to understand respondents'' opinions about research questions. After analysising and reasoning, several assumptions can be made respectively. After that questionnaires would be used to get inference from the sample analysis to reflect the status of the group. Finally cross over for verification to get the following findings. First, facebook is the most frequently used community website for teenagers, and teenagers use community websites to meet their needs for a sense of identity. Second, teenagers are willing to let their teachers parents or elders learn about their behaviors on community websites, but in some cases (when saying ill of their peers or discussing opposite sex ),they still have something to hide. Third, the teen community websites cyber-bullying behaviors have been growing worse. Forth, the behaviors and attitudes of teenagers could significantly affect the behavioral intention of teen community sites cyber-bullying. Fifth, subjective norm factor (parents, teachers, peers, reference groups) can significantly affect the motives of teenagers community website cyber-bullying . Sixth, teenagers perceived behavioral control factors can significantly affect the behavioral intention of teenagers community website cyber-bullying. Seventh, teenagers inherent perceived behavioral control factors that control higher consciousness. Eighth, teenagers external perception of control factors adolescents perceived less control. Ninth, when teenagers face community websites cyber-bullying behaviors,they are helpless; they believe there is no effective solution to solve cyber-bullying behaviors. Tenth, actions taken by teenagers while facing cyber-bullying tends to significantly affect the behavioral intention affect the of community website cyber-bullying motivation of teenagers. According to the above findings, verification theory of planned behavior could predict and explain community website cyber-bullying behavior. Finally, according to the above conclusions this study can provides concrete recommendations to government authorities, teachers, parents and the subsequent researchers.
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HUANG, FONG-SHENG, and 黃烽盛. "A Study of Cyberbully, Depression and Suicidal Ideation among Adolescents." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/pkrdw6.
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碩士大葉大學
教育專業發展研究所
105
This study aims to investigate the adolescents about the effects of depression, suicidal ideation, and cyberbullying , and understand its relationship between background variables, depression, suicidal ideation, and cyberbullying. In this study, A total of 300 effective samples were retrieved by Depression Inventory, Scale for Suicide Ideation and Cyberbullying Behavior and Coping scale. Descriptive statistics, and independent sample t-test, chi-square test, one-way ANOVA , Pearson correlation, stepwise multiple regression analysis were used.
Books on the topic "Cyberbully"
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ill, Lewellen Emily, ed. Piano and Laylee and the cyberbully. Eugene, OR: International Society for Technology in Education, 2010.
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Katz, Farley. Journal of a Schoolyard Bully - Cyberbully. St. Martin's Press, 2013.
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Katz, Farley. Journal of a Schoolyard Bully: Cyberbully. St. Martin's Griffin, 2012.
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Hayes, Arthur S. Sympathy for the Cyberbully: How the Crusade to Censor Hostile and Offensive Online Speech Abuses Freedom of Expression. Lang Publishing, Incorporated, Peter, 2016.
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Sympathy for the Cyberbully: How the Crusade to Censor Hostile and Offensive Online Speech Abuses Freedom of Expression. Lang Publishing, Incorporated, Peter, 2016.
Find full textBook chapters on the topic "Cyberbully"
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Zhong, Haoti, David J. Miller, and Anna Squicciarini. "Flexible Inference for Cyberbully Incident Detection." In Machine Learning and Knowledge Discovery in Databases, 356–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10997-4_22.
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Bin Abdur Rakib, Tazeek, and Lay-Ki Soon. "Using the Reddit Corpus for Cyberbully Detection." In Intelligent Information and Database Systems, 180–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75417-8_17.
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Ghosh, Sourodip, Aunkit Chaki, and Ankit Kudeshia. "Cyberbully Detection Using 1D-CNN and LSTM." In Lecture Notes in Electrical Engineering, 295–301. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4866-0_37.
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"1 THE CYBERBULLY-IN-CHIEF." In When Words Trump Politics, 1–12. Stanford University Press, 2020. http://dx.doi.org/10.1515/9781503610804-002.
