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Cyberbullying Across the Globe: Gender, Family, and Mental Health
Abstract
This book provides a much-needed analysis of the current research in the global epidemic of electronic bullying. Scholars and professionals from the Americas, Europe, and Asia offer data, insights, and solutions, acknowledging both the social psychology and technological contexts underlying cyberbullying phenomena. Contributors address questions that are just beginning to emerge as well as longstanding issues concerning family and gender dynamics, and provide evidence-based prevention and intervention strategies for school and home. The global nature of the book reflects not only the scope and severity of cyberbullying, but also the tenacity of efforts to control and eradicate the problem.
Included in the coverage:
• Gender issues and cyberbullying in children and adolescents: from gender differences to gender identity measures.
• Family relationships and cyberbullying.
• Examining the incremental impact of cyberbullying on outcomes over and above traditional bullying in North America.
• A review of cyberbullying and education issues in Latin America.
• Cyberbullying prevention from child and youth literature.
• Cyberbullying and restorative justice.
Cyberbullying across the Globe is an essential resource for researchers, graduate students, and other professionals in child and school psychology, public health, social work and counseling, educational policy, and family advocacy.
Chapters (14)
We are now living in the Gutenberg Galaxy, which has completely changed our lives, especially in the case of youths. Adolescents increasingly use social networks, like Twitter or Facebook, where self-presentation plays an essential role (personal data, photos, etc.). However, some people use such information and photos to harm others, either as a joke or for other purposes. Therefore, despite positive Internet features, cyberspace exposes young people to many online risks among cyberbullying stands out given the negative consequences of these interactions. In this chapter, we analyze this new form of aggressive behaviorthrough electronic communication, especially among adolescents. In the next pages we review the definition of cyberbullying, the similarities and differences between bullying and cyberbullying, the different ways to prevent cyberbullying, and we include a social psychology perspective on cyberbullying.
Gender studies on cyberbullying have attempted to determine which gender is more involved in cyberbullying victimization and perpetration. However, international research has shown mixed results, and we cannot affirm that cyberbullying is a gender-specific behavior. In this chapter, we argue that the analysis of gender is still relevant, but we need to move from the analysis of mean scores in cyberbullying to analyses of how the internalization of gender-typed beliefs makes youths more vulnerable to cyberbullying. From this point of view, we attempt to generate a debate on the state of gender research in cyberbullying and to identify new directions for future researchers. To do so, we review contemporary research on gender differences in cyberbullying and present a new study into the relationship between cyberbullying and gender identity. The results reveal that self-perceived similarity to other members of the same gender category, satisfaction with one’s own gender, the belief that one’s own gender is superior to the other, and self-description with masculine-typed traits are protective factors of cybervictimization, whereas being male, self-description with masculine-typed traits, lack of gender contentedness, and lack of feminine-typed traits are risk factors for cyberperpetration. Given that these findings suggest that cyberbullying is often directed to those youths who do not conform to gender expectations and norms, we review research on bullying directed to sexual and gender minorities and offer new qualitative data about how youths perceive this type of cyberbullying.
Studies analyzing experiences of cyberbullying among college students have been scarcer than those analyzing cyberbullying among preadolescents and adolescents. However, research has shown that college students face similar problems in their online interactions as students in primary and secondary schools. The prevalence of cyberbullying among college students ranges from 8 to 21 % and may include receiving threatening text messages, sexually harassing messages, spreading rumors, and faking someoneʼs identity. In this chapter, we review cyberbullying research conducted with college students from a quantitative and a qualitative perspective. The quantitative perspective includes an examination of the prevalence rates of cyberbullying, focusing on gender differences in involvement, and an analysis of the studies examining cross-sex cyberbullying, risk factors associated with cyberbullying roles, and the correlates of these behaviors. Second, the qualitative perspective tries to present how college students perceive and define this phenomenon, to what extent they consider it is a problem present in their academic and social environment, their view on the characteristics of people involved in those dynamics, and the differences they found with cyberbullying in primary and secondary schools.
