Journal articles: 'Effects of cyber bullying'

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Almomani, Hesham, Diya Al-Jabali, Fayez Bni Mufarrej, and Heba Ahmad. "Antecedents Factors Affecting Cyberbullying Risks: A Study In Jordanian Secondary Schools." Humanities & Social Sciences Reviews 8, no. 3 (May 18, 2020): 345–49. http://dx.doi.org/10.18510/hssr.2020.8337.

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Purpose of the study: In this study, the primary aim is to identify the effects of self-efficacy and cyber bullying knowledge on cyber bullying risks among Jordanian students. Methodology: The population of the study specifically comprised of Jordanian students in Irbid students, with the study sample being 153 students. Accordingly, a questionnaire was developed and disseminated among the students to gather data for the achievement of the study objectives. The study used Structural Equation Modeling (SEM). The study also employed AMOS 23.0 and SPSS 25.0 software in SEM. Main Findings: self-efficacy and cyber bullying knowledge factors do have significant effects on cyber bullying risks. Applications of this study: This research can be used for academic purposes for universities, lecturers of education and management, researchers and undergraduate and postgraduate students. Novelty/Originality of this study: The phenomenon that existed in cyber bullying and referring from various previous research results, the study regarding the cyber bullying was conducted and presented comprehensively and completely. It is necessary examine the effect of self-efficacy and cyber bullying knowledge factors on cyber bullying risks.

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Makori, Andrew, and Peace Agufana. "Cyber Bulling Among Learners in Higher Educational Institutions in Sub-Saharan Africa: Examining Challenges and Possible Mitigations." Higher Education Studies 10, no. 2 (March 16, 2020): 53. http://dx.doi.org/10.5539/hes.v10n2p53.

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Proliferation of technology in the form of internet, mobile phone and social media access and usage is exposing many youths to cyber bullying activities. Cyber bullying activities are viewed as negative consequences of growth and development in technology. Many of the victims of cyber bullying include those that have been trapped in the technology through obsessive and addictive behaviours. The study was conducted in order to understand cyber bullying in educational institutions in Sub- Saharan Africa. The study is guided by the following five objectives: understanding cyber bullying and its manifestations among learners in education institutions; explore contributing factors in education institutions; determine the prevalence of cyber bullying in education institutions; examine the effects of cyber bullying among learners in education institutions and determine ways of dealing with cyber bullying among learners in education institution. The study adopted a case study approach and involved 123 respondents with a response rate of 64% (n=192). A survey questionnaire was used to collect data. Resulting data was analysed using statistical package for social sciences (SPSS). Evidence suggests that cyber bullying has serious psychological harm on the victims some leading to suicidal thoughts and suicide, among others. The study concludes that the effects of cyber bullying are far reaching and devastating to the learners and the institutional safety as well. The study recommends that more research and awareness are needed in an effort to control this menace and make outreaching and learning institutions safe.

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Jamal, Ramsha. "Effects of Cyber Bullying on the Youth: A Case Study of Lahore Students." Global Digital & Print Media Review III, no. I (December 30, 2020): 29–43. http://dx.doi.org/10.31703/gdpmr.2020(iii-i).03.

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Cyber bullying is becoming major concern especially when social media is booming and the increase amount of usage of social media. To explain this phenomenon, theoretical frame work “Spiral of silence” theory is used in this research article. The survey was distributed to university students and to perform the survey 300 sample size of university students were chosen. The results were analyzed using Percentage method. Results indicated that university students who were victimized by cyber bullying experiences Harassment, threats, body shamming and hateful comments. Most of the cyber bullying victims are girls. The researcher was able to find how bullying affect mental health of youngsters. The researcher was also able to determine that cyber bullies is not always suicide is not ended up at suicide. The researcher also recommended that government should give awareness about bullying laws and it should be discuss in institutions as well.

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Parveen, Fouzia, Abid Shahzad, and Sobia Altaf. "Prevalence of Cyber Bullying and its Effect on Adolescents: A Literature Review." Global Regional Review IV, no. IV (December 31, 2019): 274–80. http://dx.doi.org/10.31703/grr.2019(iv-iv).30.

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While forms of traditional bullying have been declining over the past two decades, cyber bullying has emerged as a modern form of bullying in recent times. Previous research studies have not been developed much on the issue of cyber bullying. The current study reviews the relevant research studies as the excessive usage of social media and by young people and different themes have been carried out from the help of the existing literature. The present study has synthesised current literature on: i) prevalence of cyber bullying among adolescents ii) huge level of cyber bullying occurrences in educational institutions iii) people who are more prone to be the victims and perpetrators iv) effects of cyber bullying on adolescence v) preventive measures for the wellbeing of Pakistani adolescents. In this article, the researcher reviews the literature related to cyber bullying conducted between the years from 2000 to 2019.

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Bhat, Christine Suniti. "Cyber Bullying: Overview and Strategies for School Counsellors, Guidance Officers, and All School Personnel." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 53–66. http://dx.doi.org/10.1375/ajgc.18.1.53.

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AbstractCyber bullying or bullying via information and communications technology tools such as the internet and mobile phones is a problem of growing concern with school-aged students. Cyber bullying actions may not take place on school premises, but detrimental effects are experienced by victims of cyber bullying in schools. Tools used by cyber bullies are presented and the impact on victims is discussed. Intervention strategies for school counsellors, guidance officers, and school personnel to adopt with students and parents are presented.

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Chamizo-Nieto, María Teresa, Lourdes Rey, and John Pellitteri. "Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model." International Journal of Environmental Research and Public Health 17, no. 12 (June 22, 2020): 4475. http://dx.doi.org/10.3390/ijerph17124475.

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Cyber-bullying is becoming an increasing school and health problem affecting adolescents worldwide. A number of studies have examined risk factors and protective factors in cyber-bullying situations and their consequences on the psychological well-being of adolescents. Gratitude and Emotional Intelligence (EI) are two personal resources that have been shown to have beneficial effects on the health and the social, personal and psychological functioning of young people. Nevertheless, little is known about these two variables in the context of cyber-bullying. The main purpose of this study was to examine the roles of gratitude and EI in cyber-aggression. Specifically, we hypothesised a mediational effect of gratitude in emotional intelligence-cyber-aggression link. A total of 1157 students aged 12–18 years (54.4% females) completed several questionnaires assessing gratitude (Gratitude Questionnaire; GQ-5), EI (Wong and Law’s Emotional Intelligence Scale; WLEIS-S) and cyber-bullying (European Cyberbullying Intervention Project Questionnaire; ECIPQ). The results showed expected significant associations between the studied variables. Moreover, the structural equation model analysis confirmed that EI dimensions were indirectly associated with cyber-aggression via gratitude, even when controlling for the effects of socio-demographic variables. These findings provide evidence on why those adolescents high in emotional intelligence are less aggressive in cyber-bullying context and suggest possibilities for gratitude interventions to reduce aggressive actions by electronic means among adolescents. The theoretical and practical implications are discussed.

