Relevant bibliographies by topics / Cyberbullying. College students

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Cyberbullying. College students'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Cyberbullying. College students"

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Firat, Meryem, and Gulsun Ayran. "Cyberbullying among college students." TAF Preventive Medicine Bulletin 15, no. 4 (2016): 322. http://dx.doi.org/10.5455/pmb.1-1450776947.

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Huang, Jinyu, Zhaohao Zhong, Haoyuan Zhang, and Liping Li. "Cyberbullying in Social Media and Online Games among Chinese College Students and Its Associated Factors." International Journal of Environmental Research and Public Health 18, no. 9 (April 30, 2021): 4819. http://dx.doi.org/10.3390/ijerph18094819.

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Cyberbullying can have a terrible impact on the physical and mental health of those involved. In severe cases, some of those involved develop anxiety, depression, and suicidal tendencies. However, few studies focus on cyberbullying among Chinese college students. We aimed to understand the incidence of cyberbullying in social media and online games and its associated factors among college students in China. A cross-sectional STAR questionnaire survey was conducted for college students from the end of June to the beginning of July 2019. Selected via the method of cluster random sampling, students graded 1–5 (college) from two colleges in Shantou were invited to participate in the survey. Information was collected regarding respondents’ socio-demographic information, cyberbullying in social media and online games, self-esteem, anxiety symptoms, Internet addiction, etc. A binary logistic regression model was employed to use all significant variables tested using χ² test or t-test for estimating the effect of potential factors on cyberbullying among college students. Participants were 20.43 ± 1.513 (X ± SD) years old, and the age range was 15 to 25 years old. 64.32% college students reported that they had suffered from cyberbullying, and 25.98% reported bullying others online during the semester. Gender, anxiety symptoms, Internet addiction, game time, and violent elements in games were associated with cyberbullying in social media and online games among college students in China. In conclusion, cyberbullying in social media and online games is prevalent among college students in China. The above data provided insights that targeted and effective measures should be taken to prevent college students from cyberbullying.
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Kraft, Ellen, and Jinchang Wang. "An Exploratory Study of the Cyberbullying and Cyberstalking Experiences and Factors Related to Victimization of Students at a Public Liberal Arts College." International Journal of Technoethics 1, no. 4 (October 2010): 74–91. http://dx.doi.org/10.4018/jte.2010100106.

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This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.
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Lee, E. Bun. "Cyberbullying." Journal of Black Studies 48, no. 1 (November 17, 2016): 57–73. http://dx.doi.org/10.1177/0021934716678393.

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The current study examines cyberbullying and victimization among African American college students who spend large amounts of time on the Internet and using their smartphones. In a survey of 321 African American college students, the most common venues for victimization occurred through text messages, phone calls, and social networking sites. Posting indiscreet images and sharing personal information with a large number of Facebook friends were positively associated with the victimization. Cyberbullying perpetration, as measured by Cyberbullying Questionnaire (CBQ), revealed a significant gender difference, with male students exhibiting higher prevalence. In a multiple regression analysis, the phenomenon of online disinhibition—a lessening of inhibitions during online interactions that would otherwise be present in face-to-face interactions—emerged as the strongest predictor of cyberbullying perpetration. Recommendations for future research include studying the negative impact of cyberbullying among African American adults, particularly in the workplace.
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Kowalski, Robin M., Chad A. Morgan, Kelan Drake-Lavelle, and Brooke Allison. "Cyberbullying among college students with disabilities." Computers in Human Behavior 57 (April 2016): 416–27. http://dx.doi.org/10.1016/j.chb.2015.12.044.

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Dogar, Yahya. "Analyzing the Cyberbullying Behaviors of Sports College Students." International Education Studies 12, no. 11 (October 25, 2019): 36. http://dx.doi.org/10.5539/ies.v12n11p36.

