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Jacobs, Niels, Trijntje Völlink, Francine Dehue, and Lilian Lechner. "The Development of a Self-Report Questionnaire on Coping with Cyberbullying: The Cyberbullying Coping Questionnaire." Societies 5, no. 2 (May 18, 2015): 460–91. http://dx.doi.org/10.3390/soc5020460.
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Sheinov, Viktor P. "Questionnaire on Assessing Individual Vulnerability to Cyberbullying: Development and Preliminary Validation." RUDN Journal of Psychology and Pedagogics 17, no. 3 (December 15, 2020): 521–41. http://dx.doi.org/10.22363/2313-1683-2020-17-3-521-541.
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Cyberbullying is manifested in repeated deliberate acts of aggression by one or more persons who use electronic means of communication to attack a victim who cannot defend him- or herself. Cyberbullying is a form of violence through harassment, insults, bullying, humiliation or intimidation carried out using the Internet, mobile phones and other electronic devices. Cyberbullying is widespread and causes severe harm to its victims, having a negative impact on their mental and physical health. The purpose of this study is to develop a reliable and valid questionnaire on assessing individual vulnerability to cyberbullying. The article constructs such a questionnaire and proves that it meets the standard reliability criteria: internal consistency, homogeneity and retest reliability. It is shown that the questionnaire is valid and satisfies the key validity criteria: validation in the process of designing the questionnaire, substantive, constructive and convergent validity. The questionnaire is standardised, the norms for young men and women are given, presented in average values and standard deviations. The theoretical basis of the study is the model of manipulative influence (which includes cyberbullying) and the psychological mechanism of cyberbullying described by this model. Confirmatory factor analysis showed that the model of the presented questionnaire has good indicators of reliability and statistical consistency. The experimental part of the study involved 307 young men and women at the ages from 17 to 21 years old - students of medical colleges and cadets of the University of the Ministry of Emergencies. The study included two stages of psychodiagnostics of the subjects carried out with an interval of two months. The states of individuals vulnerable to cyberbullying, identified using the questionnaire, are consistent with the results obtained in previous studies. The proposed questionnaire makes it possible to warn an individual about the existing or threatening danger of becoming a victim of cyberbullying. The questionnaire can stimulate the study of cyberbullying in the Russian-speaking society and, in particular, in cross-cultural studies.
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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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Eden, Jen, and Anthony J. Roberto. "The Role of Verbal Aggression in Cyberbullying Perpetration and Victimization by Middle School Students." Future Internet 13, no. 9 (August 30, 2021): 223. http://dx.doi.org/10.3390/fi13090223.
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This manuscript examined the role trait verbal aggression plays in cyberbullying victimization and perpetration in adolescence. More than 400 middle school students (46.8% males and 52.2% females) completed a questionnaire on trait verbal aggression and their history of cyberbullying perpetration and victimization. Linear regression analyses revealed that trait verbal aggression was a statistically significant predictor of both cyberbullying perpetration and victimization, that cyberbullying perpetration and cyberbullying victimization are related, and that cyberbullying perpetration appears to increase with age, while cyberbullying victimization does not. Ideas and implications for future applications of verbal aggression and cyberbullying are discussed.
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Kalender, Melike Kavuk, and Hafize Keser. "Cyberbullying awareness in secondary and high schools." World Journal on Educational Technology: Current Issues 10, no. 4 (October 11, 2018): 25–36. http://dx.doi.org/10.18844/wjet.v10i4.3793.
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This study examines cyberbullying awareness in schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high schools. The ‘Questionnaire for Cyberbullying Awareness at School’ was used as the data collection tool and data were collected online and analysed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbullying school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers’ cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and high schools in Turkey must be increased.Keywords: Cyberbullying, cyberbullying awareness, cyberbullying recognition, cyberbullying prevention, cyberbullying intervention.
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Gómez-Ortiz, Olga, Carmen Apolinario, Eva M. Romera, and Rosario Ortega-Ruiz. "The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents." Social Sciences 8, no. 1 (January 15, 2019): 25. http://dx.doi.org/10.3390/socsci8010025.
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The influence of the family in children’s involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children’s involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents’ Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents’ educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent’s involvement in bullying and cyberbullying, is discussed.
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Kalender, Melike Kavuk, and Hafize Keser. "Cyberbullying awareness in secondary and high-schools." World Journal on Educational Technology: Current Issues 10, no. 4 (March 24, 2019): 191–202. http://dx.doi.org/10.18844/wjet.v10i4.4082.
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Abstract This study examines cyberbullying awareness of schools based on the statements of teachers and managers. Survey data were collected from 376 educators in 277 middle and high-schools. The ‘Questionnaire for Cyberbullying Awareness at School’ was used as the data collection tool and data were collected online and analyzed with frequency and percentage statistics. The findings show that: schools have wrong or inadequate strategies concerning recognition and intervention of cyberbullying; techniques for cyberbullying prevention is sufficient, concerning the creation of an anti-cyberbulling school culture and taking technological precautions; however, the creation of an anti-cyberbullying curriculum, and the construction of specific anti-cyberbullying policies for schools, is lacking in teachers’ cyberbullying awareness. It is clear that cyberbullying awareness in secondary schools and highschools in Turkey must be increased. Keywords: Cyberbullying, cyberbullying awareness, cyberbullying recognition, cyberbullying prevention, cyberbullying intervention
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Healy, S., and F. Lynch. "Cyberbullying and its effects on young adolescents: a community-based survey." Irish Journal of Psychological Medicine 30, no. 2 (June 2013): 103–11. http://dx.doi.org/10.1017/ipm.2013.20.
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ObjectivesTo conduct a study looking at the prevalence and nature of Internet and mobile phone use in young people, focusing particularly on cyberbullying and its potential effects on young people's mental health.MethodThree secondary schools in an area of North Dublin were randomly selected, which included one all boys school, one all girls school and one co-educational school. Written information about the study was given to each school principal and to parents/carers of all first and second year students. First and second year students in each school from whom consent had been received were asked to complete two questionnaires, which included a questionnaire on cyberbullying and a self-report version of the Strengths and Difficulties Questionnaire (SDQ). A total of 130 students completed the study.ResultsA total of 24 (18.46%) pupils were cyberbullied. Of these, 13 (65% of those cyberbullied) pupils who were cyberbullied said that it had a negative effect on their mood, and 9 (45% of those cyberbullied) said that cyberbullying had a negative effect on their overall mental health. A statistically significant higher proportion of pupils who were cyberbullied scored in the Abnormal/Borderline range of the SDQ, compared with those who were not cyberbullied.ConclusionThis is the first study in Ireland, which looks at the potential mental health difficulties associated with cyberbullying. It is hoped that the information from this study will help to increase awareness of the effects of cyberbullying and help look at ways of managing cyberbullying.