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Bakioğlu, Fuad, and Bahtiyar Eraslan Çapan. "Moral Disengagement and Cyber Bullying, A Mediator Role of Emphatic Tendency." International Journal of Technoethics 10, no. 2 (July 2019): 22–34. http://dx.doi.org/10.4018/ijt.2019070102.

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The aim of this study is to investigate a mediator role of emphatic tendency in the relationship between moral disengagement and cyber bullying. The participants comprised 338 Turkish adolescents. The age of participants ranged between 11 and 18 years. The study data was gathered using the Moral Disengagement Scale, the Cyber Bullying Scale and the Emphatic Tendency Scale. The data was analyzed using structural equation modeling. A bootstrapping analysis was conducted in order to determine any indirect effects. The results show that moral disengagement predicted cyber bullying positively and emphatic tendency negatively, and that emphatic tendency predicted cyber bullying negatively. It was further found that the structural equation model, which proposes that moral disengagement, has a direct and an indirect effect through emphatic tendency on cyber bullying was confirmed. The results of the study are discussed in the light of Social Cognitive Theory, and suggestions for future studies are made.

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Hidajat, Monica, Angry Ronald Adam, Muhammad Danaparamita, and Suhendrik Suhendrik. "Dampak Media Sosial dalam Cyber Bullying." ComTech: Computer, Mathematics and Engineering Applications 6, no. 1 (March 1, 2015): 72. http://dx.doi.org/10.21512/comtech.v6i1.2289.

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The purpose of this research is to review two journals about social media effect for cyberbullying. First Journal is written by Eddie Fisher with the title From Cyber Bullying to Cyber Coping: The Misuse of Mobile Technology and Social Media and Their Effects on People’s Lives and the second journal is written by ReginaldH. Gonzales with the title Social Media as a Channel and its Implications on Cyber Bullying. First Journal focus on condition and cyber bullying state by interview respondents in law terms. Second journal focus on handling cyber bullying case at social media. Social medial cause few cases of cyberbullying increasing because of its characteristic that possible to spread information easily and fast. Socialization proper use of social media needs to be done to improve public awareness about the dangers of misuse of social media.

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Wang, Hsiao, and Yen. "Victimization of Traditional and Cyber Bullying During Childhood and Their Correlates Among Adult Gay and Bisexual Men in Taiwan: A Retrospective Study." International Journal of Environmental Research and Public Health 16, no. 23 (November 21, 2019): 4634. http://dx.doi.org/10.3390/ijerph16234634.

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This study examined the associations of timing of sexual orientation developmental milestones, gender role nonconformity, and family-related factors with victimization of traditional and cyber sexuality-related bullying during childhood among gay and bisexual men in Taiwan, in addition to the moderating effects of family-related factors on these associations. A total of 500 homosexual or bisexual men aged between 20 and 25 years were recruited into this study. The associations of early identification of sexual orientation, early coming out, level of masculinity, parental education levels, and perceived family support with victimization of traditional and cyber sexuality-related bullying were evaluated. Early identification of sexual orientation, low self-rated masculinity, and low family support were significantly associated with victimization of traditional bullying. Moreover, low family support, early coming out, and traditional bullying victimization were significantly associated with victimization of cyber bullying. Family support did not moderate the associations of early identification of sexual orientation and low masculinity with victimization of traditional bullying or cyberbullying. The factors associated with victimization of traditional and cyber sexuality-related bullying should be considered when mental health and educational professionals develop prevention and intervention strategies to reduce sexuality-related bullying.

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Chhachhar, Abdul Razaque, and Aiman Khursheed. "Effects of Cyber Bullying on Girls of Sindh University." Progressive Research Journal of Arts & Humanities (PRJAH) 1, no. 01 (March 3, 2021): 41–53. http://dx.doi.org/10.51872/prjah.vol1.iss01.14.

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The purpose of this study was to examine the effects of cyber bullying on girls of University of Sindh, Jamshoro. There are many victims who were facing many problems due to extra and frequent use of Internet. Mostly girls have been targeted in the field of social media. The study focused only the girl students of university of Sindh, Jamshoro. Study showed that how cybercrimes effects on a girl’s students life, for this selection of respondents was very important, researcher conduct survey with 100 girl students from faculty of social sciences, University of Sindh, Jamshoro. The researcher after analyzing data found out that the girl students always use social media for communication purpose, and also interested in educating themselves by using of social media applications regarding harassment and bullying. The study has concluded that majority of the girl students believe that social media has created problems in their daily life. Further, study found that majority of the girls was to spread awareness regarding the issue of bullying.

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Sarkar, Anita. "Step-by-step to stopping the cyber-bully." Human Resource Management International Digest 23, no. 7 (October 12, 2015): 31–33. http://dx.doi.org/10.1108/hrmid-07-2015-0129.

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Purpose – Describes the role of HR in addressing traditional bullying and cyber-bullying at the workplace. Design/methodology/approach – Explains how organizations can design policy guidelines to tackle the issue of bullying and, thereby, help every employee to contribute to his or her best ability. Findings – Argues that the proliferation of electronic communication has made cyber-bullying rampant in workplaces and has devastating effects on some employees. Practical implications – Advances the view that creating a zero-tolerance policy against bullying, using technological help, conducting structured interviews, providing an employee-sensitization program, crafting effective job design and, from time to time, taking employees’ opinion can go a long way in ensuring a safe workplace for all. Social implications – Shows that bullying in any form is a social menace both for employees and the organization, and it needs to be nipped in the bud. Originality/value – Provides insights into how organizations can effectively address the issue of bullying at the workplace.

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Cho, Mi-Kyoung, Miyoung Kim, and Gisoo Shin. "Effects of Cyberbullying Experience and Cyberbullying Tendency on School Violence in Early Adolescence." Open Nursing Journal 11, no. 1 (August 10, 2017): 98–107. http://dx.doi.org/10.2174/1874434601711010098.

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Background: School violence in early adolescence, whose frequency and status have recently changed significantly. Objective: This study attempts to detect the cyber bullying inclination of youth in early adolescence when aggressiveness reaches its peak, to identify school violence, and to develop a school violence prevention program. Method: This study was a survey research, investigating participants who were 470 middle school students in South Korea. For the analysis, independent t-test, one-way ANOVA and hierarchical regression analysis. Results: It is suggested that the school violence victimization experience and cyber bullying infliction experience has an influence in the school violence infliction. And the cyber bullying victimization experience and school violence victimization experience variables exert effects. Conclusion: The results of this study suggest that school nurses who are connecting to the community-school-home should take an active part in the development of school violence mediation education program, considering the cultural characteristics of the country.