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Diamanduros, Terry, and Elizabeth Downs. "Cyberbullying." In Developing Safer Online Environments for Children, 68–93. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1684-3.ch003.
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This chapter describes cyberbullying with a focus on K-12 students. Cyberbullying has evolved with the increased use of information and communication technology. As electronic information becomes more a part of everyday life, there has been a negative aspect to the use of computers and mobile technology. Cyberbullying presents a complex set of issues that can negatively impact students' safety and wellbeing. Cyberbullying includes many of the same issues as traditional bullying but extends the aggression beyond the physical schoolyard. In addition to the cyberbully perpetrator, these aggressive acts include cybervictims and often find the cyberbully-victims who move from victim to perpetrator. This chapter explores the safety and ethical issues facing K-12 schools and the challenges associated with this electronic form of aggression.
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Alvarez, Wilfredo. "A Historic First." In Advances in Human Resources Management and Organizational Development, 216–41. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4912-4.ch011.
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This chapter examines the nature, processes, and effects of Donald Trump's social media uses, Twitter in particular, to cyberbully individuals, groups, and organizations. Trump's discourse constitutes his role as a “cyberbully” and the “targets” of his attacks. Trump's social media discourse also illustrates how power, intimidation, and aggression are contextually situated within the relationship between the president and the public. The president's social media messages—which for historically marginalized groups such as women, nonwhites, and nonwhite immigrants constitute their everyday lived experiences—additionally function to preserve communication systems that keep those groups in marginalized positions within a white supremacist ideological framework. As a result, this discursive environment creates a form of “presidential cyberbullying” where the most influential person in the United States, and the world, consistently employs a modern communication technology not to uplift and unite, but to attack and aggress many of the people whom he is charged with serving.
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Niblack, Jessica, and Jodie L. Hertzog. "Factors that Influence Bystander Behavior in the Cyberbully Context." In Technology and Youth: Growing Up in a Digital World, 47–72. Emerald Group Publishing Limited, 2015. http://dx.doi.org/10.1108/s1537-466120150000019002.
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Stodt, Benjamin, Elisa Wegmann, and Matthias Brand. "Predicting Dysfunctional Internet Use." In Internet and Technology Addiction, 554–72. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8900-6.ch031.
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Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.
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Stodt, Benjamin, Elisa Wegmann, and Matthias Brand. "Predicting Dysfunctional Internet Use." In Multigenerational Online Behavior and Media Use, 1631–49. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7909-0.ch086.
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Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.
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Stodt, Benjamin, Elisa Wegmann, and Matthias Brand. "Predicting Dysfunctional Internet Use." In Substance Abuse and Addiction, 263–81. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7666-2.ch013.
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Internet addiction (IA) and cyberbullying (CB) represent two examples of dysfunctional Internet use (DIU) which are accompanied by negative consequences. In terms of prevention, the training of technical and reflective skills (Internet literacy) will be discussed with regard to these patterns. This study investigates the role of age, conscientiousness, and Internet literacy on IA symptoms and the participation in CB. Analyses reveal that positive attitudes towards online production and interaction and lower self-regulative skills can be associated with severe IA symptoms. Cyberbullies display less skills in reflecting on Internet content and also prove to have less self-regulative skills. Younger and less conscientious individuals are more likely to use the Internet dysfunctionally. Furthermore, significant correlations between experiences as a cyberbully and IA symptoms were found. In conclusion, the authors suggest that current media/Internet literacy curricula should be complemented by teaching reflective and regulative skills to prevent Internet users from negative consequences.
Conference papers on the topic "Cyberbully"
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Ambrožová, Petra, and Martin Kaliba. "HOW DO UNIVERSITY STUDENTS CYBERBULLY TEACHERS ON INSTAGRAM?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0986.
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Sheeba, J. I., and K. Vivekanandan. "Low frequency keyword extraction with sentiment classification and cyberbully detection using fuzzy logic technique." In 2013 IEEE International Conference on Computational Intelligence and Computing Research (ICCIC). IEEE, 2013. http://dx.doi.org/10.1109/iccic.2013.6724124.