This chapter offers a gendered analysis of experiences with cyberbullying reported in a sample of 331 faculty members from four Canadian universities. Cyberbullying in higher education can be situated on a continuum between cyberbullying in K-12 education and cyberbullying in the workplace. Numerous commonalities exist between these environments; however, in this chapter, we focus on the power dynamics that characterize the postsecondary context. We also discuss faculty members’ vulnerability to cyberbullying, the impacts they experienced, their perceptions of the problem, and recommended solutions. Results from our online survey showed that 25 % of faculty members had experienced cyberbullying either by students (15 %) and/or by colleagues (12 %) in the last 12 months. Gender differences were apparent, as female respondents were more likely to be targeted by students as well as by colleagues. Females also expressed greater concern about the problem, reported more negative impacts if victimized, were more likely to report the incident, and argued more strenuously for more effective and transparent policies to address cyberbullying on campus. The findings promote a gendered understanding of vulnerability to cyberbullying, which is closely tied to power imbalances among members of the university community. Cyberbullying at the postsecondary level is an understudied area, particularly in terms of cyberbullying towards faculty members.
This chapter analyzes the relationship between family and cyberbullying, a type of technological harassment among peers which is of growing concern in the scientific community and in today’s society. First, this chapter discusses factors associated with family functioning that may predict cyberbullying, particularly the family climate (cohesion, expressivity, and conflict) and parent–children communication. It also examines the role of parental socialization styles and their continuity with parental styles on the Internet: authoritarian style, laissez-faire, permissive and authoritative. In relation to parental styles, one section in this chapter describes the parental monitoring of Internet use and the various types of parental mediation strategies used by parents to control their children’s online behavior. The chapter ends with a section on preventing cyberbullying in the family itself. It concludes that parent–children communication helps create a positive family climate to implement emotionally suitable socialization styles and, in short, to prevent risky behaviors in children.
Bullying among youth is a relatively widespread problem as estimates at the number of youth affected in the USA suggest that nearly 14.6 million youth may experience traditional bullying and 6.2 million may experience cyberbullying as either a victim or perpetrator. Traditional bullying and cyberbullying share many features in common, and research suggests that the two phenomena overlap to a great extent, with as many as 88 % of victims (or perpetrators) of traditional bullying also being cyberbullying victims (or perpetrators). This finding has caused some researchers to question whether cyberbullying is really a unique phenomenon that can negatively impact youth. The current study adds to our understanding of this overlap by examining the extent to which cyberbullying predicts unique variance in several individual health and behavioral outcomes over and above traditional bullying. The data are drawn from two large-scale samples of youth from the USA. Results of hierarchical regression analyses indicate that cyberbullying explained between 1 and 4 % unique variance in several outcomes (e.g., absenteeism, depression, grades in school) over and above traditional bullying. These results suggest that cyberbullying represents a unique form of bullying that has the potential to impact youth negatively. Future bullying researchers are encouraged to measure both forms of media through which bullying can occur (i.e., traditional and cyber) to obtain a fuller understanding of the bullying context and the subsequent impact on youth.
This chapter reviews the body of research on cyberbullying and its various manifestations on the Internet and social networks from a Latin American perspective. We start by discussing the advances and unsolved issues of Latin American studies and the importance of redirecting research toward more complex social and educational interventions. It is necessary to broaden the spectrum of understanding and intervention to comprehensive perspectives in which personal, social, and cultural factors become essential.
This overview shows that although research has demonstrated the relationship between traditional bullying and cyberbullying with homophobic, sexist, racist, and discriminatory situations, most of the studies have ignored the systemic relationships of the phenomenon with attitudes reinforced and modeled by the adult society.
This chapter introduces a broader look that transcends the individual analysis of cyberbullying and that could reorient the focus of the analysis toward the study of the complex factors involved in it and their interrelationships; this may contribute to structural and structured actions leading to the prevention of this phenomenon, especially those based on citizenship education.