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Ahmed Hammad, Mohammad, and Huda Shaaban Awed. "PREVALENCE OF CYBERBULLYING AND TRADITIONAL BULLYING AND THEIR RELATIONSHIP TO SELF‐ESTEEM AMONG HEARING-IMPAIRED ADOLESCENTS." Humanities & Social Sciences Reviews 8, no. 2 (September 27, 2020): 167–78. http://dx.doi.org/10.18510/hssr.2020.82e21.

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Purpose: bullying among students with disabilities, especially hearing impairment adolescents is a neglected problem in most Arab countries, including Saudi Arabia. Objective: This study aimed to investigate the prevalence of cyberbullying and traditional bullying and their relationship to self‐esteem in adolescent students in southern Saudi Arabia. Methods: Three questionnaires (cyberbullying, traditional bullying, and self‐esteem) were used to assess the studied parameters. They were distributed to 81 students with hearing impairment (10th and 12th grade), (M = 18.64, SD = 1.06). Main Findings: Findings indicated that 56.4% were exposed to traditional victimization, 52.9% bullied others at school, 44.6% were not exposed to victimization, while 47.1% had not participated. Concerning cyberbullying, 90.5% were not exposed to cyber-victimization, and 94.2% had not participated in cyber-bullying. Males were more exposed to traditional and cyber-victimization than females; besides, they were significantly higher in self-esteem than females. We found a statistically significant correlation between traditional victimization and traditional bully. We also found a statistically significant correlation between self-esteem and both traditional victimization and bully, while no significant correlation between self-esteem and cyber-bully/victims. Novelty/Originality of this study: Additional studies are needed to compare the traditional bullying and cyberbullying, and its relationship to psychological variables among Saudi children with disability and typically developing peers. Moreover, there is an urgent need for evolving prevention and intervention programs to overcome bullying and its negative effects among individual and society.

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Meter, Diana J., and Sheri Bauman. "Moral Disengagement About Cyberbullying and Parental Monitoring: Effects on Traditional Bullying and Victimization via Cyberbullying Involvement." Journal of Early Adolescence 38, no. 3 (September 28, 2016): 303–26. http://dx.doi.org/10.1177/0272431616670752.

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The indirect effects of moral disengagement about cyberbullying and parental monitoring on traditional victimization and bullying via cyberbullying involvement were examined in a diverse sample of 800 youth in Grades 3 to 8. After controlling for grade and gender, moral disengagement about cyberbullying and parental monitoring had an indirect effect on traditional victimization and bullying through cyberbullying involvement. Moral disengagement about cyberbullying and parental monitoring had a direct effect on traditional bullying. Results suggest that moral disengagement about cyberbullying and parental monitoring affect cyberbullying involvement and additionally impact experiences beyond the cyber context.

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Tłuściak-Deliowska, Aleksandra. "Using Technology to Prevent Peer (Cyber)bullying and Antisocial Behavior." International Journal of Pedagogy, Innovation and New Technologies 5, no. 1 (June 30, 2018): 32–43. http://dx.doi.org/10.5604/01.3001.0012.2137.

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This paper explores the possibilities created by modern technologies to prevent bullying and antisocial behaviors. The live of modern generations is inseparable from the mass media and advanced ICT. In this context, anti-social and pro-social behavior of young people was shown and defined. Then, a review was made how new technologies can be used in (cyber)bullying prevention and interventions strategies. Technology-based solutions were divided into two groups: (1) preventative solutions and therefore applicable before bullying occurs and (2) reactive solutions, which are aimed at helping victim, bystanders and others to deal with bullying. Some of presented activities are an extension of the activities already known in the field of peer violence prevention from the face to face context to the online environment. The examples of technology-based solutions presented in the text have a different degree of complexity. In some cases, they boil down to one simple operation, in another they mean long-term conduct. Based on the information presented in this article, the conclusion is that new technologies may be used in raising awareness about bullying phenomenon, for developing socio-emotional skills and some bullying preventative and reactive solutions. However, these strategies need to be combined with others in a way to build a thoughtful and comprehensive program, as well as more research is needed in this area to verify their real effects

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Yun, Ilhong, and Seung-Gon Kim. "Bullying Among South Korean Adolescents: Prevalence and Association With Psychological Adjustment." Violence and Victims 31, no. 1 (2016): 167–84. http://dx.doi.org/10.1891/0886-6708.vv-d-13-00138.

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This study assessed the prevalence rates of physical, verbal, relational, property, and cyber bullying among a sample of South Korean middle school students. Associations between bullying and a list of psychopathological symptoms were also examined. Finally, whether a link between bullying and psychopathological symptoms is modified by the level of parental attachment was examined. Results show that, contrary to Western studies, girls were more likely than boys to be involved in school bullying. Significant interaction effects between parental attachment and bully/victim status on depression were also discovered.

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Diah, Istiwarni. "THE ANALYSIS OF THE BULLYING IN THE POEMS “I GOT FLOWERS” BY PAULETTE KELLY AND “INCIDENT” BY COUNTEE CULLEN." Journal of English Language and Literature (JELL) 2, no. 01 (August 22, 2018): 55–78. http://dx.doi.org/10.37110/jell.v2i01.16.

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The purpose of this thesis is to analyze about the kind of bullying that is reflected in the poems “I Got Flowers” and “Incident” and how the bullying occurs in each poem. The analysis uses qualitative and content analysis method. The data are taken from books. The results of the analysis are (1) There are five types of bullying; physical bullying, verbal bullying, emotional bullying, sexual bullying, cyber bullying which are common happen in society. (2) The speakers of the poems get bullying in the different ways. The speaker of poem “I Got Flowers”, who is a woman, suffers verbal, physical, and emotional bullying from her husband but the speaker of poem “Incident”, who is still a little child suffers verbal bullying due to discrimination of race. (3) The speakers of the poems also feel the effects after suffering the bullying. The speaker of “I Got Flowers” is beat to the death because of get the bullying action repeatedly but the speaker of “Incident” has trauma for eight months in Baltimore

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del-Rey, Rosario, Joaquín-A. Mora-Merchán, José-A. Casas, Rosario Ortega-Ruiz, and Paz Elipe. "'Asegúrate' Program: Effects on cyber-aggression and its risk factors." Comunicar 26, no. 56 (July 1, 2018): 39–48. http://dx.doi.org/10.3916/c56-2018-04.

