Journal articles: '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.

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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.

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SARAÇ, Esra, and Selma Ayşe ÖZEL. "Effects of Feature Extraction and Classification Methods on Cyberbully Detection." Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü Dergisi 21, no. 1 (December 30, 2016): 190. http://dx.doi.org/10.19113/sdufbed.20964.

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Goodboy, Alan K., and Matthew M. Martin. "The personality profile of a cyberbully: Examining the Dark Triad." Computers in Human Behavior 49 (August 2015): 1–4. http://dx.doi.org/10.1016/j.chb.2015.02.052.

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Wadian, Taylor W., Tucker L. Jones, Tammy L. Sonnentag, and Mark A. Barnett. "Cyberbullying: Adolescents’ Experiences, Responses, and Their Beliefs about Their Parents’ Recommended Responses." Journal of Educational and Developmental Psychology 6, no. 2 (July 12, 2016): 47. http://dx.doi.org/10.5539/jedp.v6n2p47.

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<p>A total of 116 adolescents, ranging in age from 15 to 19 years, completed a questionnaire that assessed their experiences with cyberbullying, what they would do if they were a victim of cyberbullying, and what they believed their parents would recommend they do if they were a victim of cyberbullying. The proportion of adolescents who reported ever being cyberbullied was larger than the proportion of adolescents who reported ever cyberbullying another person. In addition, the adolescents reported that they were more frequently cyberbullied by same-sex peers than by opposite-sex peers. Although the adolescents’ preferred response to a cyberbully was congruent with the response they believed their parents would recommend (i.e., ignore the cyberbully), the adolescents anticipated that they and their parents would disagree on the individuals from whom the adolescents should seek advice if they were cyberbullied. Specifically, whereas the adolescents anticipated that their parents would want to be the primary advice-providers, the adolescents indicated that they would be more likely to seek advice from their friends than their parents or teachers if they were a victim of cyberbullying.</p>

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Tarmizi, Nursyahirah, Suhaila Saee, and Dayang Hanani Abang Ibrahim. "Detecting the Usage of Vulgar Words in Cyberbully Activities from Twitter." International Journal on Advanced Science, Engineering and Information Technology 10, no. 3 (June 13, 2020): 1117. http://dx.doi.org/10.18517/ijaseit.10.3.10645.

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Barlett, Christopher P., and Douglas A. Kowalewski. "Learning to cyberbully: An extension of the Barlett Gentile cyberbullying model." Psychology of Popular Media Culture 8, no. 4 (October 2019): 437–43. http://dx.doi.org/10.1037/ppm0000183.

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Rose, Nurul Naimah, Nor’izah Ahmad, Aida Shakila Ishak, Nor Fazira Zakaria, and Mohd Yusri Mustafa. "Case Study of Cyberbully among Effeminate Male Students in Public University." Journal of Physics: Conference Series 1529 (April 2020): 032016. http://dx.doi.org/10.1088/1742-6596/1529/3/032016.

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Schenk, Allison M., and William J. Fremouw. "Prevalence, Psychological Impact, and Coping of Cyberbully Victims Among College Students." Journal of School Violence 11, no. 1 (January 1, 2012): 21–37. http://dx.doi.org/10.1080/15388220.2011.630310.

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Sheeba, J. I., S. Pradeep Devaneyan, and Prathyusha Tata. "Improved cyberbully detection techniques using multiple correlation coefficient from forum corpus." International Journal of Autonomic Computing 3, no. 2 (2018): 152. http://dx.doi.org/10.1504/ijac.2018.097620.

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Tata, Prathyusha, S. Pradeep Devaneyan, and J. I. Sheeba. "Improved cyberbully detection techniques using multiple correlation coefficient from forum corpus." International Journal of Autonomic Computing 3, no. 2 (2018): 152. http://dx.doi.org/10.1504/ijac.2018.10018810.

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Semerci, Ali. "Investigating the effects of personality traits on cyberbullying." Pegem Eğitim ve Öğretim Dergisi 7, no. 2 (April 8, 2017): 211–30. http://dx.doi.org/10.14527/pegegog.2017.008.