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Mascia, Maria Lidia, Mirian Agus, Maria Assunta Zanetti, Simona Perrone, Dolores Rollo, and Maria Pietronilla Penna. "Who Are the Victims of Cyberbullying? Preliminary Data Towards Validation of "Cyberbullying Victim Questionnaire”." Contemporary Educational Technology 13, no. 3 (May 7, 2021): ep310. http://dx.doi.org/10.30935/cedtech/10888.
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Arpaci, Ibrahim, Thabet Abdeljawad, Mustafa Baloğlu, Şahin Kesici, and Ibrahim Mahariq. "Mediating Effect of Internet Addiction on the Relationship Between Individualism and Cyberbullying: Cross-Sectional Questionnaire Study." Journal of Medical Internet Research 22, no. 5 (May 28, 2020): e16210. http://dx.doi.org/10.2196/16210.
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Background Among a variety of dynamics that may have effects on internet-related behaviors, cultural orientation is particularly important. Previous studies suggest that individualism is a strong determinant of certain behaviors. In addition, findings suggest that vertical individualism may lead to the development of more tolerance for addiction and aggression on the internet. Objective This study aimed to investigate whether vertical individualism has significant positive effects on cyberbullying and internet addiction and whether horizontal individualism has significant negative effects on cyberbullying and internet addiction. A theoretical model was specified to test the relationships among vertical versus horizontal individualism, cyberbullying, and internet addiction. Methods A total of 665 college students were selected using a convenience sampling method and willingly participated in the study. Participants’ ages ranged from 17 to 19 years (mean 17.94 years, SD 1.12 years). Of the group, 462 were women (462/665, 69.5%), and 203 were men (203/665, 30.5%). Study majors represented were mathematics (113/665, 17%), sciences (102/665, 15.3%), instructional technology (99/665, 14.9%), psychology (98/665, 14.7%), and others (253/665, 38.1%). Self-report instruments were used to measure vertical/horizontal individualism, cyberbullying, and internet addiction. Results Results show a significant positive effect of vertical individualism (effect size 0.10) and significant negative effect of horizontal individualism (effect size –0.12) on cyberbullying. In addition, the direct effect of vertical individualism on internet addiction was significant (effect size 0.28), but the direct effect of horizontal individualism was not (effect size –0.05). Internet addiction had a significant direct effect on cyberbullying (effect size 0.39) as well as an intervening effect on the relationship between vertical individualism and cyberbullying. Results also indicate significant gender differences in cultural patterns and internet addiction. Conclusions The findings suggest that horizontal and vertical individualism have significant effects on internet addiction. The findings also suggest that vertical individualists are more vulnerable to internet addiction. Further, the findings indicate a significant relationship between internet addiction and cyberbullying.
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Kusumawaty, Ira, Yunike Yunike, Yeni Elviani, and Hidayat Arifin. "Contributing Factors of Cyberbullying Behavior among Youths During Covid-19." Jurnal Ners 16, no. 1 (April 13, 2021): 54. http://dx.doi.org/10.20473/jn.v16i1.24751.
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Introduction: The use of information technology during the Covid-19 period is inevitable and can lead to cyberbullying. Mental and life health conditions can be threatened due to being the victim of cyberbullying. This study aims to determine the factors that contribute to the formation of cyberbullying behavior among youths in South Sumatra, Indonesia.Methods: A cross-sectional study was undertaken. The population was youths in South Sumatra, Indonesia with a total sample of 213 respondents who were determined based on purposive sampling. The data collection was done by distributing questionnaires via Google Forms. The questionnaire was developed based on the concept of cyberbullying behavior inclusive of repetition, power imbalance, deliberation and aggression. The data was analyzed using ANOVA and MANOVA.Results: In the study, we found that gender contributes the most to shaping cyberbullying behavior (p=0.000), followed by the parent’s occupation (p=0.018).Conclusion: It is necessary to establish an interconnected system between parents, youth groups and the education sector to avoid cyberbullying behavior. The ability of youths to adapt constructively to the increasing advancement of information technology and to use it wisely is something urgent that needs to be observed so then the cyberbullying cycle can be eradicated.
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Dredge, Rebecca, John Gleeson, and Xochitl de la Piedad Garcia. "The Development and Validation of the Social Networking Experiences Questionnaire: A Measure of Adolescent Cyberbullying and Its Impact." Violence and Victims 30, no. 5 (2015): 798–812. http://dx.doi.org/10.1891/0886-6708.vv-d-14-00040.
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The measurement of cyberbullying has been marked by several inconsistencies that lead to difficulties in cross-study comparisons of the frequency of occurrence and the impact of cyberbullying. Consequently, the first aim of this study was to develop a measure of experience with and impact of cyberbullying victimization in social networking sites in adolescents. The second aim was to investigate the psychometric properties of a purpose-built measure (Social Networking Experiences Questionnaire [SNEQ]). Exploratory factor analysis on 253 adolescent social networking sites users produced a six-factor model of impact. However, one factor was removed because of low internal consistency. Cronbach’s alpha was higher than .76 for the victimization and remaining five impact subscales. Furthermore, correlation coefficients for the Victimization scale and related dimensions showed good construct validity. The utility of the SNEQ for victim support personnel, research, and cyberbullying education/prevention programs is discussed.
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Gámez-Guadix, Manuel, Fabiola Villa-George, and Esther Calvete. "Psychometric Properties of the Cyberbullying Questionnaire (CBQ) Among Mexican Adolescents." Violence and Victims 29, no. 2 (2014): 232–47. http://dx.doi.org/10.1891/0886-6708.vv-d-12-00163r1.
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The first objective of this study was to analyze the psychometric properties of the Cyberbullying Questionnaire (CBQ), an instrument for measuring the perpetration and victimization of bullying via new technologies for adolescents. The second objective was to analyze gender differences in the prevalence of cyberbullying. The study sample consisted of 1,491 Mexican adolescents (52.4% male and 47.6% female) with a mean age of 14.51 years (SD = 1.57, range = 12–18). A confirmatory factor analysis of the CBQ indicated a good fit of a model consisting of two factors designated as “perpetration” and “victimization.” The internal consistencies for these subscales were adequate. Furthermore, multiple-group-covariance-structure analysis with the Mexican and a Spanish sample (N = 1008; 55.7% girls; mean age = 15.23 years, SD = 1.4) indicated equivalence of the factor structure of the CBQ across samples. An analysis of the relationship between the CBQ and other variables—such as the justification of cyberbullying, impulsivity, and depression—provided additional data supporting the construct validity of the instrument. Regarding gender differences in the prevalence of CB, perpetration was significantly higher for males than for females, whereas no differences were found for victimization. Finally, we discuss the contributions of this work to the field of study.
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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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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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Fitriani, Nisa. "AGREEABLENESS SEBAGAI MODERATOR HUBUNGAN EKSPOSUR TAYANGAN ANTISOSIAL DAN PERUNDUNGAN-SIBER PADA REMAJA." PSYCHE: Jurnal Psikologi 2, no. 2 (August 4, 2020): 87–102. http://dx.doi.org/10.36269/psyche.v2i2.208.