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Intervention against cyberbullying and other risks associated with the misuse of ITC and social networks is an important social demand. The «Asegúrate» Program tries to support teachers in this intervention. This research shows the impact of the program among those that have shown to be less sensitive to other ones: cyber-aggressors. Concretely, the impact of the program on the prevalence of aggression in cyberbullying and bullying, sexting and abusive use of the Internet and social networks are analyzed. The evaluation of the program was carried out with a sample of 479 students (54.9% girls) of Compulsory Secondary Education (age M=13.83. SD=1.40) through a quasi-experimental methodology, with two measures over time. The instruments used were the “European Cyberbullying Intervention Project Questionnaire”, the “European Bullying Intervention Project Questionnaire”, the ”Internet Related Experiences Questionnaire” and two items about sexting involvement. The results show that the involvement in cyber aggression, sexting, and intrapersonal dimension of abusive use of Internet and social network increases without intervention, whereas it diminishes when the intervention is carried out. Moreover, a significant decrease in the aggression and cyber aggression among cyber aggressors is evidenced. Thus, “Asegúrate” Program is effective for decreasing the prevalence of aggressions and cyber aggressions as well as the involvement in other phenomena considered cyberbullying risk factors. La intervención contra el ciberacoso entre escolares y otros riesgos asociados al uso inapropiado de las TIC y las redes sociales, es una importante demanda social. El programa «Asegúrate» pretende facilitar la labor docente en dicha intervención. El presente trabajo da cuenta del impacto de este programa entre quienes han mostrado ser menos sensibles en otros programas: los ciberagresores. Concretamente, se analiza su impacto en la prevalencia de agresión en ciberacoso y acoso escolar, así como en sexting y uso abusivo de Internet y redes sociales. La evaluación del programa se desarrolló con un total de 479 estudiantes (54,9% chicas) de Educación Secundaria Obligatoria (edad M=13,83. DT=1,40) mediante una metodología cuasi-experimental, con dos mediciones a lo largo del tiempo. Los instrumentos utilizados fueron el «European Cyberbullying Intervention Project Questionnaire», el «European Bullying Intervention Project Questionnaire», el «Cuestionario de Experiencias Relacionadas con Internet» y dos ítems sobre implicación en sexting. Los resultados muestran que, en ausencia de intervención, la implicación en ciberagresión, sexting y la dimensión intrapersonal del uso abusivo de Internet y redes sociales aumenta mientras que, con intervención, dichas implicaciones disminuyen. Asimismo, se evidencia una disminución significativa de la intensidad de la agresión y ciberagresión en ciberagresores. Por tanto, se puede afirmar que el programa resulta efectivo tanto para disminuir la prevalencia de agresiones y ciberagresiones como la implicación en otros fenómenos considerados factores de riesgo del ciberacoso.

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Lee, Young-Sik. "Effects that Faith Factor of Social Bonds Have on Cyber Bullying Phenomenon." Journal of the Korea Contents Association 16, no. 1 (January 28, 2016): 256–62. http://dx.doi.org/10.5392/jkca.2016.16.01.256.

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Et al., Moch Syarif Hidayatullah. "Cyber Bullying Against Indonesian Muslim Leaders Through Social Media." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5348–55. http://dx.doi.org/10.17762/pae.v58i1.1792.

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The development of social media in Indonesia today enters a new phase. Social media is no longer used to obtain and disseminate information or entertainment, but it is also used to attack someone’s personality. Through slander and hoax information, character assassination is carried out on individuals. This study seeks to portray the negative effects of social media, especially related to cyber violence, character assassination through cyberbullying. This study focuses on cyberbullying of Muslim leaders (ulama) on social media. This abuse can be said as a model of killing new characters towards someone's character in the new public sphere. Through the data of the status, comments, tweets, and memes on Facebook and Twitter, this study found that cyberbullying occurred through social media towards ulama was perpetuated by other Islamic groups, which have different political attitudes and choices. In other words, abuse is the fruit of ideological and political wars, which occur both in the real world and in cyberspace. There is a shift in the Indonesian Muslim community which was previously known to be very respectful to their ulama, and currently they are bold to bully their religious leaders This is a symptom of ambiguity from the conservative turn issue. Norms, traditions, and ethics of the community that shows conservative symptoms, actually show resistance to the values of the conservative community. There are two opposing faces:in one place, these accounts display godliness, but in other places, they show the opposite.

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Choi, Jin-Oh. "The Influence of ADHD Tendency and School Bullying Victimization on Cyber Bullying: Mediating Effects of Anger Control Problem." Korean Society for Child Education 26, no. 2 (May 25, 2017): 387–406. http://dx.doi.org/10.17643/kjce.2017.26.2.19.

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Yuchang, Jin, Li Junyi, An Junxiu, Wu Jing, and He Mingcheng. "The Differential Victimization Associated With Depression and Anxiety in Cross-Cultural Perspective: A Meta-Analysis." Trauma, Violence, & Abuse 20, no. 4 (August 21, 2017): 560–73. http://dx.doi.org/10.1177/1524838017726426.

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Traditional bullying and cyberbullying have become serious worldwide issues. The meta-analysis in this article took a cross-cultural perspective to explore whether there were any differences between the effects of cyber victimization and traditional victimization on the presence of depression and anxiety in children and adolescents and to examine the effects of moderators in explaining these differences/similarities. Fifty-six empirical studies (generating 148 independent samples) were included with a total sample size of 214,819 participants. The results indicated that the effects of cyber victimization and the subtypes of traditional victimization on anxiety were significantly different, and there was a marginally significant difference for depression. The moderating effects of country of origin were found to be significant for depression, with the mean effect size in North America being significantly higher than in China and Europe, which suggested that culture was an important factor. The moderating effects of age were also found to be significant for the relationships between traditional victimization and depression, traditional victimization and anxiety, cyber victimization and depression, and cyber victimization and anxiety. In addition, the effect size for cyber victimization and depression has increased in more recent publication years.

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Li, Dian-Jeng, Yu-Ping Chang, Yi-Lung Chen, and Cheng-Fang Yen. "Mediating Effects of Emotional Symptoms on the Association between Homophobic Bullying Victimization and Problematic Internet/Smartphone Use among Gay and Bisexual Men in Taiwan." International Journal of Environmental Research and Public Health 17, no. 10 (May 13, 2020): 3386. http://dx.doi.org/10.3390/ijerph17103386.

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Problematic internet/smartphone use (PI/SU) and homophobic bullying has become a new type of mental health problem among sexual minorities. However, few studies have investigated the mediators of the association between these factors. We aimed to develop a model to estimate the mediating effect of emotional symptoms, including depression and anxiety, on this association among gay and bisexual men in Taiwan. In total, 500 gay or bisexual men in early adulthood were recruited, and their histories of homophobic bullying victimization during childhood and adolescence, current severity of PI/SU, and current emotional symptoms were evaluated using self-administered questionnaires. A mediation model was developed to test the mediating effect of emotional symptoms on the association between homophobic bullying victimization and PI/SU. In total, 190 (38%) and 201 (40.2%) of the participants had experiences of traditional and cyber homophobic bullying victimization, respectively. A higher level of homophobic bullying victimization was significantly associated with a more severe level of PI/SU, and this was mediated by a higher severity of emotional symptoms. There was a significant effect of emotional symptoms on the association between homophobic bullying victimization and PI/SU. Timely interventions for emotional symptoms are necessary for gay and bisexual men, especially for those who are victims of homophobic bullying.