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Cyberbullying is a complicated and multifaceted phenomenon especially among youngsters, thus understanding the determinants of cyberbullying is prominent to explain what causes youngsters experience cyberbullying. Since little is known about the link between personality traits and cyberbullying, the current study aimed to explore the effects of vocational high school students' personality traits on their cyberbullying behaviors. In this regard, "Cyber victim/bully Scale", and "Adjective Based Personality Scale" were administered to 246 participant students. A structural regression model was developed with predictor variables and tested to see the effects of personality traits on cyberbullying. The goodness of fit indices indicated acceptable fitness (Ï‡2/df:2.63, RMSEA: .08, GFI: .55, AGFI: .53, CFI: .61, IFI: .61). The results illustrated that openness is the strongest significant predictor of both cyberbullying (R2=-.83, p<.05) and being bullied (R2=-.77, p<.05). Yet another significant but positive predictor of cyberbully is extroversion (R2=.54, p<.05). However, the weakest positive significant predictor of cyberbully is agreeableness (R2=.14, p<.05). In addition to openness, conscientiousness was also found to be another significant predictor of being bullied (R2=.64, p<.05). Surprisingly, neuroticism has no significant effect on cyberbullying and being bullied.

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Martinez-Pecino, Roberto, and Mercedes Durán. "I Love You but I Cyberbully You: The Role of Hostile Sexism." Journal of Interpersonal Violence 34, no. 4 (April 25, 2016): 812–25. http://dx.doi.org/10.1177/0886260516645817.

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Cyberbullying is attracting social, political, and academic interest as the use of electronic devices such as computers and mobile phones by young people has increased dramatically. However, little is known about the factors involved in their perpetration, particularly in the context of college students’ dating relationships. The aim of this study is to examine the involvement of college students in cyberbullying in the context of their dating relationships and to explore the impact of sexism on males’ cyberbullying of their girlfriends. Participants are 219 undergraduate students from a university in the south of Spain. Results showed that 48.4% of participants reported having bullied their partners during the last year via mobile phone and 37.5% via Internet. Males reported a greater extent of cyberbullying of their girlfriends through both means. Regression analyses indicated that males’ levels of hostile sexism are related to males’ cyberbullying of their girlfriends. These findings suggest a modernization in the forms of violence toward women among college students and also expand current literature by revealing the influence of participants’ hostile sexism on this type of cyber aggression against women in dating relationships.

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Ali, Wan Nor Ashiqin Wan, Tee Qing Ni, and Syed Zulkarnain Syed Idrus. "Social Media Cyberbullying: Awareness and Prevention through Anti Cyberbully Interactive Video (ACIV)." Journal of Physics: Conference Series 1529 (April 2020): 032071. http://dx.doi.org/10.1088/1742-6596/1529/3/032071.

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McHugh, Meaghan C., Sandra L. Saperstein, and Robert S. Gold. "OMG U #Cyberbully! An Exploration of Public Discourse About Cyberbullying on Twitter." Health Education & Behavior 46, no. 1 (August 5, 2018): 97–105. http://dx.doi.org/10.1177/1090198118788610.

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Cyberbullying, defined as bullying that takes place using technology, includes similar tactics found in traditional bullying as well as unique approaches such as viral repetition. Nationally, prevalence rates for cyberbullying range from 10% to as high as 40% of school-aged children, depending on the definition and measurement tool applied. The current study examines public tweets with keywords and hashtags related to cyberbullying posted during May 2016, using both human evaluation and computer examination to answer the following research questions: (1) What is the sentiment of tweets using cyberbullying keywords/hashtags? (2) What is the thematic content of the tweets? (3) What is the relationship between coding by researchers versus automated coding by Linguistic Inquiry and Word Count (LIWC) software? and (4) What is the content of the URLs attached to the tweets? A unique aspect of this study is the examination of the content of URLs included in the tweets, with the finding that the majority of the accessible URL references were to material that was positively focused. The majority of sample tweets referred to a cyberbully situation, contributed to a negative atmosphere, included references to known individuals, and suggested ongoing cyberbullying events. Results from this study suggest an opportunity for researchers, educators, and public health practitioners to use discourse on social media to inform interventions, to educate and share information, and to promote social well-being and mental health.

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Heller, Jonathan. "The Chat Room Moderator: Creating a Duty for Parents to Control Their Cyberbully." Family Court Review 53, no. 1 (January 2015): 165–79. http://dx.doi.org/10.1111/fcre.12137.

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Heirman, Wannes, Spyros Angelopoulos, Denis Wegge, Heidi Vandebosch, Steven Eggermont, and Michel Walrave. "Cyberbullying-Entrenched or Cyberbully-Free Classrooms? A Class Network and Class Composition Approach." Journal of Computer-Mediated Communication 20, no. 3 (January 12, 2015): 260–77. http://dx.doi.org/10.1111/jcc4.12111.