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This study examined the moderating effect of agreeableness on the relation between exposure of antisocial media and cyberbullying. The subjects of the research were 293 junior high school students 12-16 years old (M = 13,58; SD = 0,74) in Malang City. Instruments used were The Cyberbullying Questionnaire, Content-based Media Exposure Scale, and The Big Five Inventory. The result indicated that agreeableness is moderator exposure of antisocial media and cyberbullying (β = -0,155; p = 0,006). Correlation between exposure of antisocial media and cyberbullying is stronger in adolescents with low levels of agreeableness than adolescents with high agreeableness.
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Pichel, Rafael, Mairéad Foody, James O’Higgins Norman, Sandra Feijóo, Jesús Varela, and Antonio Rial. "Bullying, Cyberbullying and the Overlap: What Does Age Have to Do with It?" Sustainability 13, no. 15 (July 30, 2021): 8527. http://dx.doi.org/10.3390/su13158527.
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School bullying and cyberbullying represent the most common forms of victimization during childhood and adolescence in many countries across the globe. Although they can be studied as distinct phenomena with their own defining characteristics, there is evidence to suggest that they are related and often co-occur. The present research aimed to estimate the rates of school bullying and cyberbullying, studied their evolution by age, and analyzed any possible overlap between the two. An empirical study was carried out with a large sample of children and adolescents in Galicia, Spain (N = 2083), where 10–17 year olds were presented with The European Bullying Intervention Project Questionnaire and European Cyberbullying Intervention Project Questionnaire. School bullying was found to be more prevalent than cyberbullying, with 25.1% involved as victims and 14.3% as bully-victims, while the cyberbullying rates were 9.4% for victims and 5.8% for bully-victims. Perpetration rates were similar for school and cyberbullying (4.4% and 4.3% respectively). The overlap between both phenomena adds to the evidence for a whole-community approach to tackling all types of bullying and victimization experiences, as opposed to each in silo. The clear age differences in bullying behaviours also suggest the appropriateness of tailoring anti-bullying programs to target specific age groups.
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Doumas, Diana M., and Aida Midgett. "Witnessing Cyberbullying and Internalizing Symptoms among Middle School Students." European Journal of Investigation in Health, Psychology and Education 10, no. 4 (October 4, 2020): 957–66. http://dx.doi.org/10.3390/ejihpe10040068.
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Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.
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CHEN, JI-KANG. "CYBERBULLYING AMONG SECONDARY SCHOOL STUDENTS IN HONG KONG." Hong Kong Journal of Social Work 52, no. 01n02 (January 2018): 49–62. http://dx.doi.org/10.1142/s0219246218000050.
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Using a large-scale dataset from Hong Kong, this study describes the prevalence of cyberbullying and examines how gender and grade level relate to cyberbullying among secondary school students in Hong Kong. Participants were 1,855 students from secondary schools (Forms 1 to 7). Students were given an anonymous questionnaire that included a scale for reporting their experiences of cyberbullying. Responses indicated that 17.8% of students reported cyberbullying and 30.9% experienced at least one type of cyberbullying in the past three months. Curses, insults, and humiliation were the most common types of cyberbullying. Males reported higher rates of bullying and victimization than did females. The overall rates of bullying and victimization peaked in Forms 2 or 3 and in Form 6. Cyberbullying among secondary students in Hong Kong is a serious problem that needs immediate attention. Potential intervention programs should target males and students in Forms 2, 3, and 6. Programs should mainly aim to reduce online curses, insults, and humiliation by students.
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Shaban Rafi, Muhammad. "Cyberbullying in Pakistan: Positioning the Aggressor, Victim, and Bystander." Pakistan Journal of Psychological Research 34, no. 3 (October 18, 2019): 601–20. http://dx.doi.org/10.33824/pjpr.2019.34.3.33.
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This study explores cyberbullying prevalence, causes, reasons, and preventive measures from the perspective of victims and bystanders. The data were gathered from 329 male and female students of different age groups through an open-ended questionnaire and cyberbullying confession pages. Constructivist thematic framework was applied to look for commonly emerging patterns in the data. The study revealed that the likelihood to become a victim to cyberbullying decreased with an increase in age. However, there was no association between gender and cyberbullying. The study showed that various linguistic resources were exploited by the aggressors to victimize the participants. However, being sophomoric users of social media sites and having offline disputes were the core reasons of cyberbullying among a majority of victims. The participants valued the support of parents and friends, and showed faith in the preventive measures taken by educational institutes and Federal Investigation Agency, Pakistan against cyberbullying assaults. Findings from this study contribute to the research on cyberbullying, which is still in its infancy in Pakistan and may help in formulating cyberbullying prevention program.
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Yilmaz, Harun. "Cyberbullying in Turkish middle schools: An exploratory study." School Psychology International 32, no. 6 (August 16, 2011): 645–54. http://dx.doi.org/10.1177/0143034311410262.
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This study explored Turkish students' experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Istanbul, the largest city of Turkey. A 15-item questionnaire was used in a classroom environment to collect data. Results revealed that male students were more involved in cyberbullying than female students. Students used instant messaging programs in cyberbullying, and bullying victims did not communicate with adults when they were exposed to harassment. The majority of students did not know effective safety strategies for use in cyberspace. Those who were themselves cyberbullied tended to engage in cyberbullying. The prevalence of cyberbullying in Turkish middle schools suggests that schools should adopt appropriate prevention strategies.
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Hennig Manzuoli, Cristina, and Liliana Cuesta Medina. "Determining Factors for Cyberbullying Prevention Programmes." International Education Studies 10, no. 12 (November 28, 2017): 52. http://dx.doi.org/10.5539/ies.v10n12p52.
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This study reports on the first stages of a larger project to develop an ICT-supported cyberbullying prevention programme that fosters development of children’s communication skills for the safe use of social media. To establish baseline data on the incidence and growth of cyberbullying in Bogotá, Colombia, we applied a Revised School Violence Questionnaire (CUVE-R) to a population of 1355 fifth-grade pre-adolescents. The results show that cyberbullying is at an early stage in the surveyed educational institutions, and we make specific recommendations on developing cyberbullying prevention programmes that foster effective communication and self-regulatory skills supported by multimodal strategies and ICT tools.
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Chiș, Olga, and Adina V. Lung. "Cyberbullying: a brief research study emphasizing junior high students’ perceptions regarding the cyberbullying phenomenon." Educatia 21, no. 19 (December 19, 2020): 93–97. http://dx.doi.org/10.24193/ed21.2020.19.11.