This chapter reviews cyberbullying research in Asian cultures. It focuses especially on South Korea but also discusses Far Eastern countries such as China, Japan, Hong Kong, and Taiwan. It provides comprehensive information on cyberbullying in Eastern cultures, discussing incidence, terms, types, gender differences and related variables, perception, and prevention/intervention efforts. Due to different methodologies utilized across studies, it is difficult to make direct comparisons of the studies across cultures; however, it does provide a general picture of cyberbullying in these countries. There are terms for indicating cyberbullying in some countries (i.e., South Korea and Japan), which focus on psychological harms and victim’s peer status. The prevalence varies among countries; for instance, China has the highest incidence, Japan the lowest (Microsoft, http://goo.gl/gGrRSW, 2012). Gender differences are inconsistent, though boys were more likely than girls to be involved in cyberbullying in some studies. Both cyberbullies and cybervictims showed psychological distress, low self-esteem, and other internalizing or externalizing problems. Also, many pupils were not aware of their responsibilities during cyberbullying situations. This chapter provides important implications for building up prevention or intervention programs; the programs should focus on forming ethical cultures in cyberspace and increasing pupils’ moral sensitivity of cyberbullying. Some countries have taken actions for preventing cyberbullying, such as developing school regulations or websites. However, legal policies are still very lacking.
As one of the most recent forms of peer aggression, cyberbullying has emerged in our communities as a societal problem affecting the mental health of contemporary youth. As the prefix “cyber-” suggests, this type of bullying occurs through the use of an electronic medium. Following some widely covered cases in media (e.g. The Megan Meier story, the Amanda Todd case), scholarly attention devoted to this topic has significantly increased during the past decade (Tokunaga, Computers in Human Behavior 26(3), 277–287, 2010). Also in Belgium, scholars have put their efforts together to gain a better understanding of cyberbullying. In this context, the research group Media, ICT/Interpersonal relations in Organisations and Society (MIOS) has adopted the role of a Belgian pioneer in studying this form of negative online conduct among youngsters on the Internet and via mobile devices. The first aim of the chapter is to provide an overview of the outcomes of these research efforts. Both the prevalence rates, observed across five large-scale studies conducted by MIOS on cyberbullying, and the predictors of victimization and perpetration identified in these studies will be discussed.
A large amount of research in cyberbullying has been conducted in recent years. However, research has prioritized quantitative analysis rather than qualitative ones, even when a qualitative perspective allows focusing on the group dynamics that characterized these negative online interactions. The present study aims to learn the meanings that young Spanish people confer to cyberbullying using focus groups. One hundred and eight (55 females, 53 males) Spanish primary and secondary education students aged 10–16 years participated. Although participants understand bullying and cyberbullying to be interrelated phenomena, they perceived cyberbullying as an aggressive behavior characterized by greater anonymity and by greater difficulty of empathizing with victims and more widespread public repercussion. Definitions given by participants did not always match the criteria previously established by cyberbullying researchers, such as intention, repetition, harm, and imbalance of power. Some of the participants viewed cyberbullying as a result of a previous conflict where perpetrators and victims interchange their roles during the harassment process. According to participants, the point of these behaviors is to inflict pain and instill fear, feel superior, obtain something, or seek revenge, but they also viewed cyberbullying as an entertainment act. Coping strategies exposed by participants coincided with other studies (managing, coping, blocking, saving evidence, social support), which reconfirms preference for peers rather than adults when seeking support. We conclude that there is a need for more research in order to understand the meanings that youngsters confer to cyberbullying. We also point out the necessary educational actions for identifying how students talk about coping strategies and their views about the role that parents play in cyberbullying prevention and intervention.
In this ever-changing society, the socio-developmental context that our children and young people encounter is monumentally different from the personal experience of childhood that we experienced. Whilst we can look back with a nostalgic lens at our slow-paced “analogue” world, the emerging digital world is both full of wonderment and full of trickery for our young citizens. As appropriate adults, we are charged with the simultaneous task of encouraging and nurturing inquisitive minds, whilst also engendering them with appropriate life-wide coping skills.