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Lozano-Blasco, Raquel, Alejandra Cortés-Pascual, and M. Pilar Latorre-Martínez. "Being a cybervictim and a cyberbully – The duality of cyberbullying: A meta-analysis." Computers in Human Behavior 111 (October 2020): 106444. http://dx.doi.org/10.1016/j.chb.2020.106444.

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Mateu, Ainoa, Ana Pascual-Sánchez, Maria Martinez-Herves, Nicole Hickey, Dasha Nicholls, and Tami Kramer. "Cyberbullying and post-traumatic stress symptoms in UK adolescents." Archives of Disease in Childhood 105, no. 10 (June 23, 2020): 951–56. http://dx.doi.org/10.1136/archdischild-2019-318716.

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ObjectiveCyberbullying involvement carries mental health risks for adolescents, although post-traumatic stress (PTS) symptoms have not received strong attention in the UK. This study aimed to assess the overlap between cyber and traditional (ie, face-to-face) bullying, and the relationship to PTS symptoms in UK adolescents.DesignA cross-sectional survey.SettingFour secondary schools in London,UK.Participants2218 secondary school students (11–19 years).Main outcome measuresThe Olweus Bully/Victim Questionnaire and the Children Revised Impact of Events Scale.ResultsThere was a significant overlap between traditional bullying and cyberbullying. However, cyberperpetrators were less frequently involved in concurrent traditional bullying. Of 2218 pupils, 46% reported a history of any kind of bullying (34% were involved in traditional bullying and 25% in cyberbullying), 17% as victims, 12% as perpetrators, and 4% as both victims and perpetrators. A significant proportion of those who were cybervictims (n=280; 35%), cyberbullies (n=178; 29.2%) or cyberbully-victims (n=77; 28.6%) presented clinically significant PTS symptoms. Cybervictims (both cyber-only and cyberbully-victims) suffered more intrusion (p=0.003; p<0.001) and avoidance (p=0.005; p<0.001) than cyberbullies. However, cyberbullies still suffered more PTS symptoms than the non-involved (intrusion: z=−3.67, p=0.001; avoidance: z=−3.57, p=0.002). Post-traumatic stress symptoms were significantly predicted (R2=13.6) by cyber and traditional victimisation.ConclusionsCyberbullying, as victim only or as a victim-perpetrator, seems to be associated with multiple types of PTS symptoms. Cyber and traditional victimisation significantly predicted intrusion and avoidance. Paediatricians, general practitioners and mental health professionals need to be aware of possible PTS symptoms in young people involved in cyberbullying. Screening and early cost-effective treatments could be implemented.

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Olumide, Adesola, and Emmanuel Adebayo. "924 Factors associated with cyberbully victimisation among secondary school adolescents in Oyo State, Nigeria." Injury Prevention 22, Suppl 2 (September 2016): A329.1—A329. http://dx.doi.org/10.1136/injuryprev-2016-042156.924.

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Kasahara, Grace Mariko, Daniel Houlihan, and Collin Estrada. "Gender Differences in Social Media Use and Cyberbullying in Belize: A Preliminary Report." International Journal of Psychological Studies 11, no. 2 (March 26, 2019): 32. http://dx.doi.org/10.5539/ijps.v11n2p32.

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Cyberbullying is a global issue that usually occurs with increased social media usage. A number of studies have found significant gender differences in social media use and cyberbullying, although gender differences are not consistent across studies. Despite the increase in access to cellphones and Internet in Belize, no studies have investigated how adolescents are using these resources. The purpose of this study was to investigate gender differences involving how adolescents in Belize are using social media and if cyberbullying is a problem. Results provide preliminary information about social media use and cyberbullying in Belize. It indicates that gender differences exist within social media use and cyberbully reporting, and future studies should investigate influencing cultural factors.

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Ahmad Ghazali, Akmar Hayati, Asnarulkhadi Abu Samah, Siti Zobidah Omar, Haslinda Abdullah, Aminah Ahmad, and Hayrol Azril Mohamed Shaffril. "Predictors of Cyberbullying among Malaysian Youth." Journal of Cognitive Sciences and Human Development 6, no. 1 (March 31, 2020): 67–80. http://dx.doi.org/10.33736/jcshd.1518.2020.