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The present study is a result of a psycho-pedagogical experiment with junior high students’ perceptions regarding the cyberbullying phenomenon. The experimental program, based on a needs analysis and carried out by the survey method (questionnaire developed by the authors), was used to increase and measure students' awareness of the cyberbullying phenomenon. While some students consider cyberbullying a major issue, others do not acknowledge its presence. The psycho-pedagogical experiment focused on a set of strategies for preventing, combatting and approaching (coping with) the elements and specific situations of cyberbullying, communication with an adult, interpersonal communication at group level, role-playing, games, etc. The activities in the experimental program were meant to prevent the phenomenon of cyberbullying and placed a special emphasis on the key role of parents and educators in assisting students.
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Murwani, Endah. "Cyberbullying Behavior Patterns in Adolescents in Jakarta." Jurnal Komunikasi Ikatan Sarjana Komunikasi Indonesia 4, no. 2 (December 30, 2019): 96–103. http://dx.doi.org/10.25008/jkiski.v4i2.330.
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This research is motivated by the phenomenon of cyberbullying in adolescents. Cyberbullying has the potential to harm victims such as loss of self-confidence, depression and decreased performance. Therefore, this study aims to determine the behavior patterns of cyberbullying perpetrators and victims of adolescents in Jakarta. Cyberbullying behavior patterns in this study refers to the concept of Willard which classifies seven behaviors: flaming, online harassment, denigration, impersonation, outing and trickery, exclusion, and cyberstalking. This research has been conducted with descriptive research, by taking high school students in DKI Jakarta as sample. A total of 400 students have been chosen by using multistage random sampling. Data was collected through a questionnaire and measured using the Student Assessment Survey (SAS). The results showed the involvement of students as perpetrators and victims of cyberbullying. Behavior that tends to be used by students as cyberbullying is denigration (77.2%), harassment (74%), and flaming (70%). While students who are victims of cyberbullying, the treatment that tends to be experienced is denigration (79.2%), flaming (78.7%) and harassment (75.2). The results of this study suggest the need for strategies to prevent cyberbullying behavior by literacy using social media effectively.
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Jung, Do Young, and Ju Hee Park. "Effect of Moral Disengagement on Cyberbullying Perpetration in Middle School Students and the Moderating Role of Self-Control." Family and Environment Research 58, no. 1 (February 21, 2020): 61–74. http://dx.doi.org/10.6115/fer.2020.005.
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This study examined the effects of moral disengagement (cognitive restructuring and blaming the victim) and selfcontrol on cyberbullying perpetration and investigated if self-control moderated the relationship between moral disengagement (cognitive restructuring and blaming the victim) and cyberbullying perpetration. Participants in the study consisted of 551 middle school students (273 boys and 278 girls) from five middle schools in Seoul and Gyeonggi-do. Cyberbullying perpetration, moral disengagement and self-control were measured using the Bullying/ Victimization Questionnaire, the Mechanisms of Moral Disengagement Scale, and the Self-Control Scale for children and adolescents. Data were analyzed by means of descriptive statistics and a hierarchical regression analysis. The moderating effect of self-control was analyzed using procedures proposed by Baron and Kenny (1986). The results indicated that both levels of cognitive restructuring and blaming the victim increased cyberbullying perpetration whereas the level of self-control decreased cyberbullying perpetration. In addition, self-control moderated the effect of cognitive restructuring on cyberbullying perpetration. The influence of cognitive restructuring on cyberbullying perpetration was greater when the level of self-control was low, compared to when it was high.
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Benítez-Sillero, Juan de D., José M. Armada Crespo, Esther Ruiz Córdoba, and Javier Raya-González. "Relationship between Amount, Type, Enjoyment of Physical Activity and Physical Education Performance with Cyberbullying in Adolescents." International Journal of Environmental Research and Public Health 18, no. 4 (February 19, 2021): 2038. http://dx.doi.org/10.3390/ijerph18042038.
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(1) Background: Cyberbullying is a social concern in adolescents. The practice of physical activity is a key factor in protection against cyberbullying related to the multiple psychological benefits. Therefore, the study sets out to analyse the relationship between amount, types, enjoyment of physical activity and performance in physical education with cyberbullying. (2) Methods: A sample of 867 adolescents between 12 and 19 years of age from two schools in Andalusia (Spain) was studied. A computer-based questionnaire given in the classroom was used, with two questions about the type of physical activity, one on physical education performance, the Scale of Enjoyment of Physical Activity (PACES) and the Spanish version of the European Cyberbullying Intervention Project Questionnaire (ECIPQ). (3) Results: Clear relationships were found between the practice of physical activity and cybervictimisation. However, less involvement has been observed among girls who practice physical activity in cyberaggression. (4) Conclusions: In relation to the types of physical activity, it seems that practising physical activities that involve competition can help to develop defence mechanisms against cyberaggression, as well as improve values to be less involved in cyberaggression.
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Fajrie, Mahfudlah, and Noor Syaidah. "PENGARUH PENGGUNAAN FACEBOOK TERHADAP PERILAKU CYBERBULLYING DI KALANGAN REMAJA DESA MANTINGAN KECAMATAN TAHUNAN KABUPATEN JEPARA." An-Nida : Jurnal Komunikasi Islam 11, no. 1 (August 14, 2019): 39–56. http://dx.doi.org/10.34001/an.v11i1.935.
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This research aimed the influenceof using facebook toward cyberbullying behavior. The hypothesis in this research wasthere was an influenceof using facebook toward cyberbullying behavior among village adolescentsMantingan. Subject in this research were 61 adolescents in aged range 15-17 years old consist of 30 boys adolescents and 31 girls adolescents. The sampling technique used was proportional sampling. Method of collecting data consist of observation, interview, and questionnaire. The data was analyzed using aplikation IBM SPSS Statistics 25. Result of test correlation using correlation product moment between using facebook with cyberbullying behavior was 0,964 with value significant 0,000, which means there was a significant positive between using facebook toward cyberbullying behavior among village adolescents Mantingan.
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Lokithasan, Komathi, Ai Fie Chua, Kwan Hui Ting Joanna, Raksshana Subramanian, Wirawahida Kamarul Zaman, and Sanggari Krishnan. "The Correlation between Aggression, Self-esteem and Cyberbullying among Undergraduates in Malaysia." Sains Insani 5, no. 1 (July 13, 2020): 205–11. http://dx.doi.org/10.33102/sainsinsani.vol5no1.189.
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The prevalence of cyberbullying cases has been increasing over the years and it causes detrimental effects on one's mental health and psychological well-being. This cross-sectional research aims to determine the significant relationship between proactive aggression, reactive aggression and self-esteem on cyberbullying among undergraduates in Malaysia. 255 participants were recruited through purposive sampling. Questionnaires were distributed online via social media platforms such as Facebook, Instagram, WhatsApp, and Twitter. Three validated and reliable self-report measures were used to gather responses for this including Reactive-Proactive Aggression Questionnaire (RPQ), Rosenberg Self-esteem Scale (RSES) and Cyberbullying Test (CT). RPQ consists of 23 items followed by RSES with 10 items and lastly, CT consists of 45 items. All measures yielded a high reliability ranging from .84 to .95. The present study has found that proactive and reactive aggressions have a significant positive relationship with cyberbullying perpetration. However, proactive aggression has a stronger relationship as compared to reactive ones. Those with high proactive aggressions tend to involve more in cyberbullying as compared to reactive aggression. Moreover, it also found a negative but non-significant relationship between self-esteem and cyberbullying perpetration among undergraduates in Malaysia. It shows that those with high self-esteem tend to be cyberbullying victims but not perpetrators due to their frequent usage of social media. This study implies that it could be useful to tackle those involved in proactive aggressions as compared to reactive aggression and those with high self-esteem. Healthy ways to channel proactive aggression in which perpetrator seeks reward or dominance should be identified rather than focusing on those who reacts aggressively to a threat or provocation.