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Al-Ahmed, Aisha, Huda Makki, Sara Al-Rajeh, and Diana Alsayed Hassan. "The Relationship between Cyberbullying, Cyber-victimization and Depression among Qatar University Students." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0222.
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Background: Cyberbullying is a modern form of bullying that could be practiced electronically or on the internet. It is related to different mental health issues such as depression, which can affect both the cyberbully and the victim. Although a few studies have been conducted regarding the prevalence of cyberbullying and cyber-victimization among the younger generation in Qatar, no studies have been conducted among the young adult age group despite studies showing that they are also prone to cyberbullying. Methods: This is a cross-sectional study to investigate the prevalence and the relationship between cyberbullying, cyber-victimization, and depression among Qatar University students. A self-administered close-ended electronic questionnaire was used to assess student’s cyberbullying/cyber-victimization behaviors and depression symptoms. The Revised Cyberbullying Inventory scale (RCBI-II) and Patient Health questionnaire-9(PHQ-9) were used. A total of 836 students participated in the study. Pearson Chi-Square test and binary logistic regression were utilized to analyze the data. Results: Overall results indicated that the majority of students have been involved in at least one of the cyberbullying experiences as follows: (6.8% cyberbullies, 29.2% cyber-victims, 35.8% both cyberbullies and cyber-victims, 28.2% not involved in either). Approximately 50% of the students scored a ten or higher on the PHQ9 test indicating symptoms of depression. Moreover, significant associations were found between cyberbullying experiences and gender (p=0.03), depression and gender (p= 0.046), and between cyberbullying experiences and depression (p<0.001). Conclusion: Our findings indicate that among Qatar University students, cyberbullying and cyber-victimization are prevalent behaviors that could be associated with the high reported rates of depression symptoms.
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Lessa Muniz, Paula, MARCELA SANTOS DA SILVA, and Dayana Boechat De Marins. "SUICÍDIO E CYBERBULLYNG." In Semana Nacional de Ciência e Tecnologia - IFRO-Campus Cacoal. ,: Even3, 2021. http://dx.doi.org/10.29327/snctcacoal2020.281258.
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Mikka-Muntuumo, Josephina, Anicia Peters, and Hussin Jazri. "CyberBullet - Share Your Story." In AfriCHI '18: 2nd African Conference for Human Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3283458.3283482.
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Latino, Anna Libera, Tiziana Carella, Rosa Pedale, Maria Teresa Vaccaro, and Giuseppina Volpicelli. "GP210 Bullyng and cyberbullyng in southern italy: a school based study." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.269.
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Nascimento, Sulamita Barreto, and Valdênia Rodrigues Fernandes Eleotério. "Bullying e Cyberbullying: como os professores estão sendo preparados para lidarem com esse problema?" In II Seminário de Educação a Distância da Região Centro-Oeste. Sociedade Brasileira de Computação, 2018. http://dx.doi.org/10.5753/seadco.2018.14840.
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O presente artigo é resultado de um Trabalho de Conclusão de Curso do Curso de Pedagogia da Universidade Federal de Mato Grosso do Sul, Campus de Aquidauana. Tem como tema o Bullying e cyberbullyin. O objetivo geral é: identificar como os professores do município de Aquidauana, das redes estadual e municipal estão sendo capacitados para combater os problemas. Tivemos como metodologia a pesquisa bibliográfica e de campo. A técnica escolhida para coleta de dados foi o questionário. Os resultados mostram que o combate de alguma forma é feito nas escolas participantes da pesquisa. Concluímos que para minimizar/combater essas atitudes é necessária mais capacitação e diálogo permanente na comunidade escolar.
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Fernández-Leyva, Christian. "Creation of a Mobile App for the Promotion of Social Skills as a Way out of Cyberbullyng Situations for Intercultural Reasons." In International Academic Conference on Education. Acavent, 2019. http://dx.doi.org/10.33422/iaceducation.2019.11.669.
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