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Cyberbullying has emerged of late as a serious issue, especially among the most active internet users in Malaysia – youths. As the number of related studies is still lacking, the present study aims to determine the predictors of cyberbullying among youths in Malaysia. The study is quantitative in nature and in total had involved 400 youths aged between 18 to 40 years old. The findings suggest that predictors such as age, loneliness, self-esteem, and empathy yielded significant relationship with cyberbullying, while males were predominantly reported to perpetrate cyberbullying than females. Several recommendations were highlighted and hopefully, it can assist any concerned parties in developing concrete strategies to reduce cyberbullying cases among youths in Malaysia further. Keywords: Youth; Cyberbully; Youth development

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Görzig, Anke, and Kjartan Ólafsson. "What Makes a Bully a Cyberbully? Unravelling the Characteristics of Cyberbullies across Twenty-Five European Countries." Journal of Children and Media 7, no. 1 (February 2013): 9–27. http://dx.doi.org/10.1080/17482798.2012.739756.

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Gallagher, Shane, and Sandra Dunsmuir. "Threats Among the “Always-On” Generation: Cyberbully Identification in a Secondary School in the United Kingdom." International Journal of School & Educational Psychology 2, no. 1 (January 2014): 1–10. http://dx.doi.org/10.1080/21683603.2013.854188.

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Escortell, Raquel, David Aparisi, María Carmen Martínez-Monteagudo, and Beatriz Delgado. "Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents." International Journal of Environmental Research and Public Health 17, no. 16 (August 7, 2020): 5705. http://dx.doi.org/10.3390/ijerph17165705.

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There is a growing interest in preventing cyberbullying in youth. However, multiple questions remain as to the relationship between cyberbullying and psychosocial variables. This study examines the relationship between personality traits, aggression and cyberbullying (victims, bullies, victimized bullies and not involved) in 548 Spanish students aged 10 to 13 (50.2% boys). To do so, the Screening of Peer Harassment, the Big Five Questionnaire for Children and the Aggression Questionnaire were used. Logistic regression analyses indicated that the extraversion trait is an explanatory factor for being a victim and openness is a protective factor against being a cyberbully. Agreeableness was found to be a positive predictor of being a cyberbullying victim. Only verbal aggression and anger were included as explanatory factors of being a victim and a victimized bully, respectively. The results are discussed, suggesting their potential implications in the development of preventive programs.

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Quintana-Orts, Cirenia, and Lourdes Rey. "Forgiveness and cyberbullying in adolescence: Does willingness to forgive help minimize the risk of becoming a cyberbully?" Computers in Human Behavior 81 (April 2018): 209–14. http://dx.doi.org/10.1016/j.chb.2017.12.021.

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Bintang, Rauhulloh Ayatulloh, Rusydi Umar, and Anton Yudhana. "Analisis Media Sosial Facebook Lite dengan tools Forensik menggunakan Metode NIST." Techno (Jurnal Fakultas Teknik, Universitas Muhammadiyah Purwokerto) 21, no. 2 (November 17, 2020): 125. http://dx.doi.org/10.30595/techno.v21i2.8494.

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Social Media is becoming very popular among the public today, and the increasing number of social media use has of course a good or bad impact on the course of human life, for example the bad impact is doing cyberbully or chating on social media. Digital forensics is one of the sciences for how to catch criminals in digital which will be needed in evidence in court. Social media criminals need Smartphones to commit digital cybercrime. This research will raise evidence of digital crimes on the Facebook Lite application using forensics. In this study, the forensic tool that will be used is the MOBILEedit Forensic Pro forensic tools with the help of using methods NIST National Institute Of Standars Techlogogy. NIST has a good workflow for extracting digital forensic data. The research results will be obtained in the form of accounts Id, audio, conversations, and images

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Mutma, Fasya Syifa. "Deskripsi Pemahaman Cyberbullying di Media Sosial pada Mahasiswa." Jurnal Common 4, no. 1 (June 29, 2020): 32–55. http://dx.doi.org/10.34010/common.v4i1.2170.

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Perkembangan teknologi internet dan media sosial semakin mempercepat proses penyebaran informasi. Hal ini tentu mempermudah manusia kehidupan manusia. Namun pesatnya teknologi informasi dapat berdampak negatif jika tidak dimanfaatkan dengan baik. Saat ini tengah marak kasus cyberbullying, yaitu perlakuan bully yang terjadi melalui media cyber dalam hal ini yaitu media sosial. Cyberbullying memiliki dampak yang buruk terhadap korban seperti menyebabkan depresi, hingga yang terparah yaitu menyebabkan kematian karena bunuh diri. Cyberbullying kerap menjadi masalah besar baik di tatanan nasional hingga global. Telah banyak kasus yang terjadi, yang paling banyak yaitu remaja yang bunuh diri karena mengalami cyberbully. Karena hal tersebut, peneliti tertarik untuk meneliti lebih lanjut tentang cyberbullying. Dalam penelitian ini peneliti ingin mengetahui seberapa besar tingkat pemahaman remaja terhadap perilaku cyberbullying. Penelitian ini menggunakan paradigma positivistik dengan metode pengumpulan data yaitu survei kuesioner. Sampel penelitian ini adalah mahasiswa dari salah satu Universitas di Tangerang Selatan.