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Sticca, Fabio, Katja Machmutow, Ariane Stauber, Sonja Perren, Benedetta Palladino, Annalaura Nocentini, Ersilia Menesini, Lucie Corcoran, and Conor Guckin. "The Coping with Cyberbullying Questionnaire: Development of a New Measure." Societies 5, no. 2 (May 28, 2015): 515–36. http://dx.doi.org/10.3390/soc5020515.
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Coelho, Vítor Alexandre, and Vanda Sousa. "Bullying and Cyberbullying Behaviors Questionnaire: Validation of a short form." International Journal of School & Educational Psychology 8, no. 1 (October 22, 2018): 3–10. http://dx.doi.org/10.1080/21683603.2018.1522282.
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Niu, Gengfeng, Jing He, Shanyan Lin, Xiaojun Sun, and Claudio Longobardi. "Cyberbullying Victimization and Adolescent Depression: The Mediating Role of Psychological Security and the Moderating Role of Growth Mindset." International Journal of Environmental Research and Public Health 17, no. 12 (June 18, 2020): 4368. http://dx.doi.org/10.3390/ijerph17124368.
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The objective of this study was to examine the mechanisms (the mediating role of psychological security and the moderating role of growth mindset) underlying the association between cyberbullying victimization and depression among adolescents. A sample of 755 adolescents (Mage = 13.35 ± 1.02; 373 boys) was recruited from two junior high schools, and the participants were asked to voluntarily complete a set of measures, including the cyberbullying victimization subscale in the Chinese version of the Cyberbullying Inventory, the Chinese version of the Security Questionnaire, the Chinese version of the Center for Epidemiologic Studies Depression Scale, and the Growth Mindset Inventory. The results indicated that: (1) cyberbullying victimization was positively associated with depression through the mediating effect of psychological security and (2) both the direct association between cyberbullying victimization and depression and the indirect association through the mediating effect of psychological security were moderated by growth mindset. Specifically, growth mindset could significantly alleviate the adverse effects of cyberbullying victimization on psychological security and on depression. These findings not only shed light on the mechanisms linking cyberbullying victimization to depression among adolescents, but also provide an empirical basis for formulating prevention and/or intervention programs aimed at reducing depression levels and the negative influences of cyberbullying victimization among adolescents.
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Setiawan, William Vincent, Vernawati Eva Fitrisna, Fairuz Michellianouva, and Celly Septine Mayliza. "Cyberbullying Phenomenon of High School Students: An Exploratory Study in West Kalimantan, Indonesia." Winners 21, no. 1 (February 11, 2020): 15. http://dx.doi.org/10.21512/tw.v21i1.5878.
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Cyberbullying became a common occurrence among teenagers in the world today. The aim of research was to explore the cyberbullying experience of high school students in West Kalimantan. The research was conducted to identify internet usage and online activities that led to cyberbullying victimization. The methods used a questionnaire collected during June 2019 from 50 students (25 males and 25 females) graded 10 to 12, and used a one-way ANOVA analysis. Significant gender differences were found which indicated that boys were more often involved in cyberbullying both as the perpetrator and the victim. Students with lower academic achievement tend to be online perpetrators than students with better academic performance. The research investigated how cyber oppression impacts both as a perspective of victimization and persecution, discussing the practice of reporting students to parents, school officials and other adults. Parental and teacher supervision as a strategy reduces student involvement in cyberbullying and generates awareness among students. The result implies that schools have an important role in teaching cybersecurity, adding cyberbullying subject in the curriculum, and sharing experiences with students.
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Muhonen, Tuija, Sandra Jönsson, and Martin Bäckström. "Consequences of cyberbullying behaviour in working life." International Journal of Workplace Health Management 10, no. 5 (October 2, 2017): 376–90. http://dx.doi.org/10.1108/ijwhm-10-2016-0075.
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Purpose The purpose of this paper is to explore health- and work-related outcomes of cyberbullying behaviour and the potential mediating role of social organisational climate, social support from colleagues and social support from superiors. Design/methodology/approach Altogether 3,371 respondents participated in a questionnaire study. Findings The results of this study indicate that social organisational climate can have a mediating role in the relationship between cyberbullying behaviour and health, well-being, work engagement and intention to quit. Contrary to earlier face-to-face bullying research, the current study showed that cyberbullying behaviour had stronger indirect than direct relationships to health, well-being, work engagement and intention to quit. Practical implications Communication through digital devices in work life is becoming more prevalent, which in turn increases the risk for cyberbullying behaviour. Organisations need therefore to develop occupational health and safety policies concerning the use of digital communication and social media in order to prevent cyberbullying behaviour and its negative consequences. Originality/value Cyberbullying behaviour among working adults is a relatively unexplored phenomenon and therefore this study makes valuable contribution to the research field.
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Vazsonyi, Alexander T., Gabriela Ksinan Jiskrova, Yalçın Özdemir, and Marcia Malone Bell. "Bullying and Cyberbullying in Turkish Adolescents: Direct and Indirect Effects of Parenting Processes." Journal of Cross-Cultural Psychology 48, no. 8 (August 18, 2017): 1153–71. http://dx.doi.org/10.1177/0022022116687853.
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The current investigation sought to (a) report on the prevalence of bullying and cyberbullying perpetration among Turkish youth; (b) test a predictive model of bullying and cyberbullying perpetration, which specifies both direct links and indirect links via low self-control between measures of maternal and paternal parenting and measures of bullying; and (c) examine sex differences in the model. Questionnaire data were collected from adolescents ( N = 546; Mage = 15.91; 56.2% female) at two public high schools in a small city in western Turkey. Key measures included low self-control, bullying and cyberbullying perpetration, and parental closeness, monitoring, and peer approval (autonomy granting). Substantial rates of both bullying (72.9%) and cyberbullying (17.9%) perpetration were found in this student population. Based on path analyses, paternal peer approval predicted bullying both directly and indirectly via low self-control. In addition, paternal closeness was found to predict higher levels of self-control; finally, low self-control predicted both bullying and cyberbullying behaviors. Analyses by sex showed that maternal and paternal closeness as well as paternal peer approval predicted low self-control and bullying/cyberbullying behaviors for female youth; however, none of the parenting processes were associated with low self-control or bullying/cyberbullying among male adolescents.