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Studies conducted show that verbal and physical aggressive behaviors particularly among students are affected by the cyberbullying behaviors that are recently becoming even more prevalent with the increase in the social media tools. Such a case may also raise the need for investigating the cyberbullying behaviors of students of sports education in particular. Therefore, the aim of this study is to determine the cyberbullying behaviors of Sports College students. The sample of the study consists of 658 students (465 males and 193 females) studying at Sports Colleges in four different cities in Turkey. Among the quantitative research methods, scanning method has been used in the study. The “Cyberbullying Scale of Sports Audience” developed by Dogar and Karaca (2019) has been used in the study as data collection tool. It consists of 7 questions, which have one-dimension and 5-point Likert scale. The data obtained has had normal distribution. The student t-test has been used for dual comparisons, and one-way analysis of variance (ANOVA) with Tukey post hoc test has been used for multiple comparisons. The level of significance has been selected as p
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Yang, Hui-Ling, and Wei-Pang Wu. "The Effects of Social Learning and Internet Ethics of College Students Engaging in Cyberbullying Behavior in Taiwan." International Journal of Social Media and Online Communities 12, no. 1 (January 2020): 14–22. http://dx.doi.org/10.4018/ijsmoc.2020010102.

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Cyberbullying is a major problem among our school-age population. The growing number of studies suggests that cyberbullying can often cause serious academic, emotional, social, and safety issues for its peer victims. The purpose of current study is to examine the nature of respondents' experience of cyberbullying and determine independently the impact of social learning and internet ethics on cyberbullying behavior among college students in Taiwan. The preliminary analysis is of a survey data collected from 359 undergraduate students in south of Taiwan through convenient sampling. The results of this study provide support for the hypotheses and explore the effect of social learning and perception of internet ethics on cyberbullying behavior among college students. Finding suggests that college students with lower level of social learning and with higher level of internet ethics will have less cyberbullying behavior than those with higher social learning and lower internet ethics.
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Francisco, Sofia Mateus, Ana Margarida Veiga Simão, Paula Costa Ferreira, and Maria José das Dores Martins. "Cyberbullying: The hidden side of college students." Computers in Human Behavior 43 (February 2015): 167–82. http://dx.doi.org/10.1016/j.chb.2014.10.045.

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Muzdalifah, Fellianti, and Deasyanti. "Negative Emotional State dan Cyberbullying Pada Mahasiswa." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 9, no. 1 (April 26, 2020): 41–49. http://dx.doi.org/10.21009/jppp.091.07.

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Cyberbullying is a form of aggressive behavior by using telecommunications media with the aim of embarrassing, threatening, and intimidating certain parties. Cyberbullyings widely applied using mobile media, online chatting (whatsapp, LINE), e-mail, and also online social media such as Facebook, Instagram,or to personal blogs. Cyberbullying evoked negative emotional states namely depression, anxiety, and stress in cyberbullies and cybervictimization. This study provided evidence indicating that college students who experienced in cyberbullying at least 1 week, either cyberbullies or cybervictimization had differences level of negative emotional states,namely depression, anxiety, and stress. The data collection was used the DASS-42 scale to measure negative emotional states (depression, anxiety, and stress). The level of depression, anxiety, and stress were consisted of normal, mild, moderate, severe, and very severe. Meanwhile, Revised Cyber ​​Bullying Inventory-II (RCBI-II) was used to collect cyberbullying data and determined the role in cyberbullying (cyberbullies and cybervictimization). The respondents was 48 cyberbullies and 38 cybervictimization. The result showed that most of 51,1% total of cyberbullies and cybervictimization did not have depression and the rest had different levels of depression. Related to anxiety, cyberbullies showed that 52.1% cyberbullies did not have anxiety. Otherwise in cybervictimization, 28.9% did not have anxiety and another 28.9% were at anxiety levels.Then related to stress, most of 52,3% total of cyberbullies and cybervictimization did not have stress and the rest had different levels of stress. Keywords: cyberbullying, negative emotional state, college students.
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Burke, Gabrielle, and Jill M. Norvilitis. "The Relationships Between Cyberbullying, Sexting, and College Student Well-Being." International Journal of Cyber Behavior, Psychology and Learning 10, no. 4 (October 2020): 34–50. http://dx.doi.org/10.4018/ijcbpl.2020100103.