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McCuddy, Timothy, and Finn-Aage Esbensen. "After the Bell and into the Night." Journal of Research in Crime and Delinquency 54, no. 3 (December 16, 2016): 409–41. http://dx.doi.org/10.1177/0022427816683515.

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Objectives: This study examines the effects of traditional bullying, cyberbullying, and dual-bullying victimization on subsequent delinquent outcomes. Method: Data come from a longitudinal sample of middle school students ( N = 3,271) as part of the evaluation of the Gang Resistance Education and Training (GREAT) program. A hybrid random effects model is used to estimate the between- and within-individual effects of traditional, cyber-, and dual-bullying victimization while controlling for other predictors of delinquency. Outcomes include general delinquency, violent and nonviolent delinquency, and substance use. Results: The findings demonstrate that those who are cyberbullied exhibit a higher propensity for substance use and nonviolent delinquency compared to those who are traditionally bullied. Changes in dual victimization within respondents over time are most strongly related to general delinquency. With one exception, the effect of traditional bullying victimization remained weakest in all of the models. Conclusions: This study finds evidence that victims of cyberbullying may be more likely to engage in delinquent and deviant behavior compared to victims of traditional bullying. Criminologists and antibullying prevention efforts should consider the broader role of cyberbullying victimization in the developmental processes of adolescents.

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Stathopoulou, Agathi, Zoe Karabatzaki, Dionisis Loukeris, Panagiotis Mantas, Georgia Kokkalia, and Athanasios S. Drigas. "Cyber Bullying and Traumatic Experiences: The Impact on Learning Disabilities." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 6, no. 1 (March 19, 2018): 74. http://dx.doi.org/10.3991/ijes.v6i1.8401.

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<p class="Abstract"><em>The aim of our research is to investigate the effects of traumatic experiences that teens with learning disorders had to go through. The sample of our study is consisted of 160 high school students who were referred in a web line evaluation form, due to low school performance. The research tool that was used was ACHENBACH’s self-report questionnaire for children and teenagers and more specifically the subscales for anxiety-depression and depression-withdrawal. Frequencies, percentages of responses and means have been calculated. An analysis of variance (one way anova) to assess the differences in the averages of students' responses to the variable "experiencing a traumatic event" was also performed. The results showed that there are significant differences in the level of statistical significance p <0,01 between the means of students who say they have experienced a traumatic event and those who report that they haven’t. Particularly decisive traumatic experience for the students' mentality seems to be the in-school violence received by students and the death of a loved one. Application features that have to do with the cyber bulling are also presented briefly. </em></p>

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Choi, Jin-oh. "Mediating effects of smartphone overdependence in structural relationships among school & cyber bullying and bullying victimization of elementary school students." Journal of Elementary Education 32, no. 4 (November 30, 2019): 53–78. http://dx.doi.org/10.29096/jee.32.4.03.

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Ji yun Lee and 박동필. "The Effects of Parent's Overprotection on Cyber-Bullying: The Roles of Anger and Aggression." Korea Journal of Youth Counseling 23, no. 1 (June 2015): 55–76. http://dx.doi.org/10.35151/kyci.2015.23.1.003.

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Fisher, Eddie John. "From Cyber Bullying to Cyber Coping: The Misuse of Mobile Technology and Social Media and Their Effects on People’s Lives." Business and Economic Research 3, no. 2 (September 24, 2013): 127. http://dx.doi.org/10.5296/ber.v3i2.4176.

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Indiparambil, Jijo James. "WORK (CYBER) BULLYİNG, POWER IMBALANCES AND VİCTİMİZATİON: A REVİEW ON PANOPTİC METAPHOR AND EMPLOYEE SURVEİLLANCE İN INDİAN WORKPLACES." IEDSR Association 6, no. 14 (July 26, 2021): 140–56. http://dx.doi.org/10.46872/pj.276.

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The dominant interpretation of electronic surveillance in the workplace focusing mainly on the invasion of privacy does not give sufficient explanation of its various and nuanced underpinnings and other adverse effects. Likewise, harassment or bullying in the workplace has been at the forefront of major concerns of organizations and employees for several decades and is currently more prevalent and opaque. Combining these two factors and through a methodical revisit of the metaphor of the Panopticon, this paper aims to examine its relevance for the analysis of modern electronic surveillance used in the workplace, and sparks discussion around the issue of workplace bullying and the consequent control mechanism, power imbalances and victimization, with a special focus and application on Indian scenario. This research exposes the unfair and unjustifiable victimization of workplace bullying by going beyond Foucault’s concept of “disciplinary society,” according to which persons are “normalized” by their categorical locations, as well as beyond Deleuze’s argument of “society of control,” where people are forced to live in circumscribed parameters. It is an exploratory research that follows an analytic research methodology of theoretical analysis (literature reviews) and critical discourse analysis. Persistent victimization is relayed as a co-existent phenomenon of workplace bullying.

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Choi, Jin-oh. "Effects of Family CRISIS on Offline School Bullying in Elementary School Students in Korea: Mediating Effects of ADHD Symptoms, Cyber Bullying Victimization, and Anger." J-Institute 5, no. 1 (March 30, 2020): 43–57. http://dx.doi.org/10.22471/crisis.2020.5.1.43.

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Shawki, Beena, Tariq Al-Hadithi, and Nazar Shabila. "Association of bullying behaviour with smoking, alcohol use and drug use among school students in Erbil City, Iraq." Eastern Mediterranean Health Journal 27, no. 5 (May 26, 2021): 483–90. http://dx.doi.org/10.26719/2021.27.5.483.

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Background: Substance use and bullying are prevalent among adolescents and have a wide range of adverse outcomes. The association of bullying with substance use has not been examined in Kurdistan and Iraq, which have suffered from the effects of long-term conflict and economic hardship. Aims: To examine the association between each form of bullying among adolescents and substance use. Methods: This cross-sectional study was conducted in a sample of public schools in Erbil City, Iraq in 2017. The study involved 1070 adolescents selected from 35 schools using a multistage cluster sampling method. A self-reported close-ended questionnaire was used for data collection. Male and female students attending grades 7–12 and aged 13–18 years were included. Results: The overall prevalence of bullying behaviour was 60.0%; 30.8% were victims, 26.2% were bully-victims, and 3.0% were bullies. There was a significant association between different forms and categories of bullying and substance use. The strongest association was with the students involved in sexual bullying, followed by racial and cyber bullying. The strongest association between bullying and substance use was found in the bully-victim category, followed by victims and bullies. Conclusions: Substance use and bullying behaviour seem to be widespread problems among adolescents in Erbil schools. Substance use is significantly associated with different categories of bullying behaviour. There is a need for effective school-based preventive interventions to tackle these problems. Future research needs to examine the likely direction of the association between bullying and substance use.