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Grigore, Ana-Nicoleta, and Alexandra Maftei. "Exploring the Mediating Roles of State and Trait Anxiety on the Relationship between Middle Adolescents’ Cyberbullying and Depression." Children 7, no. 11 (November 19, 2020): 240. http://dx.doi.org/10.3390/children7110240.

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Cyberbullying is a global problem with significant negative implications, especially among more vulnerable populations, such as adolescents. Previous research suggested that cyberbullying is significantly associated with depression, and anxiety seems to partially or fully mediate this relationship. We aimed to investigate the prevalence and the relationships between cyberbullying status (i.e., cyberbully, cyber victim, double role, or non-cyber), gender, and age. We also explored the mediating roles of state and trait anxiety on the relationship between adolescents’ cyberbullying victimization, cyber-aggressiveness, and depression. Our sample consisted of 501 middle adolescents aged from 12 to 15 years (M = 14.00; SD = 0.80; 51.1% males). The results suggested no significant associations between participants’ status, gender, or age. Mediation analyses suggested that the relationship between cyber-victimization, cyber-aggressiveness, and depression was mediated by state anxiety and not trait anxiety. We discuss the implications of the current findings in understanding cyberbullying’s psychological consequences and their relevant practical implications for prevention and intervention programs.

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Stodt, Benjamin, Elisa Wegmann, and Matthias Brand. "Predicting Dysfunctional Internet Use." International Journal of Cyber Behavior, Psychology and Learning 6, no. 4 (October 2016): 28–43. http://dx.doi.org/10.4018/ijcbpl.2016100103.

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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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Soares, Sara, Sandra Brochado, Henrique Barros, and Sílvia Fraga. "Does Cyberbullying Prevalence Among Adolescents Relate With Country Socioeconomic and Development Indicators? An Ecological Study of 31 Countries." Violence and Victims 32, no. 5 (2017): 771–90. http://dx.doi.org/10.1891/0886-6708.vv-d-15-00139.

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Background: In addition to individual characteristics, it is also important to evaluate how the environment may influence the dynamics of cyberbullying. We aim to study the correlation between cyberbullying prevalence among adolescents and selected country-level indicators. Methods: We used two different data sources: data from a previously published literature review, to identify information on cyberbullying prevalence across countries, and data from the World Bank databases, to extract information on country-level indicators. A correlation matrix was used to present the association between the selected country-level indicators and the prevalence of cyberbullying. Results: We observed a statistically significant negative correlation between cyberbullying victimization (cybervictims and cyberbully-victims, respectively) and gross domestic product (r = −.474 and −.842), gross national income (r = −.485 and −.758), enrollment in secondary (r = −.446 and −.898) and tertiary education (r = −.222 and −.881), the number of secure Internet servers (r = −.118 and −.794), and the number of Internet users (r = −.190 and −.818). Conclusions: A country’s educational level seems to be an important contributor to the occurrence of cyberbullying.

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Barlett, Christopher P., Douglas A. Gentile, Li Dongdong, and Angeline Khoo. "Predicting Cyberbullying Behavior From Attitudes." Journal of Media Psychology 31, no. 2 (April 2019): 81–91. http://dx.doi.org/10.1027/1864-1105/a000231.

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Abstract. There is a paucity of research testing (a) the longitudinal stability in positive cyberbullying attitudes, (b) whether any change in positive cyberbullying attitudes over time predict subsequent cyberbullying perpetration, and (c) the cross-lagged relations between positive attitudes toward cyberbullying attitudes and behavior over time. The current study focused on empirically testing these theoretical gaps and sampled over 3,000 Singaporean youth participants (at Wave 1) who completed measures of cyberbullying behavior and positive attitudes consecutively for 3 years. Correlations and path analyses showed modest stability in positive cyberbullying attitudes and perpetration over time. Also, latent class analysis classified participants into either stable high attitudes, stable low attitudes, increasing attitudes, or decreasing attitudes. Results using this classification showed that changes in positive cyberbullying attitudes across Waves 1 and 2 predicted Wave 3 cyberbullying, such that those who endorsed cyberbullying attitudes were more likely to cyberbully than those who did not advocate such attitudes. Finally, path analysis results showed significant longitudinal cross-lags between positive attitudes toward cyberbullying and behaviors.