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Supe, Inga, and Baiba Martinsone. "PERCEIVED SCHOOL CLIMATE, PARENTAL MONITORING AND CYBERBULLYING AMONG ADOLESCENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 20, 2020): 155. http://dx.doi.org/10.17770/sie2020vol7.5007.
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The aim of this research was to find out the connection between the perceived school climate, parental monitoring and cyberbullying among adolescents, and whether there were differences in these variables between two adolescent age groups. It was examined how the dimensions of the perceived school climate and parental monitoring explain the adolescents’ experience of cyber victims and cyberbullies. A total of 309 Latvian students from grades 5 to 12 (200 respondents from grades 5-9 and 109 respondents from grades 10-12) participated in the research. In data collection Parental Monitoring Scale (Stattin & Kerr, 2000), Georgia School Climate Survey (La Salle, McIntosh, & Eliasson, 2016) and European Cyberbullying Intervention Project Questionnaire (Brighi et al., 2012) were applied. The results confirmed significant positive correlation between school climate perception, adequate parental monitoring and less cyberbullying. Also, significant differences between two age groups in perceived school climate, parental monitoring and cyberbullying indications were found. The younger group's adolescents provided more positive evaluations of school climate and parental monitoring, while the older group's adolescents reported more cyberbullying experience. The school climate dimensions Order and discipline, Character, Social support from peers together with negative aspect of parental monitoring Parental solicitation significantly predicted cyberbullying behavior in whole adolescent sample. These results create a better understanding of the variables concerning cyberbullying.
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Khoury-Kassabri, Mona, Faye Mishna, and Adeem Ahmad Massarwi. "Cyberbullying Perpetration by Arab Youth: The Direct and Interactive Role of Individual, Family, and Neighborhood Characteristics." Journal of Interpersonal Violence 34, no. 12 (July 25, 2016): 2498–524. http://dx.doi.org/10.1177/0886260516660975.
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This study adopts a social-ecological/contextual perspective to explore Arab youth involvement in cyberbullying perpetration. We explored the association between individual (age, gender, and impulsivity), family (socioeconomic status and parental monitoring), and community (experiencing neighborhood violence) characteristics and cyberbullying perpetration. A moderation model exploring individual, family, and context interactions was tested. A sample of 3,178 Arab students in Grades 7 to 11 completed a structured, anonymous self-report questionnaire. The findings suggest that almost 14% of the participants have cyberbullied others during the last month. Adolescent boys with high impulsivity, low parental monitoring, and who experience a high level of violence in their neighborhood are at especially high risk of cyberbullying perpetration. Parental monitoring moderated the effects of impulsivity and experiencing neighborhood violence on adolescents’ involvement in perpetrating cyberbullying. Furthermore, the results show that impulsive adolescents who experience high levels of neighborhood violence are at higher risk of cyberbullying perpetration than low impulsive children who experience the same levels of neighborhood violence. The results highlight the central role parenting plays in protecting their children from involvement in cyberbullying perpetration by buffering the effects of personal and situational risk factors.
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González-Calatayud, Víctor, and María Paz Prendes Espinosa. "Role-Based Cyberbullying Situations: Cybervictims, Cyberaggressors and Cyberbystanders." International Journal of Environmental Research and Public Health 18, no. 16 (August 17, 2021): 8669. http://dx.doi.org/10.3390/ijerph18168669.
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The use of information and communication technology (ICT) has led to new risks, and among them is cyberbullying. It is important to be aware of the prevalence of cyberbullying in order to design intervention plans based on real contexts. Studies, however, vary widely in the data they report. These discrepancies may be due to differences in measurement. The main aim of our study, conducted in the Region of Murcia (Spain), was to ascertain the prevalence of cyberbullying in the three roles involved: victim, perpetrator and bystander. A descriptive, correlational and quantitative study was conducted using a “Cyberbullying: peer harassment screening”questionnaire to collect data. The representative sample comprised 950 students aged between 11 and 18 years (M = 13.93, SD = 1.35). The data showed that 72.1% of the participants had been involved in one or more cyberbullying situation (as victim, aggressor and/or bystander) in the previous year. Specifically, 49.3% had been cybervictims, 23.3% cyberaggressors and 62.3% cyberbystanders. The study provides detailed information about the prevalence of cyberbullying in the Region of Murcia and enables comparisons of the three roles involved. The data point to the need to promote active prevention and psychoeducational intervention strategies.
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Völlink, T., C. A. W. Bolman, A. Eppingbroek, and F. Dehue. "Emotion-Focused Coping Worsens Depressive Feelings and Health Complaints in Cyberbullied Children." Journal of Criminology 2013 (June 20, 2013): 1–10. http://dx.doi.org/10.1155/2013/416976.
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Coping may explain why being cyberbullied affects children’s well-being differently, though previous studies are inconclusive. This survey among 325 children focused on the role coping strategies may play in the relationship between cyberbullying and depressive feelings and health complaints. Being cyberbullied was measured with the Cyberbullying Questionnaire, general coping with the Utrecht Coping List, and cyberbullying-specific coping with a questionnaire developed for this study. Health complaints were measured with the Short Questionnaire for Experienced Health and depressive feelings with the shortened Children’s Depression Inventory. The results showed that 18.8% of the children were bullied by mobile phone and 24.1% through the internet. Correlation analyses showed strong relationships between victimization, coping, depressive feelings, and health complaints. In the regression analyses conducted in all children, victimization, general emotion-focused, and problem-focused copings had main effects on depressive feelings and health complaints; emotion-focused coping interacted with victimization in health complaints. Simple slope analyses of children with high scores on emotion-focused general coping showed a stronger positive relationship between victimization and health complaints. Regression analyses of only cyberbullied children showed that only emotion-focused cyber-specific coping was associated with more health complaints and depressive feelings.
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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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Alzamil, Aljawharah A. "A Proposed Counseling Program to Confronting Cyberbullying among High School Students." Journal of Educational and Social Research 11, no. 1 (January 17, 2021): 136. http://dx.doi.org/10.36941/jesr-2021-0014.
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The present study aims to identify the most significant psychological, social, and community aspects of cyberbullying from the perspective of the social worker and to define the most important roles of the social worker among high school students to develop a counseling program that helps confront cyberbullying among the participants. The author developed a questionnaire to identify the most significant psychological, social, and community aspects of cyberbullying and to define the most important roles of the social worker. The author adopted the analytical-descriptive approach and applied the questionnaire to (120) social workers in public high schools in Riyadh. The results showed that the means of the community aspects were ranked first. The roles of the social worker with students, teachers, and guardians were high, suggesting the importance of these roles in handling and confront the psychological problems experienced by students. The most important roles of the social worker were used to develop the proposed counseling program to confront cyberbullying among high school students. The study recommends adopting counseling programs in handling the psychological problems among students because of their positive results in reducing such problems.