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To date, much of the research that has examined online bullying has viewed it as a direct correlate of face-to-face bullying. However, bullying may take different forms online, as when individuals share sexually explicit texts or pictures that were sent privately or press others into doing the same. Thus, this study explored how cyberbullying through sexting is related to college student well-being as measured by self-esteem, depression, and academic and social adjustment to college. Among 284 college students, sexting was unrelated to college adjustment or well-being, but was moderately correlated with cyberbullying. Overall, students did not report being affected by involuntary sexting in the same way as traditional cyberbullying.
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Dissertations / Theses on the topic "Cyberbullying. College students"

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Akcil, Suleyman. "CYBERBULLYING-VICTIMIZATION, ACCULTURATIVE STRESS,AND DEPRESSION AMONG INTERNATIONAL COLLEGE STUDENTS." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529712251699618.

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Fang, Qijuan. "Attachment, Bullying, and Romantic Relationships in College Students." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1494865432747648.

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Parsonson, Katrina. "Exploring cyber-bullying : a retrospective study of first year university student : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1250.

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Melander, Lisa A. "Explaining college partner violence in the digital age an instrumental design mixed methods study /." 2010. http://proquest.umi.com/pqdweb?did=2019792621&sid=9&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2010.
Title from title screen (site viewed July 6, 2010). PDF text: iii, 162 p. ; 657 K. UMI publication number: AAT 3398109. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Chao, Yi-Yin, and 趙翊吟. "The Relationships among Narcissism, Empathy, Moral Disengagement, and Cyberbullying of College Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24707658479785116805.

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碩士
國立交通大學
教育研究所
104
The main purposes of this study were to: 1) explore the phenomena of cyberbullying among college students; 2) analyze the differences on narcissism, empathy, moral disengagement and cyberbullying between male and female students who displayed the tendency of cyberbullying, and between students who had never cyberbullied and who had cyberbullied; and 3) investigate the path model of the relationship among narcissism, empathy, moral disengagement, and cyberbullying for students who had a cyberbullying tendency, and examine whether this path model might vary due to gender and methods of data collection (online or paper-based questionnaires). Participants were 473 students from different colleges in Taiwan. The instruments used in this study include 16-item Narcissism Personality Instrument (NPI-16), Empathy Scale, Moral Disengagement Scale and Cyberbullying Scale. Univariate Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA), Pearson product-moment correlation and Structural Equation Modeling were used to analyze the data. The main findings of the study were as follows: 1. Three hundreds and sixty-six college students had participated in cyberbullying at least one time, and the proportion was up to 77%. Among these students, male, sophomore, and students who filled out questionnaires online occupied the highest proportion. 2. Male who had a cyberbullying tendency scored higher in narcissism, moral disengagement, and cyberbullying than female, but there was no difference in empathy. 3. Students who had a cyberbullying tendency and who filled out online questionnaires scored higher in narcissism, moral disengagement, and cyberbullying than ones who filled out paper-questionnaires, but they did not differ in empathy. 4. The proposed mediation model was supported. There was a direct effect from narcissism to cyberbullying, and an indirect effect from narcissism to cyberbullying through empathy and moral disengagement for students who had a cyberbullying tendency. 5. The path model did not vary according to gender, but the proposed mediation model was not supported. Narcissism and moral disengagement positively predicted cyberbullying, but empathy did not predict moral disengagement as well as cyberbullying. 6. The path model did not vary according to methods of data collection. Narcissism and moral disengagement positively predicted cyberbullying. but empathy did not predict cyberbullying. There was a direct effect from narcissism to cyberbullying, and an indirect effect from narcissism to cyberbullying through empathy and moral disengagement for students who had a cyberbullying tendency.
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CHANG, YU-HSUN, and 張佑勳. "A Study of the Internet Usage Behaviors and Perceived Cyberbullying of College Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/06435801221949304657.