In this chapter, we explore the current and emerging knowledge regarding how to prevent cyberbullying incidents, or when they do happen, how we can best consider and respond to the subsequent sequel of events. Rather than present an exhaustive and descriptive review of available prevention and intervention programs, we approach the topic more pragmatically, offering the reader a critical perspective on this emerging and evolving area of societal concern. As colleagues, we seek to recognise your individual and professional knowledge and to supplement this with an approach that seeks to point out where to look but not what to see.
Cyberbullying is defined as bullying that utilizes technological devices and has many of the same harmful effects as traditional bullying. Traditional approaches of schools and lawmakers in addressing cyberbullying have run into a myriad of difficulties. Anti-bullying laws often run into trouble on constitutional grounds. Likewise, school zero-tolerance policies tend to make the problem worse by failing to correct the behavior or leading to similar misbehavior in adulthood. This chapter introduces a new approach to curbing cyberbullying by utilizing the basic principles of restorative justice. Restorative justice focuses on mending the broken relationship between the victim and offender. There are some limitations to restorative practices; they cannot be utilized where the person who caused the harm refuses to be accountable for his or her actions. However, restorative practices tend to produce the added benefits of higher victim satisfaction, better education of the offender, as well as involvement of bystanders and supporters. The chapter provides examples of restorative techniques being used in schools and other settings, which appear to make a positive contribution to addressing cyberbullying, despite their implementation challenges. Overall, restorative practices offer a viable alternative to anti-bullying laws and zero-tolerance policies that minimize the negative symptoms of those approaches and maximize the emotional health and relationships of both the victim and offender.
Books offer materials suitable for reflection and analysis, allowing readers to exercise decision-making and problem-solving. The power of literary texts to make readers experience emotions, to present different situations and behaviors to them and even to get them to face their fears and concerns, makes reading a privileged instrument for bullying and cyberbullying prevention. In this chapter, we analyze how literary texts may contribute to moral education of readers and how books can help teachers, parents, and practitioners dealing with bullying and cyberbullying experiences. First, we review how bullying is portrayed in child and youth literature. Second, we describe reading strategies to prevent or intervene in bullying situations with literary texts. Finally, we examine research analyzing the effectiveness of reading practices in bullying intervention. We conclude that reading books dealing with bullying and ongoing discussions on this issue are very suitable to alleviating intimidating behaviors in children. If teachers, educators, and parents are proactive and educate children by carrying out activities of education in values, the problem can diminish before it starts or can be under control at primary and secondary education.
... Cyberbullying is a form of aggression in an online context, defined by a dynamic interaction characterized by the repetition of offensive and abusive behaviors over time using electronic devices [13,14], becoming problematic, especially among adolescents [16]. ...
... In adolescence, the search and construction of identity play a relevant role in the use of the internet, and adolescents seek immediate satisfaction through virtual communication, which often causes them to lose control over what they share on the internet, which can involve risks [41]. Some authors suggest that a lack of inhibition and social engagement contribute to online aggression, i.e., online bullies are more likely to engage due to anonymity, the likelihood of large audiences, rapid spread, and impact on victims provided by the online context, as they do not deal with the immediate emotional or psychological effects of their victims because they are not physically present but connected through technology, which facilitates cyberbullying [16,45,46]. In addition, the anonymity involved in virtual communication allows the dissemination and sharing of information to peers or strangers [40][41][42]. ...
... To verify whether age, grouped into two classes [13,15] and [16,21], has a statistically significant effect on bullying and cyberbullying, the non-parametric Wilcoxon-Mann-Whitney test was used, since the conditions for the applicability of the parametric test are not met ( Table 4). The results obtained demonstrate the existence of statistically significant differences in victimization in cyberbullying regarding age, with adolescents aged between 16 and 21 being the ones with the highest values in all dimensions under study. ...