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Kim, Soojin, and Hyunah Kang. "The effects of social support on adolescent cyber-bullying experience: focusing on mediating effects of self-control." Journal of Adolescent welfare 18, no. 3 (September 30, 2016): 171–93. http://dx.doi.org/10.19034/kayw.2016.18.3.08.

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Ρούση - Βέργου, Χριστίνα, Ελένη Ανδρέου, and Ελένη Διδασκάλου. "«Αντιμετωπίζω τον Εκφοβισμό στο Σχολείο»: Ένα πρόγραμμα πρόληψης και υποστήριξης μαθητών/ριών Δευτεροβάθμιας Εκπαίδευσης." Psychology: the Journal of the Hellenic Psychological Society 24, no. 1 (October 15, 2020): 73. http://dx.doi.org/10.12681/psy_hps.22387.

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The aim of the paper is to present the outcomes of an intervention program focusing on students’ training in coping with school bullying. The moto of the program was: “Stay calm / think clearly”. The activities of the intervention program were developed at Flinders University in Australia and included: a) a DVD with four short films dealing with social exclusion, physical bullying, verbal bullying and cyber bullying, b) a workbook (for each student), c) worksheets for students and d) teachers’ instructions/feedback sheets. For the Greek adaptation of the program, a pilot study was initially conducted which led to the final implementation and evaluation of the program. The final study included 932 students derived from 14 schools in Thessaly (12 schools in the intervention group and 2 in the control group). During the repeated (three times) measures approach, we evaluated students’ self-reports concerning: a) frequency of exposure to bullying, b) perceived self-safety from school bullying, and c) perceived self-efficacy in coping with school bullying. After the implementation of the program, the seriously victimized students (around 10% of the participants) reported less incidents of victimization, while their perceived sense of safety at school was increased. Overall the findings from this study suggest that the implementation of anti-interventions of this type can play an important role in empowering adolescents to adopt effective strategies to address the negative effects associated with bullying at school.

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Aranzales Delgado, Yuvitza Daniella, José Jaime Castaño Castrillón, Reinaldo Augusto Figueroa Salcedo, Sebastián Jaramillo Ruiz, Johan nicolás Landazuri Quiñones, Vanessa Muriel Forero, Alejandra Rodríguez Ramírez, and Katerine Valencia Cortés. "Frecuencia de acoso y ciber-acoso, y sus formas de presentación en estudiantes de secundaria de colegios públicos de la ciudad de Manizales, 2013 / Frequency of bullying and cyberbullying, and its ways of presentation in public high school students in the." Archivos de Medicina (Manizales) 14, no. 1 (June 15, 2014): 65–82. http://dx.doi.org/10.30554/archmed.14.1.237.2014.

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Objetivo: Determinar la frecuencia y formas de presentación de acoso y ciber-acoso en estudiantes de secundaria de instituciones educativas de la ciudad de Manizales, Caldas, Colombia. Materiales y métodos: Estudio de corte transversal realizado en tres instituciones educativas públicas de Manizales. La población de estudiantes fue de 1 769, de los cuales se tomó una muestra de 574. Se tomaron variables demográficas, de acoso escolar empleando el instrumento para medir violencia escolar de la Fundación Paz Ciudadana, ciber-acoso, funcionalidad familiar, ansiedad, depresión y autoestima según cuestionarios empleados en estudios anteriores. Resultados: 50% de la población de género femenino, con promedio de edad de 14,3 años. El cuestionario empleado arrojó un 5% en el rango 3-5 de acoso, 2,4% en el rango 3-5 de acosadores, 1,6% en el mismo rango de la escala de ciber-acoso, y 0,9% en la de ciber-acosadores. Si bien es cierto que estas proporciones son bajas, se debe tener en cuenta que en el rango 2-3 de todos los cuestionarios podría haber tanto acoso o acosador Se encontró que la baja autoestima, los altos niveles de depresión y la disfuncionalidad familiar correlacionan con altos niveles tanto de acoso, como de acosador, y también sus contrapartes virtuales. El género femenino es tan acosado como el masculino pero son más los acosadores de género masculino que de femenino (p=0,000). Conclusiones: En esta población el “bullying” es un fenómeno de ocurrencia no despreciable. Se encontró igualmente que los efectos psicológicos del “bullyng” afectan tanto al acosado como al acosador.Objective: Determine the frequency and the ways of presentation of bullying andcyberbullying in high school students from schools in Manizales, Caldas, Colombia,between January and June of 2013. Materials and methods: A cross-sectional studyrealized in three public schools of Manizales. The population of students was 1769,of which 574 were gotten as a sample. Many variables were taken from previousquestionnaires’ studies: Demographic, bullying using the instrument for bullying ofFundación Paz Ciudadana, cyberbullying, family functioning, anxiety, depression andself-esteem. Results: 50% of the sample was male and the rest was female with anaverage of 14.3 years old. The questionnaire showed a prevalence of 5% within the3-5 range in regards to the bullied, 2,4% in regards to the bully and 1,6% in regardto the cyber-bullies. It was found that low self-esteem, high levels of depression andfamily dysfunction are correlated to the high levels of bulling and cyber-bulling. Malesand females are being bullied equally, but males are more often the bully (p=0,000).Conclusions: In the population bullying is not of low occurrence. It was found as wellthat the psychological effects are present in the bullied as well as the bully.

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Hellfeldt, Karin, Laura López-Romero, and Henrik Andershed. "Cyberbullying and Psychological Well-being in Young Adolescence: The Potential Protective Mediation Effects of Social Support from Family, Friends, and Teachers." International Journal of Environmental Research and Public Health 17, no. 1 (December 19, 2019): 45. http://dx.doi.org/10.3390/ijerph17010045.

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In the current study, we tested the relations between cyberbullying roles and several psychological well-being outcomes, as well as the potential mediation effect of perceived social support from family, friends, and teachers in school. This was investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged 10–13 years, self-reporting via a web questionnaire) attending community and private schools in a mid-sized municipality in Sweden. We concluded from our results that the Cyberbully-victim group has the highest levels of depressive symptoms, and the lowest of subjective well-being and family support. We also observed higher levels of anxiety symptoms in both the Cyber-victims and the Cyberbully-victims. Moreover, we conclude that some types of social support seem protective in the way that it mediates the relationship between cyberbullying and psychological well-being. More specifically, perceived social support from family and from teachers reduce the probability of depressive and anxiety symptoms, and higher levels of social support from the family increase the probability of higher levels of subjective well-being among youths being a victim of cyberbullying (i.e., cyber-victim) and being both a perpetrator and a victim of cyber bullying (i.e., cyberbully-victim). Potential implications for prevention strategies are discussed.