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碩士
中華大學
資訊管理學系碩士班
99
In recent years, the cyber-bullying has aroused widespread public discussion, and the discussion of topics related to the network service platform is also extended on, such as Blogs, message boards, BBS, and social networking site. However, the bullying behavior will change as personal emotions, personality, behavior, and occur on the network situation. This study examines the behavior of college students who use the Internet, aggressive behavior and cyber-bullying by the reaction of perception and association, information for IT department Students and non-IT department students in the university. The Stady conducted a questionnaire survey of 200 people, and will be designed according to scale as the basis and the results of the aggressive behavior scale, subject to cyber-bullying perception and response scale analysis of descriptive statistics, t-test, and one-way ANOVA analysis and other methods of analysis. The results showed that the men in the reaction and by the cyber-bullying attacks are showing significant results. In the school year, the various grades in the perception by cyber-bullying, aggressive behavior and reaction are significant results. The network using behavior, network usage and purpose are subject to cyber-bullying perception by a significant personal relationship the result, but by the reaction of cyber-bullying in the psychological, behavioral, have shown non-significant counterattack. Internet using in the conduct of aggressive behavior, habits and purposes of both radiate a significant result. Finally, the recommendation will be made Based upon the findings.
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Hsu, Shih-pei, and 許詩珮. "Cyberbullying among College Students and the Association among Victims' Personality, Coping and Depression." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/00329295466088495596.

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碩士
中原大學
心理學研究所
101
Following the advancement of modern technology, a new form of aggression called “cyberbullying” has emerged. Many studies devoted to explore the risk factors and the impact of cyberbullying. The purpose of this study was to investigate the prevalence of cyberbullying among college students, and to explore the relationships among personality, coping, and depression in cybervictims. The instruments used in this study were the Cyberbullying Behavior Questionnaire, Cyberbullying Coping Scale, Chinese Basic Personality Inventory (Taiwan Region Simplified Version), and the Center for Epidemiologic Studies-Depression Scale. Results indicated that the prevalence rate involved in cyberbullying was 85.6%. The largest proportion of the sample was cybervictims (74.6%), in which the experience of having accounts and passwords been stolen were the most common (59.2%). More males than females were perpetrators. The number of years in college could predict cybervictim experience. Regarding the relationships among personality, coping, and depression in cybervictims, both optimism-pessimism personality and suppression-withdrawal coping style could predict depression. Suppression-withdrawal coping style was a partial mediator between optimism-pessimism personality and depression. According to the results of this study, it was suggested that we should pay more attention to cyberbullying in college students.
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Wu, Ping-Yu, and 吳秉育. "The Relationships between Cyberbullying Victimization and Depression among College Students: Cognitive Emotion Regulation as a Moderator." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8556x5.

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碩士
國立交通大學
教育研究所
105
The purpose of this study is to investigate the current status of cyberbullying victimizations among college students. The study explored the relations of cyberbullying victimization and depression and the moderating effect of cognitive emotion regulation on the relationship between cyberbullying victimization and depression. The measure tools used in this study include “Cyberbullying Victimization Scale,” “Center for Epidemiologic Studies Depression Scale (CES-D),” and “Cognitive Emotion Regulation Questionnaire.” The questionnaires were administered to 1,376 college students in Taiwan. The results of the survey were analyzed by one-way MANOVA, two-way ANOVA, Pearson product-moment correlation, and hierarchical regression analysis. The results were as follow: 1. We found that 51.2% college students were victims of cyberbullying during the past six months and the most common experiences were“harassment & obscene.” 2. Males and seniors had more victimization experiences than females and other students, but there were no significant differences in depression. 3. There were positive relationships among Internet use, cyberbullying victimization and depression. 4. After the Internet use was controlled, the score of“denigration & exclusion” and“harassment & obscene” could effectively predict college student’s depression. 5. On top of that, three cognitive strategies moderated the relationship between cyberbullying victimization and depression: Other-blame, Positive refocus and catastrophizing. Finally, futher discussions and suggestions were addressed based on the results of this study.
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WANG, I.-TING, and 王翊婷. "The Relation among Dual-Autonomy, Internal-External Control and the Roles of Cyberbullying Bystanders of College Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c6jym4.