Bullying and cyberbullying share in their definition the pattern of aggressive and intentional conduct, characterized by a perceived or observed imbalance and repeated over time. Empathy and emotional intelligence are fundamental individual skills that can enable adolescents to develop less aggressive and more empathetic behaviors. The aim of this study is to explore the frequency of bullying and cyberbullying (victimization and/or aggression), the association of bullying, cyberbullying, empathy, and emotional intelligence, and to explore whether sex, age, educational level, and online recreational time are related to bullying and cyberbullying behaviors. A sample of 599 adolescents, aged between 13 and 21 years old, from basic and secondary schools located in the north of Portugal, participated in the study. The instruments used in the study were the Sociodemographic Questionnaire; the Bullying and Cyberbullying Behavior Questionnaire; the Basic Empathy Scale; and the Self-Perception of Emotional Intelligence Questionnaire. The main results indicated that victims demonstrate greater empathy and emotional intelligence. The results also showed that male adolescents take on more of the role of aggressors in bullying and cyberbullying, while female adolescents take on more of the role of victims. The study underscores the importance of developing and implementing prevention and intervention programs for bullying and cyberbullying, with a focus on promoting empathy and emotional intelligence among adolescents.
... This review suggests that incorporating self-compassion training into school curricula could be a practical and impactful strategy for preventing and addressing the negative consequences of cyberbullying. One of the obstacles that makes a supposedly happy, harmless, and positive school life difficult is cyberbullying which causes harm and suffering to many young and adolescent students [65]. This has led many adolescents in several countries across the world to commit suicide indicating the seriousness of this problem [65]. ...
... One of the obstacles that makes a supposedly happy, harmless, and positive school life difficult is cyberbullying which causes harm and suffering to many young and adolescent students [65]. This has led many adolescents in several countries across the world to commit suicide indicating the seriousness of this problem [65]. ...
Cyberbullying is a major public health problem among adolescents worldwide. Research shows that there is a link between cyberbullying and mental health problems. Adolescent victims of cyberbullying suffer from diverse negative effects such as stress, anxiety, depression, poor self-esteem, isolation, and suicidal ideation. Schools have attempted to address this by introducing measures, including raising awareness of cyberbullying among adolescents, launching Internet safety campaigns, and enacting regulations to stop cyberbullying. However, salient effects have not been reported to date. Research reports that self-compassion training is effective in reducing mental health problems and beneficial for adolescents. This narrative review aims to review the literature on cyberbullying in adolescence and propose effective measures to stop it. Self-compassion training is proposed as an effective intervention to stop cyberbullying among adolescents. This review further discusses how schools can implement self-compassion training to stop cyberbullying in adolescents. Findings will help policymakers and stakeholders of schools, colleges, and universities to incorporate self-compassion training into school curricula to help support victims of cyberbullying.
... Furthermore, in the research carried out by Buelga et al. (2017), it was highlighted that cyberbullies presented dysfunctional family relationships characterized by poor emotional attachment to their parents (Hemphill & Heerde, 2014), and negative communication patterns (Elgar et al., 2014). Thus, with regard to this information, it is possible to derive the influence of the family factor on cyberbullying behaviour (Navarro et al., 2016). Hence, it is necessary to deepen their involvement in the programmes that have been designed to prevent and intervene in cyber-aggression situations. ...
The majority of studies in the current literature analyse cyberbullying at the secondary education stage. Nevertheless, although it has been shown that cybervictim and cyberbully roles may arise from the Primary School stage onwards, more research is still needed. The consequences of this problem can be manifested in indicators of psycho-social and psycho-emotional adjustment, harming not only the aggressor and the victim, but also the bystander. The aim of this study is to deepen the research and to analyse cyberbullying programmes implemented in primary schools in order to know their results and what are those factors on which the programmes are focused. Thus, a systematic and exhaustive search for empirical studies was carried out, with 17 programmes included in the review. It has been observed that cyberbullying prevention interventions from the first contact with technologies are effective in addressing and reducing cyberbullying-related behaviours. Specifically, emotional competence, self-regulation skills, school climate and online safety are factors that are present in programmes with positive results in prevention of cyberbullying. Furthermore, the need to design and validate specific data collection instruments for Primary Education is highlighted, as well as it is necessary to increase the frequency of implementation and evaluation of interventions, favouring collaboration between families and the educational centre.