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Jadambaa, Amarzaya, Hannah J. Thomas, James G. Scott, Nicholas Graves, David Brain, and Rosana Pacella. "Prevalence of traditional bullying and cyberbullying among children and adolescents in Australia: A systematic review and meta-analysis." Australian & New Zealand Journal of Psychiatry 53, no. 9 (May 9, 2019): 878–88. http://dx.doi.org/10.1177/0004867419846393.

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Background: Despite increased awareness of the adverse impact of bullying on mental health, the prevalence of bullying in Australia is uncertain. The aim of the current study was to conduct a systematic review and meta-analysis to estimate the prevalence of bullying (traditional and cyber) among Australian children and adolescents. This study synthesised bullying prevalence studies on victimisation experiences (being bullied) and perpetration experiences (bullying others). Method: A systematic review of electronic databases (A+ Education, EMBASE, ERIC, PubMed, PsycINFO and Scopus up to 27 May 2017) was conducted. In addition, reference lists of included studies, theses recorded at the National Library of Australia, and government websites were surveyed to identify local area data as well as state and nationally representative data. Overall, 898 studies were screened and out of the 126 studies assessed for eligibility, 46 satisfied the pre-determined inclusion criteria. Meta-analyses based on quality-effects models generated pooled prevalence estimates for each of the two types of bullying involvement (victimisation and perpetration), as well as distinct models for traditional bullying and cyberbullying experiences by the type of involvement. Results: Overall, the 12-month prevalence of bullying victimisation was 15.17% (95% confidence interval = [9.17, 22.30]) and perpetration was 5.27% (95% confidence interval = [3.13, 7.92]). The lifetime prevalence for traditional bullying victimisation was 25.13% (95% confidence interval = [18.73, 32.11]) and perpetration was 11.61% (95% confidence interval = [7.41, 16.57]). Cyberbullying victimisation and perpetration were less common with lifetime prevalence of 7.02% (95% confidence interval = [2.41, 13.54]) and 3.45% (95% confidence interval = [1.13, 6.84]), respectively. Conclusion: Bullying is common among children and adolescents in Australia. There is a need to improve the measurement of bullying using a standardised instrument and for prevalence estimates to be collected on a regular basis to assess change over time. Wide implementation of anti-bullying programmes in Australian schools is a viable public health approach for the prevention of mental health problems.

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이아름, 양현일, and Yoon-Joo Lee. "The Effects of Cyber Bullying and Bullied Experience on Upper Elementary Students’ Aggression and Verbal aggression." Korea Journal of Counseling 15, no. 6 (December 2014): 2437–50. http://dx.doi.org/10.15703/kjc.15.6.201412.2437.

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Ah, Young-Ah, and So-Hyun Park. "The Effects that School Violence Victimization Experiences have on Cyber-bullying due to Defensive Peer Support." Social Welfare Policy and Practice 6, no. 3 (December 30, 2020): 89–116. http://dx.doi.org/10.37342/swpp.2020.6.3.89.

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Et.al, Nor Hazlyna, H. "Awareness about Cyber bullying on Social Media among Female Students in a Malaysian Public University." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1592–601. http://dx.doi.org/10.17762/turcomat.v12i3.972.

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This study is conducted to analyse the reasons for cyberbullying and the effects of cyberbullying on social media among female students at a university in Northern Peninsular Malaysia. One hundred female students participated in this study through online survey. Majority of the respondents are well-versed pertaining to cyberbullying and are not involved in cyber bullying. The results indicate that female students are exposed to cyberbullying on social media, namely Instagram, Facebook and Twitter and others. This is because the female students use social media daily and are more insecure and sensitive on the words hurled in social media.

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Kim, Minjoo. "The Effects of Off-line and Cyber Bullying Victimization Experiences and Depression on Suicidal Ideation in Adolescents." Forum For Youth Culture 56 (October 31, 2018): 29–52. http://dx.doi.org/10.17854/ffyc.2018.10.56.29.

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Urano, Yuhei, Ryu Takizawa, Mai Ohka, Hisanori Yamasaki, and Haruhiko Shimoyama. "Cyber bullying victimization and adolescent mental health: The differential moderating effects of intrapersonal and interpersonal emotional competence." Journal of Adolescence 80 (April 2020): 182–91. http://dx.doi.org/10.1016/j.adolescence.2020.02.009.

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Jung, Seo-Yeon, and Eun-Young Park. "The Effects of Youth’s Empathy on Cyber-Bullying Behaviors : Focused on The Mediating Effect of Youth’s Self-Control." Korean Journal of Youth Studies 25, no. 12 (December 31, 2018): 209–33. http://dx.doi.org/10.21509/kjys.2018.12.25.12.209.

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Mirza, Ejaz. "The Area Based Effects of Cyber Bullying on Academic Achievement and Behavior of Students at Higher Secondary Level." Pakistan Social Sciences Review 2, no. I (June 30, 2018): 399–408. http://dx.doi.org/10.35484/pssr.2018(2-1)33.

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Kumazaki, Ayuchi, Kanae Suzuki, Rui Katsura, Akira Sakamoto, and Megumi Kashibuchi. "The Effects of Netiquette and ICT Skills on School-bullying and Cyber-bullying: The Two-wave Panel Study of Japanese Elementary, Secondary, and High School Students." Procedia - Social and Behavioral Sciences 29 (2011): 735–41. http://dx.doi.org/10.1016/j.sbspro.2011.11.299.

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Capurso, Silva, Ljubica Paradžik, and Matija Čale Mratović. "Cyberbullying among children and adolescents – an overview on epidemiological studies and effective preventive programs." Kriminologija & socijalna integracija 25, no. 1 (May 10, 2017): 127–37. http://dx.doi.org/10.31299/ksi.25.1.5.