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碩士
國立高雄師範大學
諮商心理與復健諮商研究所
106
This study aims to understand the relation among “Dual-Autonomy”, “Internal-External Control” and “the Roles of Cyberbullying Bystanders” of college students. The researcher takes college students who study in Taiwan as samples and sent the questionnaires to 300 college students by papers and the Internet. The sample personal information, the Participant Role Questionnaire, the Adolescent Autonomy Scale and the Internal-External Control Form were completed. The collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, product-moment correlation, and step multiple regression respectively. The results are summarized as follows: 1.The current college students show higher level toward dual-autonomy model and internal control, but the roles of cyberbullying bystanders shows large differences in distribution. 2.Sexual Identity as Female college students show higher relationship in dual-autonomy model than male college students. 3.Different parenting style has significantly differences in relating autonomy and external control. 4.The college students who show higher level in both individuating and relating autonomy has more influence to internal control, the defender and the reinforcer. 5.The defender is significantly correlated to internal control; the advocate and the reinforcer are significantly correlated to external control. 6.Gender, parenting style, dual-autonomy and internal-external control can effectively predict the roles of cyberbullying bystanders. According to the result of this study, researcher provides some suggestion for guidance and counseling professionals, college tertiary educators, and further future research.
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Books on the topic "Cyberbullying. College students"

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Deeper: A novel. New York: Bantam Books Trade Paperbacks, 2014.

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Cowie, Helen, and Carrie Anne Myers. Bullying among University Students: Cross-National Perspectives. Taylor & Francis Group, 2015.

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Bullying Among University Students: Cross-national perspectives. Routledge, 2015.

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Book chapters on the topic "Cyberbullying. College students"

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Larrañaga, Elisa, Santiago Yubero, and Anastasio Ovejero. "Gender Variables and Cyberbullying in College Students." In Cyberbullying Across the Globe, 63–77. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25552-1_3.

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Baldasare, Angela, Sheri Bauman, Lori Goldman, and Alexandra Robie. "Chapter 8 Cyberbullying? Voices of College Students." In Cutting-Edge Technologies in Higher Education, 127–55. Emerald Group Publishing Limited, 2012. http://dx.doi.org/10.1108/s2044-9968(2012)0000005010.

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Kraft, Ellen, and Jinchang Wang. "An Exploratory Study of the Cyberbullying and Cyberstalking Experiences and Factors Related to Victimization of Students at a Public Liberal Arts College." In Ethical Impact of Technological Advancements and Applications in Society, 113–31. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1773-5.ch009.

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This article shows the results of a study of the cyberbullying and cyberstalking experiences of students at a public liberal arts college. A survey was administered online to sophomores, juniors, seniors, and graduate students at the college. The prevalence rates were 10% for cyberbullying and 9% for cyberstalking, shown in the sample of 471 respondents. Traditional college students under 25 years of age were experiencing and participating in cyberbullying at higher rates than older college students. Prior experience as a victim of cyberbullying in high school was a significant risk factor for cyberbullying and cyberstalking in college, which implies that students’ roles in cyberbullying are maintained from high school to college. The majority of college students are handling cyberbullying incidents themselves rather than utilizing campus resources, but two-thirds of respondents would be more likely to consider reporting an incident if there was a central e-mail address available for reporting incidents.
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Weiss, Adam. "Professor and Victim." In Advances in Human Resources Management and Organizational Development, 266–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4912-4.ch013.