- Highlights
• Review of cyberbullying prevention programmes in Primary Education.
• Family training and support improves students´ ability to cope with cyberbullying.
• Debate and cooperation spaces favour tackling aggressive behaviour.
• Social or online skills are contents addressed in significant interventions.
• Bystander training provide students coping strategies against cyberbullying.
... SBCP or activities on cyberbullying prevention are developed and implemented to reduce the negative impacts of this phenomenon based on the consequences and experiences of cyberbullying. However, the success of SBCP varies in different countries due to the influence of several socio-demographic characteristics (Li et al., 2022;Navarro, Yubero, & Larrañaga, 2015;Santos, Mateos-Pérez, Cantero, & Gámez-Guadix, 2021;Sorrentino, Baldry, Farrington, & Blaya, 2019). ...
Cyberbullying is a form of violence that has been present in schools for a long time and negatively impacts the mental health of students. Different countries have different strategies for avoiding cyberbullying. However, research on school-based cyberbullying prevention is limited in Southeast Asian developing countries. This study aims to explore the current implementation of school-based cyberbullying prevention in public schools in a developing country. The framework of prevention programs is based on three aspects: (1) Developing curricula on how to behave when being a victim of cyberbullying. (2) Strengthening the students' skills to deal with cyberbullying. (3) Promulgating specific provisions in the legal document on handling cyberbullying. School-based cyberbullying prevention among students in public schools is currently a research gap because of the limitations in the management of students using the internet and educational policies. This is a cross-sectional study that surveyed 400 participants who are Vietnamese teachers, administrators and school psychologists. The results show that the limitations of school-based cyberbullying prevention for Vietnamese students include professional knowledge, practical experience and personnel in charge of this work. This constraint has resulted in an upsurge in incidents of cyberbullying in Vietnam. The findings add to the important evidence on cyberbullying prevention in a developing country that is working to research and develop an appropriate school-based cyberbullying prevention strategy.
Buku "Cyberbullying: Bullying di Era Digital menyelami fenomena perundungan di dunia maya yang semakin mengkhawatirkan dalam kehidupan sehari-hari. Dengan menjelaskan definisi, bentuk-bentuk, dan karakteristik cyberbullying, buku ini mengajak pembaca untuk memahami dampak luas yang ditimbulkan, baik secara psikologis, emosional, sosial, maupun akademis, bahkan risiko yang dapat mengarah pada bunuh diri. Selain itu, buku ini menyajikan fakta mencengangkan mengenai prevalensi cyberbullying di Indonesia dan faktor-faktor yang membuat seseorang menjadi pelaku atau korban.
Dengan menyertakan kisah nyata dari korban, buku ini memberikan perspektif mendalam tentang pengalaman mereka dan bagaimana perundungan ini memengaruhi kesehatan mental. Upaya pencegahan dan intervensi juga menjadi fokus, dengan mehekankan pentingnya peran keluarga, sekolah, masyarakat, dan pemerintah dalam melawan cyberbullying. Melalui pemahaman yang komprehensif dan rekomendasi strategis, buku ini bertujuan untuk meningkatkan kesadaran dan membangun ketahanan mental bagi generasi muda di era digital, menciptakan lingkungan yang lebih aman dan positif bagi mereka.
Background: Cyberbullying and nighttime phone use are independently detrimental to sleep and psychological wellbeing, but whether in combination they might be more disruptive remains unknown. Methods: Students aged 7–19 years (N = 53,734) completed a survey measuring sleep duration, nighttime phone use, cyberbullying, and psychological distress. Results: Across stratification variables of gender (F/M) and age group (primary/secondary-school-aged children), bivariate ordered probit regression revealed that being cyberbullied and nighttime phone use were independent predictors of both increased psychological distress and obtaining <8 h sleep. Nighttime phone use was observed to moderate the relationship between cyberbullying and sleep in both primary- and secondary-school-aged girls and boys and, likewise, between cyberbullying and psychological distress, especially in secondary-school-aged boys. Notably, the moderation effect was such that the impact of nighttime phone use was lower in children who were compared with those who were not cyberbullied. This may be a ceiling effect due to the high number of cyberbullied children reporting shortened sleep and higher levels of psychological distress. Discussion: The present findings point to a possible role of nighttime phone use as a moderator of the effect of cyberbullying on sleep and psychological wellbeing. There is a need for future studies to better explore more directly the effects of cyberbullying during the nighttime.