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Guarini, Annalisa, Damiano Menin, Laura Menabò, and Antonella Brighi. "RPC Teacher-Based Program for Improving Coping Strategies to Deal with Cyberbullying." International Journal of Environmental Research and Public Health 16, no. 6 (March 16, 2019): 948. http://dx.doi.org/10.3390/ijerph16060948.

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Background: Cyberbullying is a serious threat to public health and teachers can play a key role in its detection, prevention and intervention. The present study evaluated the effectiveness of the RPC (“Relazioni per crescere”—Relationships to Grow) program, a short intervention, implemented at classroom level by trained teachers, aimed at improving awareness on cyberbullying and increasing proactive coping strategies to deal with cyberbullying behaviors. Method: The effectiveness of the RPC project was analyzed through an observational study (pre/post-intervention comparison), involving 898 Italian students of Lower Secondary schools (6th–8th grades). Results: Hierarchical logistic regression showed that after the intervention students were more likely to consider the different roles in cyberbullying (cyberbully, cybervictim, reinforce/assistant, defender and bystander/observer). In addition, hierarchical linear regressions highlighted an improvement of social coping and cognitive coping strategies after the intervention. Conclusions: RPC is a short, teacher-based program that can increase the awareness of cyberbullying among students and improves their effective coping strategies to address cyberbullying. Further research on the efficacy of short teacher-based programs would be worthwhile, given the limited financial and time resources of the schools, emphasizing the active and crucial role of teachers in tackling cyberbullying.

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Ferrer-Cascales, Rosario, Natalia Albaladejo-Blázquez, Miriam Sánchez-SanSegundo, Irene Portilla-Tamarit, Oriol Lordan, and Nicolás Ruiz-Robledillo. "Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement." International Journal of Environmental Research and Public Health 16, no. 4 (February 16, 2019): 580. http://dx.doi.org/10.3390/ijerph16040580.

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The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

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Anggreni, Likha Sari, Rino Ardhian Nugroho, Haniefira Safantyarizka Luthfi, Indriana Mega Kresna, and Teguh Budi Santoso. "Penggunaan kata umpatan di Twitter berdasarkan gender di pilkada Sumatera Utara 2018." Jurnal Kajian Komunikasi 7, no. 1 (June 30, 2019): 121. http://dx.doi.org/10.24198/jkk.v7i1.18447.

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Di dalam pandangan tradisional, perempuan distigmatisasi menjadi lemah lembut dan anggun. Oleh karena itu, sangat jarang kita melihat perempuan mengatakan kata kasar di ruang publik karena tabu bagi mereka. Media sosial menyediakan ruang virtual bagi orang untuk berinteraksi tanpa batas yang jelas. Orang-orang di Internet (netizen) dapat mengatakan hampir semuanya di media sosial tanpa memikirkan dampak negatif pada apa yang mereka katakan. Beberapa netizen melewati batas kesusilaan dengan mengucapkan kata kasar kepada netizen lain tanpa berpikir yang mungkin menyakiti seseorang. Studi terbaru menunjukkan bahwa kata-kata kasar dapat menyebabkan cyberbully yang pada akhirnya akan mengarah ke bunuh diri. Dengan demikian menggunakan kata kasar di media sosial mungkin memiliki dampak yang sama dengan menggunakannya dalam kehidupan nyata. Kemajuan media sosial telah menyebabkan penggunaannya dalam politik praktis. Kandidat politik menggunakan media sosial untuk mempromosikan profil mereka dan akhirnya mendapatkan pemilih. Sayangnya tidak semua dari mereka yang memposting komentar di media sosial beretika, termasuk perempuan. Penelitian ini bertujuan untuk mengkaji pemanfaatan Twitter dalam mengeluarkan kata umpatan berdasarkan perbedaan gender dalam pemilihan gubernur. Penelitian ini akan menganalisis Twitter sebagai platform media sosial paling umum yang digunakan dalam politik. Sebagai contoh, penelitian ini menangkap 5000 tweet dari pemilihan pilkada Sumatera Utara 2018 di Indonesia. Teknik statistik deskriptif digunakan dalam menganalisis data.