Received: 17 October 2020 / Accepted: 9 December 2020 / Published: 17 January 2021
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Fahlevi, Restu Yogi, Ah Yusuf, and Ilya Krisnana. "Hubungan Cyberbullying dengan Kecemasan Sosial dan Penarikan Sosial pada Remaja." Fundamental and Management Nursing Journal 3, no. 2 (October 29, 2020): 38. http://dx.doi.org/10.20473/fmnj.v3i2.21720.
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Pendahuluan : Proses perubahan seseorang menjadi remaja merupakan proses yang sangat penting dimana pada usia remaja, merupakan proses pencarian jati diri seorang remaja sedang berlangsung, mencari identitas diri, mencoba hal-hal baru, dan proses sosial seperti memiliki sekelompok teman yang menurutnya memiliki satu hobby dengannya, yang biasa disebut dengan “geng”, karakteristik remaja yang sedang berproses untuk mencari identitas diri ini juga sering menimbulkan masalah negatif di lingkungan sekitarnya, diantaranya adalah cyberbullying.Metode : Rancangan penelitian ini adalah cross sectional. Sampel sejumlah 262 siswa siswi kelas xi dan didapatkan dengan menggunakan teknik simple random sampling. Data diperoleh dari kuesioner Cyberbullying and Online Aggression Survey Instrument dan The Social and Emotional Competences Evaluation Questionnaire (QACSE) kemudian dianalisis dengan uji statistic korelasi Spearman Rho.Hasil : Hasil penelitian ini menunjukkan bahwa ada hubungan Cyberbullying dengan kecemasan sosial pada remaja didapatkan bahwa semakin tinggi Cyberbullying yang diperoleh maka semakin tinggi kecemasan sosial yang dialami oleh remaja dengan nilai p = 0,000; r =0,225 nilai normal p= 0.05 , r=1. Ada hubungan antara cyberbullying dengan penarikan sosial pada remaja dengan nilai p = 0,009; r = 0,161 dengan nilai normal p = 0,05 dan r = 1.Kesimpulan : Cyberbullying terhadap kecemasan sosial terdapat hubungan rendah dan bermakna dengan arah negatif dimana semakin tinggi membuat keterlibatan remaja dengan cyberbullying semakin rendah dan Cyberbullying terhadap penarikan sosial terdapat hubungan rendah dan bermakna dengan arah negatif dimana semakin tinggi membuat keterlibatan remaja dengan cyberbullyingsemakin rendah.
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Fan, Cui-ying, Xiao-wei Chu, Meng Zhang, and Zong-kui Zhou. "Are Narcissists More Likely to Be Involved in Cyberbullying? Examining the Mediating Role of Self-Esteem." Journal of Interpersonal Violence 34, no. 15 (September 27, 2016): 3127–50. http://dx.doi.org/10.1177/0886260516666531.
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Although cyberbullying, a new type of aggressive behavior via electronic means, has been found to be strongly linked with individuals’ personality characteristics, few studies to date have investigated its relationship with narcissism, especially overt and covert narcissism. The current study tested the associations between overt and covert narcissism on one hand and cyberbullying perpetration and victimization on the other. To explain these differences further, self-esteem was tested as a mediator through which the two types of narcissism may exert their influences on cyberbullying. An anonymous questionnaire was completed by 814 Chinese adolescents aged 11 to 18. Results of multiple regression analyses indicated that after controlling for gender and student status (middle or high school students), covert narcissism positively predicted both cyberbullying perpetration and victimization, whereas overt narcissism had no association with either perpetration or victimization. Furthermore, when gender and student status were controlled, self-esteem mediated the relationships between overt/covert narcissism and cyberbullying perpetration and victimization, highlighting the possibility that self-esteem is an explanatory mechanism for the associations between the two types of narcissism and cyberbullying. These findings suggest that interventions aimed at reducing engagement in cyberbullying may be more urgent and important for individuals with high levels of covert narcissism. Boosting self-esteem needs to be particularly highlighted in developing anti-bullying measures and policies.
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Herrera-López, Mauricio, José A. Casas, Eva M. Romera, Rosario Ortega-Ruiz, and Rosario Del Rey. "Validation of the European Cyberbullying Intervention Project Questionnaire for Colombian Adolescents." Cyberpsychology, Behavior, and Social Networking 20, no. 2 (February 2017): 117–25. http://dx.doi.org/10.1089/cyber.2016.0414.
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Alwansyah, Adam Ahmad, Evi Susanti, and Tantri Yanuar Rahmat Syah. "The Effect of Cyberbullying Victimization on Counterproductive Work Behavior." International Journal of Global Operations Research 1, no. 3 (August 5, 2020): 109–13. http://dx.doi.org/10.47194/ijgor.v1i3.54.
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Counterproductive Work Behavior (CWB) is a behavior that is contrary with the norms and the rules of an organization. CWB can give the big problems in financial and non-financial aspect for an organization or a member of organization. In this study we will show the effect of cyberbullying victimization on CWB in organization. In this research CWB will be analyzed with the level of cyberbullying victimization that is a variable which is rarely been studied. The object of this research is pest control sector that is never studied in previous research. A questionnaire has been designed and distributed to 585 pest control employees at Indonesia and the data will be analyzed with SEM (Structural Equation modelling). These researches show that cyberbullying victimization give the positive and significant effect to CWB. This illustrates that the higher level of cyberbullying victimization within an organization, the higher CWB rate and otherwise.
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Méndez, Inmaculada, Ana Belén Jorquera, Cecilia Ruiz Esteban, and José Manuel García-Fernández. "Profiles of Mobile Phone Use, Cyberbullying, and Emotional Intelligence in Adolescents." Sustainability 12, no. 22 (November 12, 2020): 9404. http://dx.doi.org/10.3390/su12229404.
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The use of mobile phones has great benefits for communication. However, evidence has shown that problematic use, such as cyberbullying, can also be associated with mobile phones. In this sense, emotional regulation plays an important role. The objective of this study was to identify different groups that varied in terms of conflicts related to problematic mobile phone use (namely, maladaptive communication and emotional patterns). Furthermore, the study aimed to examine whether there were significant differences in the dimensions of emotional intelligence and cyberbullying between adolescents with a mobile phone use problem. The study participants were 810 students aged between 12 and 16 years. The Emotional Coefficient Inventory questionnaire about cyberbullying and a questionnaire on experiences related to mobile phones were used. The cluster analysis identified three different types of mobile phone use: A group displaying no problematic use, a group displaying moderately problematic use, and a group displaying problematic use. The study results motivate carrying out stress management programs, emotional re-education, and other actions that reinforce emotional intelligence.
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Adebayo, David Obafemi, Mohd Tajudin Ninggal, and Foluke Nike Bolu-Steve. "Influence of motivations for social media use on cyberbullying behaviours among undergraduates in Malaysian public universities." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 1 (April 30, 2019): 36–47. http://dx.doi.org/10.18844/gjgc.v9i1.4252.