Abstrak Penelitian ini bertujuan untuk menjelaskan tingkat resiliensi pada remaja yang telah menjadi korban cyberbullying. Metode yang dipakai adalah kuantitatif deskriptif dengan mengirimkan survei melalu google forms. Responden penelitian ini berjumlah 73 remaja yang berusia antara 13 sampai 18 tahun yang telah mengalami cyberbullying. Alat pengukuran yang digunakan dalam penelitian ini merujuk pada aspek-aspek resiliensi menurut Connor dan Davidson (2003) yang terdiri dari kompetensi personal, kepercayaan pada naluri, penerimaan positif terhadap perubahan dan hubungan yang aman, kontrol diri dan faktor, serta pengaruh spiritual. Hasil analisis menunjukkan bahwa nilai rata-rata empiris resiliensi adalah 101,45 yang diklasifikasikan tinggi dengan standar deviasi sebesar 19,16. Tingkat resiliensi yang tinggi menunjukkan bahwa remaja korban cyberbullying memiliki kemampuan untuk mengatasi dan pulih dari dampak negatif, seperti stres dan depresi. Ini tercermin dari remaja korban cyberbullying memiliki kompetensi personal yang tinggi yang mencakup kemampuan untuk mengelola emosi, mengambil keputusan yang tepat, dan membangun hubungan interpersonal yang sehat, mereka juga memiliki kepercayaan pada naluri yang kuat yang mencakup keyakinan akan kemampuan diri sendiri untuk mengatasi masalah dan menghadapi tantangan, kontrol diri yang baik juga mendukung resiliensi karena remaja korban cyberbullying mampu mengendalikan emosi dan perilakunya cenderung lebih mudah pulih dari pengalaman traumatis. Selain itu, dukungan sosial yang tinggi juga berperan penting karena adanya orang-orang yang memberikan dukungan dan perhatian, sehingga membantu remaja tersebut merasa didukung dan tidak sendiri dalam menghadapi permasalahannya. Serta, pengaruh spiritual dengan keyakinan akan bantuan dari Tuhan Yang Maha Esa, menunjukkan bahwa remaja tersebut memiliki keyakinan spiritual dan kepercayaan akan kekuatan yang lebih tinggi untuk menjadi sumber kekuatan dan ketenangan dalam menghadapi kesulitan. Abstract This research aims to explain the level of resilience in adolescents who have been victims of cyberbullying. The method used is descriptive quantitative by sending surveys trough Google Forms. The research respondents consist of 73 adolescents aged between 13 to 18 years who have experienced cyberbullying. The measurement instrument tool used in this study refers to the aspects of resilience according to Connor and Davidson (2003), which include of personal competence, trust in instinct, positive acceptance of change and secure relationship, self-control and factors, and spiritual influences. The analysis results show that the empirical average resilience score is 101.45, classified as high with a standard deviation of 19.16. High resilience levels indicate that adolescents who are victims of cyberbullying have the ability to cope and recover from negative impacts such as stress and depression. This is reflected in the high personal competence of cyberbullying victims, including the ability to manage emotions, make appropriate decisions, and build healthy interpersonal relationships. They also have strong trust in their instincts, which includes belief in their own ability to overcome problems and face challenges. Good self-control also supports resilience because adolescents who are victims of cyberbullying can control their emotions and behaviors, making it easier for them to recover from traumatic
Cyberbullying is a disturbing form of behavior associated with the use of communication technologies among adolescents. Many studies have been devoted to cyberbullies and cyber victims, neglecting an important growing group: cyberbullies who are also cyber victims. Moreover, few studies refer to all cyberbullying roles and factors associated with them. Therefore, the goal of this study is to examine differences in family climate, peers’ engagement in cyberbullying, and perception of academic achievements among involvements in cyberbullying roles. Data are collected by telephone or face-to-face from a sample of 277 eleventh- to twelfth-grade students in Israel who are asked to participate in the survey. Cyberbullying roles are composed of two variables—cyberbullies and cyber victims, creating four groups: cyberbullies, cyber victims, cyberbullies-and-victims, and non-involved. Three types of family climate are measured: warmth, order and supervision, and