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Bullying is defined as repeated aggressive behavior (Kowalski & Limber, 2007; Olweus, 1993, and as such has been recognized as a significant social issue. Furthermore, we know that the incidence of bullying behaviors increases with the students’ age (Cassidy, Jackson & Brown, 2009; Green-Forde, 2014; Kowalski & Limber, 2007). Cyber bullying, electronic/ online bullying, or online social cruelty is, according to Kowalski & Limber (2007), a relatively new kind of bullying through email, instant messaging, chat room exchanges, digital messages etc. (Kowalski et al, 2012). The goal of this paper is to give an overview of epidemiological studies and effective cyberbullying prevention aimed at children and adolescents. Some authors state that a student is cyberbullied if it happens two or three times a month, while others suggest that a frequency of once or twice a month is sufficient for the existence of the phenomenon (Olweus, 2012a; Hinduja & Patchin, 2012; Menesini, 2012; Kowalski & Limber, 2007). This difference between these threshold is what accounts for the discrepancies found in the data and results of various studies. Thus, we may talk about 4,5% to 24% of cyberbullied children, as in various international studies. Croatian data are similar, with 4,9 % to 29% of cyberbullied students, depending of the definition (Child Protection Center Zagreb, 2013; Zadravec et al., 2014.; Pregrad et al., 2011). The physical and psychological health, and academic performance in the context of bullying and cyberbullying are sometimes similar (Kowalski & Limber, 2013). Social cognitive theory and media effects model are a theoretical framework used to identify main categories which could explain cyberbullying, noting the following: individual factors, family, school, peers and media (Felson, 1996). Cyberbullying behaviors are connected to perception problems, hyperactivity, anger, aggression, problems of behavior control, low sociability, feeling of revenge and feeling unsecure at school (Sourander et al., 2010; Nixon, 2014). School-based intervention/ prevention programs for traditional bullying are often successful and could be used in modified forms for cyberbullying prevention programs (Ttofi & Farrington, 2011 in Slonje, Smith & Frisen, 2013). In Croatia, several preventive programs are being implemented, aimed at bullying in schools, designed for implementation in local communities and financed by local governments or the national administration (Zadravec et al., 2014). These cyberbullying programs are still not, though they should be, part of some broader anti-bullying programs. The aim of conducting effective preventive programs, including cyberbullying interventions, is to decrease bullying and cyberbullying in schools and improve the school climate. The goal is also to reduce students’ hyperactivity, anger, aggression and problems of behavior control and initiate better self-efficacy.

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Suriyabandara, Vishaka S. "An analysis of the Attitude Towards Cyberbullying and Cyber Victimization Among the University Students of Sri Lanka." World Journal of Social Science 4, no. 2 (April 4, 2017): 18. http://dx.doi.org/10.5430/wjss.v4n2p18.

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Cyberbullying is a form of bullying that occurs through technological means, such as social networking, instantmessaging and through mails. It can be constant, and at other times may occur in isolated incidents, but despite thetimeline of progression, some scholars argue that the effects are almost always catastrophic (Kowalski, Limber, &Agatston, 2012). With the emergence of internet and sophisticated cyber technologies, real words bullies have beenapplied to cyberspaces by those who tend to be aggressive without being aware of the potential harm they cause toanother person. This has become an intriguing area for academics and practitioners. The present study aims atexplaining the attitude towards cyberbullying and cyber victimization among the university students in Sri Lank interms of their personality factors. A short form of Eysenck personality Questionnaire, Rank scale for cyberbullyingindexes were given for 113 university students. The frequency statistics and person correlation of coefficients werecarried out in analyzing data. The most important findings of the study is that, the attitude towards cyberbullying andcyber victimization was related to psychoticism and extraversion dimensions of personality. Regarding the cybervictimization levels, it was found that most of the participants were subjected to cyber victimization at least in oneoccasion in their life. Results indicate that Female participants were more likely to be subjected to cybervictimization than the males. Further, it was found that anonymous calls, creating fake profiles or web pages are themost popular methods used by university students for cyberbullying.

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Gorucu, Rezzan, Cihat Gurkan, Merve Canli, and Hilal Kilic. "The effects of cyber bullying or victimization behaviors on social reciprocity and online cognition of adolescents with attention-deficit/hyperactivity disorder." Psychiatry and Behavioral Sciences 10, no. 2 (2020): 63. http://dx.doi.org/10.5455/pbs.20191221125405.

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Ghosh, Shovan, and Sucharita Pramanick. "Assessing Psychological Effects of Cyberbullying on the Adolescents of a Cosmopolitan City." Space and Culture, India 8, no. 4 (March 26, 2021): 89–105. http://dx.doi.org/10.20896/saci.v8i4.1112.

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The popularity of computer-mediated communication and cyber technology has created many new vices in society that obstruct the development of adolescents. One such vice is cyberbullying, which is an insidious and covert form of bullying. The present paper opts to scrutinise cyberbullying's psychological effects on the victim teenagers of minority communities of a cosmopolitan city. Confirmatory factor analysis, for testing the Psychological Effect of Cyberbullying Scale (PECS) comprising 24 direct item pool, was employed to unfold Mild Psychological Effect Scale (MPES) and Intense Psychological Effect Scale (IPES). Cross validating the initial factor structure was conducted with the help of developing standardised coefficient for the two factor model for PECS. Cronbach's alpha reliability coefficient values are above 0.09 for the items of both the Mild Psychological Effect Scale (MPES) and Intense Psychological Effect Scale (IPES). Based on purposive sampling, the study found that all the items taken for conducting the survey are highly co-related to the psychological impact of the victim teens of the minority community of the cosmopolitan city. So the PECS developed for measuring the effect has significance. Study results also indicate that the PECS can serve as a valuable tool for measuring the mental impact of cyberbullying among teenagers.

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Sohn, Han Gyeol, and Eun Hye Kim. "Multiple Mediating Effects of Stress and Depression on the Effects of Cyber bullying Experiences on the Urge to Dropouts: Focusing on Gender Differences in Adolescents." Journal of the Korean society for Wellness 16, no. 3 (August 31, 2021): 225–32. http://dx.doi.org/10.21097/ksw.2021.08.16.3.225.

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Nocentini, Annalaura, Juan Calmaestra, Anja Schultze-Krumbholz, Herbert Scheithauer, Rosario Ortega, and Ersilia Menesini. "Cyberbullying: Labels, Behaviours and Definition in Three European Countries." Australian Journal of Guidance and Counselling 20, no. 2 (December 1, 2010): 129–42. http://dx.doi.org/10.1375/ajgc.20.2.129.

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AbstractThis study aims to examine students' perception of the term used to label cyberbullying, the perception of different forms and behaviours (written, verbal, visual, exclusion and impersonation) and the perception of the criteria used for its definition (imbalance of power, intention, repetition, anonymity and publicity) in three different European countries: Italy, Spain and Germany. Seventy adolescents took part in nine focus groups, using the same interview guide across countries. Thematic analysis focused on three main themes related to: (1) the term used to label cyberbullying, (2) the different behaviours representing cyberbullying, (3) the three traditional criteria of intentionality, imbalance of power and repetition and the two new criteria of anonymity and publicity. Results showed that the best word to label cyberbullying is ‘cyber-mobbing’ (in Germany), ‘virtual’ or ‘cyber-bullying’ (in Italy), and ‘harassment’ or ‘harassment via Internet or mobile phone’ (in Spain). Impersonation cannot be considered wholly as cyberbullying behaviour. In order to define a cyberbullying act, adolescents need to know whether the action was done intentionally to harm the victim, the effect on the victim and the repetition of the action (this latter criterion evaluated simultaneously with the publicity). Information about the anonymity and publicity contributes to better understand the nature and the severity of the act, the potential effects on the victim and the intentionality.

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Journal articles on the topic 'Effects of cyber bullying'

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