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In modern times, social media platforms have become veritable tools of communication and interaction amongst young adults in the university environment as well as the larger society. However, the platform has continued to cause serious psychological and emotional trauma to users through cyberbullying activities. This study examined the influence of motivations for social media use on cyberbullying behaviours (CBB) among undergraduates in Malaysian public universities. It was a quantitative type and it adopted survey design. A total sample of 400 undergraduates were purposively selected from Universiti Teknologi Malaysia. Self-designed questionnaire entitled Motivation for social media use and CBB was used for data collection. Data were analysed using Structural Equation Modelling Partial Least Squares 3. The findings revealed that undergraduates were more socially motivated for social media activities than for academic motives; thus, the reason for experiences of cyberbullying. Also, there was a significant relationship between motivations for social media use and CBB.
Keywords: Motivation, social media use, cyberbullying behaviours, public universities.
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Thinnukool, Orawit, Pattaraporn Khuwuthyakorn, and Ruthaychonnee Sittichai. "The Use of Cyberbullying Mobile Application to Increase Perceived Knowledge of Cyberbullying Among Adolescents." International Journal of Innovation and Technology Management 15, no. 03 (May 14, 2018): 1850029. http://dx.doi.org/10.1142/s0219877018500293.
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The aim of this study was to develop a research-based mobile application to increase perceived knowledge of Thai adolescents on cyberbullying. The proposed mobile application is called Cyberbullying Mobile Application (CBMA) which is the first research-based CBMA developed in Thailand. The research focused on the lack of adolescent perceived knowledge on the above, at the undergraduate level. Two hundred and fifty-three samples were surveyed from high schools and universities. After releasing the CBMA for real use to the same group of users as the samples, the study found that users appreciated it and had confidence in the application; while in some cases, users claimed they would use it in their lives. The CBAM and questionnaire outcomes were analyzed by using independent sample [Formula: see text]-test analysis on [Formula: see text] program to test hypothesis. Therefore, the CBMA is an appropriate tool recommended for adolescents to educate themselves to handle and be aware of cyberbullying.
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Adomi, Esharenana E., Joy Ashy Eriki, Pereware Aghwotu Tiemo, and Lucky O. Akpojotor. "Incidents of Cyberbullying Among Library and Information Science (LIS) Students at Delta State University, Abraka, Nigeria." International Journal of Digital Literacy and Digital Competence 7, no. 4 (October 2016): 52–63. http://dx.doi.org/10.4018/ijdldc.2016100104.
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The purpose of this study is to explore incidents of cyberbullying among library and information science (LIS) students at Delta State University, Abraka, Nigeria. Descriptive survey research design was adopted in this study. This design was adopted because it would permit the researchers to investigate the current status of the incidents of cyberbullying among library and information science students at Delta State University, Abraka and did not involve manipulation of variables. The population and sample of this study consisted of year three undergraduate library and information science student of Delta State University, Abraka, Nigeria. This is made of 80 students in 2013/2014 academic session. The questionnaire was used as instrument of data collection. Frequency counts and percentage were used for data analysis. The study revealed that 80% of the students have knowledge of cyberbullying; 80% of them have been cyberbullied; the types of cyberbullying experienced include harassment, flaming, masquerade, denigration, exclusion, outing and trickery, and cyberstalking in that order; 40.6% of the students were cyberbullied via Facebook, 37.5% via cell phone, 31.3% chat room, 21.9% via instant messaging, 14.1% e-mail; 35.9% of them perceived perpetrators of the cyberbullying to be friends, 25 anonymous/don't know, 23.4% ex-lover, 15.6% course mate; the effects of cyberbullying on the students are anger (40.6%), low self-esteem (25%), depression (21.9%), low academic performance (20.3%), school phobia (15.6%). This study provided primary data on students and cyberbullying in a developing country. The findings would enable educational authorities to know the status of cyberbullying among university students, which would help them to educate the students on the issues involved and plan intervention actions that will assist the students to deal with experience of cyberbullying.
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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.
Full textAbstract:
<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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Aini, Khusnul, and Rista Apriana. "DAMPAK CYBERBULLYING TERHADAP DEPRESI PADA MAHASISWA PRODI NERS." Jurnal Keperawatan Jiwa 6, no. 2 (January 20, 2019): 91. http://dx.doi.org/10.26714/jkj.6.2.2018.91-97.
Full textAbstract:
Perkembangan jejaring sosial saat ini sangat pesat, dan paling banyak pengguna jejaring sosial adalah remaja dalam hal ini adalah mahasiswa. Jejaring sosial juga dijadikan sebagai tempat mengeluarkan segala bentuk luapan emosi, dan sering juga mengungkapkan kemarahan dalam bentuk caci maki dan hinaan pada orang lain yang disebut dengan cyberbullying. Penelitian ini bertujuan untuk mengetahui dampak cyberbullying terhadap depresi mahasiswa Prodi Ners STIKES Widya Husada Semarang. Teknik dalam pengambilan sampel menggunakanpurposive sampling dan sampel dalam penelitian ini adalah mahasiswa tingkat I dan II yang berjumlah 70 mahasiswa.Penelitian ini menggunakan desain studi cross sectional, kuantitatif dengan menggunakan instrument penelitian berupa kuisioner tentang pengalaman cyberbullying dan pengukuran kejadian depresi berdasarkan Beck’s Depression Scale. Data dianalisi dengan uji Range Spearman. Menunjukkan hasil p-value 0,02 (<0,05)dan r= 0,273. Kesimpulan yang dapat diambil dalam penelitian ini adalah cyberbullying berdampak pada kejadian depresi pada mahasiswa.Dari hasil tersebut diharapkan upaya pencegahan cyberbullying pada mahasiswa serta penanganan kasus depresi yang diakibatkan karena kejadian cyberbullying. Kata kunci: Dampak, cyberbullying, depresi THE IMPACT OF CYBERBULLYING TO STUDENTS’ DEPRESSION OF NURSING PROGRAM HIGHER SCHOOL ABSTRACTThe development of social networking today is very fast, and the most of social networking users in this case are students. Social networks also serve as the point of issuing any form of emotion, and often express anger in the form of verbal abuse and insults at others called cyberbullying. This study aims to determine the impact of cyberbullying against students’ depression of Nursing Program Widya Husada School of Health Sciences. Techniques in sampling used purposive sampling and the sample in this study were students of level I and II which amounted to 70 students. This study used cross sectional study design, quantitative by using research instrument in the form of questionnaire about cyber bullying experience and measurement of depression incidence based on Beck's Depression Scale. Data were analyzed by quantitative descriptive with Spearman Range test. The result shown p-value 0,02 (<0,05) and r= 0,273. The conclusions of this research is cyberbullying impact on the incidence of depression of students. From the results of this study is expected to prevent cyber bullying efforts on students and handling cases of depression caused by the incidence of cyber bullying. Keywords : Impact, cyberbullying, depression