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Ephraim, Philip Effiom. "Book Review: Sympathy for the Cyberbully: How the Crusade to Censor Hostile and Offensive Online Speech Abuses Freedom of Expression, by Arthur S. Hayes." Journalism & Mass Communication Quarterly 97, no. 2 (January 16, 2020): 544–45. http://dx.doi.org/10.1177/1077699019900692.

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Martínez, Jacinto, Antonio J. Rodríguez-Hidalgo, and Izabela Zych. "Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills." International Journal of Environmental Research and Public Health 17, no. 17 (August 26, 2020): 6199. http://dx.doi.org/10.3390/ijerph17176199.

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Although bullying and cyberbullying have been widely studied in diverse geographical areas, the number of studies in isolated regions, located in rainforests such as the Peruvian Amazonia, is low. Most research has been conducted in wealthy, Western countries, although disadvantaged areas are usually the most affected by various problems. Thus, the aims of this study were to validate bullying and cyberbullying measurement instruments among adolescents in the Peruvian Amazonia, to determine the prevalence rates of bullying and cyberbullying among this population, and to examine how bullying and cyberbullying relate to self-esteem, empathy, and social skills. The sample included 607 students from the region of Loreto (Peruvian Amazonia) who completed self-report questionnaires. Both questionnaires used in the sample were found to have good psychometric properties. Results showed that bullying and cyberbullying are prevalent among teenagers in the Amazonia. Low self-esteem and high affective empathy predicted bullying victimization. Being a bully was related to high assertiveness. Being a bully-victim was related to low self-esteem and low assertiveness. Cybervictims showed higher cognitive empathy. Cyberbullies showed higher affective empathy in comparison to uninvolved adolescents. Having low self-esteem and higher affective empathy were related to being a cyberbully/victim. This study provides a validated questionnaire that can be used for research and practice in the Amazonia. Based on the current results, tailored anti-bullying and anti-cyberbullying interventions with components focused on self-esteem, empathy, and social skills should be implemented in Peruvian secondary schools.

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Fridh, Maria, Martin Lindström, and Maria Rosvall. "Associations between self-injury and involvement in cyberbullying among mentally distressed adolescents in Scania, Sweden." Scandinavian Journal of Public Health 47, no. 2 (June 1, 2018): 190–98. http://dx.doi.org/10.1177/1403494818779321.

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Aims: To investigate associations between self-injury and involvement in cyberbullying as a bully, victim or bully-victim among mentally distressed adolescents. Methods: Data from the public health survey of children and adolescents in Scania, Sweden 2016 were used. A questionnaire was answered anonymously in school by 9143 students in 9th grade compulsory school (response rate 77%) and 7949 students in 2nd grade of upper secondary school (response rate 73%). Students with past year (broadly defined) mental distress at least 2 weeks in a row (33% of boys and 63% of girls) were asked if they had performed self-injury (i.e. cut, superficially cut or otherwise injured themselves) past year, and those with data on self-injury and cyberbullying were included in the present study ( n=6841). Associations between self-injury and cyberbullying were investigated by multiadjusted logistic regression analysis. Results: Among mentally distressed students, self-injury was reported by 11.7% of boys and 25.9% of girls. Age-adjusted analysis showed increasingly higher odds of self-injury among cyberbullies, cybervictims and cyberbully-victims, using non-involved as reference group (OR boys: 1.8, 2.3, 3.0; girls: 2.1, 3.2, 4.8). Associations weakened after adjustment for several potential confounders but remained significant for all cyberbullying groups except male cyberbullies, among whom significance was lost after adjustment for smoking, alcohol and narcotics. Conclusions: Peer victimization in cyber space is associated with self-injury, especially among victims and bully-victims. Decreasing peer victimization is a priority, and school and health professionals need to be aware of the associations between cyberbullying and self-injury among mentally distressed adolescents.

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Romera, Eva-M., Juan-Jesús Cano, Cristina-M. García-Fernández, and Rosario Ortega-Ruiz. "Cyberbullying: Social competence, motivation and peer relationships." Comunicar 24, no. 48 (July 1, 2016): 71–79. http://dx.doi.org/10.3916/c48-2016-07.