conflict. Respondents report their perceptions of peers’ engagement in cyberbullying. At the personal level, gender, perception of academic achievements, and school absence are measured. Multinomial logistic regression findings show that boys are more likely to be cyberbullies and cyberbullies-victims than are girls; family conflicts increase the odds of being cyberbullies and cyber victims; and family warmth decreases the odds of being cyber victims and cyberbullies-cyber victims. Perception of peers’ engagement in cyberbullying increases the odds of being cyberbullies and cyberbullies-victims. Perception of academic achievements and school absence have opposite effects on cyber victims, the former increasing the odds of being cyber victims and the latter decreasing them. The results emphasize the role of family and peers in adolescents’ cyber behavior. Limitations and conclusions are discussed.
Purpose: In the current era, cyberspace has become one of the most concerning issues that can influence the social and psychological world of humans, leading to adverse outcomes for them. A phenomenon that has recently attracted the attention of parents, researchers, and experts is the victimization of adolescent girls in cyberspace. Accordingly, the purpose of the present study was to identify the factors affecting victimization in cyberspace among adolescent girls, based on the lived experiences of their parents. Methodology: The research method was qualitative and conducted through thematic analysis. The statistical population included parents of female students victimized in cyberspace in secondary school during the 2023-2024 academic year in the city of Isfahan, and the sampling method was purposive. To collect the factors affecting victimization in cyberspace among adolescent girls, semi-structured interviews were conducted with parents, and theoretical saturation was achieved after interviewing 16 parents. In this study, the Guba and Lincoln (1985) method was employed for validating the findings. Data analysis (coding and theme identification) conducted with MAXQDA software for thematic analysis. Findings: In this study, 17 basic themes based on mothers' lived experiences and 19 basic themes based on fathers' lived experiences were extracted. From these basic themes, 8 organizing themes were identified: innate characteristics, lack of skills, dependence on the internet, absence of friendly and intimate family relationships, economic pressure, lack of interest in education, and cyber literacy, which were categorized under 3 overarching themes: individual, familial, and environmental. Conclusion: The study's findings highlight the complex interplay between individual, family, and environmental factors influencing teenage girls' vulnerability in cyberspace. Addressing these factors holistically, through supportive family relationships, educational initiatives, and enhanced digital literacy, is crucial for safeguarding adolescents against online risks.
This study aimed to examine the construct validity and reliability of the adapted version of the Cyberbullying Inventory for College Students for use in the Chilean university context. This measure includes 4 scales that evaluate participation in the phenomenon of cyberbullying in different roles. In addition, we analyzed the prevalence of cyberbullying and characterized experiences of cyberbullying among students. In total, 256 students (Mage= 20.25; SD = 2.24) from a Chilean university participated in this study. The results showed the one-dimensional plausibility of each of the scales and goodness-of-fit indices in conformity with the psychometric parameters. The reliability values (α and ω) ranged from 0.91 to 0.99. The results showed that 68.7% of respondents were victims, 31.2% were aggressors, 70.3% were observers of victims, and 28.5% were observers of aggressors. We also found that male students who did not live with their parents and urban residents were more involved as victims, aggressors, observers of victims and observers of aggressors. The findings highlight the importance of measures with good psychometric indicators to evaluate cyberbullying. Furthermore, university students’ experiences of cyberbullying underline the urgency of policies and intervention programs in university contexts.
ResearchGate has not been able to resolve any references for this publication.