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Colleges and universities increasingly depend on technology to facilitate communication and course delivery. As a consequence of this heightened technology usage, cyberbullying now occurs frequently on college and university campuses. College faculty often become victims of cyberbullying due to their visible and active roles as educators and academics. Traumatic cyberbullying incidents cause significant emotional and physical distress for faculty victims. As such, cyberbullying can drastically interfere with faculty's work. The chapter discusses the various forms in which faculty experience cyberbullying in the higher education workplace. The chapter then identifies the perpetrators of this form of cyberbullying—specifically, students, fellow faculty members, administrators, and members of the general public. Next, the chapter sheds light on the negative psychological, professional, and physical consequences resulting from cyberbullying incidents. Finally, the chapter offers several policy suggestions to curtail cyberbullying on higher education campuses.
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Hollis, Leah P. "Codifying Civility on Campus for Employees and Students." In Global Adaptations of Community College Infrastructure, 169–85. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch012.

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School-level bullying and workplace bullying are globally recognized as threats to organizational productivity, emotional safety, psychological wellness, and overall morale. Consequently, some countries have instituted legislation to prohibit bullying at various levels in society. This essay will proceed from two vantage points. First, workplace bullying will be addressed, considering the cost to organizations and individuals. Second, school bullying will be addressed with an examination of the bully as a threat to the school's reputation and individual student welfare. Further, cyberbullying affects both children and adults. Therefore, the purpose of this essay is to consider policy development for international leaders who are managing both students and professional educators.
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Doane, Ashley N. "In-Person Video and Peer-Delivered Approaches to Cyberbullying Prevention." In Advances in Human Resources Management and Organizational Development, 513–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4912-4.ch024.

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In this chapter, the researcher evaluated the short-term efficacy of two theory of reasoned action-based cyberbullying prevention programs in college student samples using different methods of delivery. In Study 1 (N = 335), immediately following a cyberbullying video prevention presentation during class, attitudes and injunctive norms regarding all four types of cyberbullying (i.e., malice, deception, public humiliation, and unwanted contact), intentions to engage in malice, willingness to engage in malice and deception, and empathy toward victims for three forms of cyberbullying, improved. Most differences remained at one-month follow-up. In Study 2 (N = 80), the author evaluated a live skit-based version of the Study 1 prevention program in a voluntary event setting. Attitudes and injunctive norms toward malice, deception, and public humiliation and intentions and willingness to engage in malice decreased, whereas cyberbullying knowledge increased pre- to post-test. Both video-based and peer-led cyberbullying programs may benefit adults. Workplace implications are discussed.
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Conference papers on the topic "Cyberbullying. College students"

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Sagrario Resurreccion Simbulan, Maria. "Social Networking – Boon or Bane? Student’s Perception of the Role Social Networking Plays in Helping (or Hindering) Learning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3767.

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Aim/Purpose: The study focuses on how 107 third and fourth year college students use social networking sites to communicate, to coordinate activities, and to collaborate with family members, classmates, and friends. Background This research study looks at the students’ social networking site usage patterns, their frequency of use, online social behavior as well as awareness of risks relating to privacy and unsolicited attention from strangers. Methodology: This study used a questionnaire to elicit business management students’ perception of social networking’s impact on learning, on relationships with peers, and on the development of critical social and business skills. Contribution: This research study seeks to explore students’ perception of the importance of social networking sites in their lives as students. This offers an insight to how the respondents use social networking sites, who they interact with on these sites, and how it impacts their family life and academic life. Findings: The study finds that overall, the impact of social networking among these respondents has been positive though it has yet to help all of the students to find a balance between their personal and academic lives. Recommendations for Practitioners: Studying the social networking usage behavior of students can help teachers assist and guide them, even beyond class hours, on academic, personal, and career matters. Impact on Society: While focused on a very small sample of third and fourth year students in the Philippines, the study hopes to offer parents, elders, faculty, and school administrators an insight into the impacts of social networking sites on the lives of students, and to present possible ways to help these young people cope with the pressures of living in a networked, totally connected, 24/7 world. Future Research: Instances and responses to cyberbullying; the possibility of self-harm or feelings of isolation stemming from unrestricted social networking site use; the role of self-discipline in limiting use of social networking sites during school days.
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