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The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of cyberbullying among teenagers. El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (cyberbullying) puede indicar que variables de cognición social, cuya influencia ha sido reconocida en el bullying, también estén presentes en el acoso cibernético. El objetivo de la investigación fue estudiar el ajuste social de los implicados en cyberbullying y analizar las diferencias en la percepción de la competencia social, la motivación y el apoyo de los iguales, entre víctimas, agresores y agresores victimizados del cyberbullying. Un total de 505 adolescentes (47,3% chicas) con edades comprendidas entre los 12 y 16 años (M=13.95; DT=1.42) participaron en el estudio. Se utilizaron instrumentos para adolescentes validados en español y se analizaron las propiedades psicométricas para la adaptación de la escala de competencia social. Análisis factoriales exploratorios y confirmatorios mostraron índices óptimos de fiabilidad y validez. Se observó una mayor implicación de los ciberagresores victimizados. Las comparaciones entre roles a través de pruebas no paramétricas mostraron en los ciberagresores un mayor apoyo social que el resto de perfiles y altos niveles en metas de popularidad. Las cibervíctimas destacaron por su alta percepción de competencia social. Los ciberagresores victimizados mostraron altos niveles de metas de popularidad y baja aceptación social. Los resultados obtenidos permiten concluir que la forma en que el grupo de iguales gestiona su vida emocional y social puede estar explicando la situación de cyberbullying entre los adolescentes.

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Larrañaga, Elisa, Raúl Navarro, and Santiago Yubero. "Socio-cognitive and emotional factors on perpetration of cyberbullying." Comunicar 26, no. 56 (July 1, 2018): 19–28. http://dx.doi.org/10.3916/c56-2018-02.

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Research on the characteristics shown by children who cyberbully others is scarce. The objective of this research is to know the variables that predict the involvement of youngsters in cyberbullying perpetration. The current study examined the relation between socio-cognitive and emotional variables and cyberbullying perpetration. It examined the cyberbullies' beliefs about moral disengagement towards cyberbullying. It tested also the social support and emotional reactions to cyberbullying with the aim of understanding their association with cyberbullying perpetration. A number of 1,062 teenagers (54% girls) between 12 and 19 years old (M=15.20, SD=1.91), from six public secondary schools in Castilla-La Mancha (Spain), participated in the study. Results suggest that students who engage in cyberbullying perpetration have higher levels of cyberbullying victimization and bullying aggression when compared with their peers who do not engage in cyberbullying. The findings show that socio-cognitive and emotional variables are important to understand individual differences in engagement in cyberbullying. Result of regressions indicated that perpetration of cyberbullying was positively associated with cyberbullying victimization, bullying aggression, moral disengagement towards cyberbullying, social support and satisfaction expression. In contrast, perpetration of cyberbullying was not associated with negative emotions. Gender and age did not play a significant role in the prediction on perpetration of cyberbullying. Future research should continue to examine predictive factors associated with cyberbullying perpetration. Las investigaciones sobre los ciberagresores son escasas. El objetivo de esta investigación ha sido conocer las variables que predicen la agresión de ciberacoso. El presente estudio examinó la relación entre las variables socio-cognitivas y emocionales con la agresión de ciberacoso. Se examinó la desconexión moral hacia el ciberacoso. Se midió también el apoyo social y las emocionales con el objetivo de conocer su relación con la participación en el ciberacoso. Participaron en el estudio 1.062 adolescentes (54% chicas) con edades entre los 12 y 19 años (M=15,20; DT=1,91), de seis Institutos de Enseñanza Secundaria de Castilla-La Mancha (España). Los resultados muestran que los estudiantes que participan en la agresión tienen niveles más elevados de cibervictimización y acoso, en comparación con sus compañeros que no agreden a través de ciberacoso. Los resultados muestran que las variables socio-cognitivas y emocionales son relevantes para entender las diferencias individuales en la participación de ciberacoso. El resultado del análisis de regresión indicó que la ciberagresión estaba positivamente asociada con la cibervictimización, la agresión cara a cara, la desconexión moral hacia el ciberacoso, el apoyo social y la satisfacción por su comportamiento. En contraste, no se asoció con emociones negativas. El género y la edad no desempeñaron un papel significativo para la predicción de la ciberagresión. Por ello, investigaciones futuras deben continuar examinando los factores predictivos asociados a la agresión del ciberacoso.

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Pongó, Tamás. "A követendő példa, avagy milyen a jó cyberbullying kézikönyv." Pro Futuro 6, no. 2 (December 16, 2016): 247–55. http://dx.doi.org/10.26521/profuturo/2016/2/5340.

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Könyvismertető: HinduJa, Sameer–PatcHin, justin W.: Bullying Beyond Schoolyard – Preventing and Responding to Cyberbul- lying. Corwin, California, 2015.

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Journal articles on the topic 'Cyberbully'

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