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Moving Toward a Theory: Testing an Integrated Model of Cyberbullying Perpetration, Aggression, Communication Skills, and Internet Self-Efficacy
Abstract
Research on cyberbullying has been steadily growing among scholars who endeavor to understand when and under what conditions it occurs. This study utilizes general aggression theory to contribute to a better theoretical understanding of the confluence of inputs that goes into decision-making involving cyberbullying perpetration. Young adult college students were surveyed to examine whether person-specific inputs, including trait verbal aggression, Internet self-efficacy, and social skills, contribute to cyberbullying perpetration. Results indicated that verbal aggression was consistently positively associated with cyberbullying perpetration. Further analysis revealed that the interaction between verbal aggressiveness and social skills on cyberbullying perpetration depended on one’s level of Internet self-efficacy. At low levels of Internet self-efficacy, trait aggressiveness and social skills do little to inform cyberbullying perpetration; however, participants with high Internet self-efficacy and high trait verbal aggressiveness are less likely to send hurtful or embarrassing messages over the Internet or mobile technologies as their social skills grow. Contributions to theory and practice are discussed.
... Decision making leads to either a thoughtful action or an impulsive action. A feedback loop then influences future aggressive events (Savage & Tokunaga, 2017). Kowalski et al. (2014) first identified common correlates of both cyberbullying perpetration (e.g., moral disengagement) as well as cyberbullying victimization (e.g., risky online behaviour). ...
... A more recent study employed the GAM to explore whether person-specific inputs, including trait verbal aggression, internet self-efficacy, and social skills, contributed to cyberbullying perpetration among a sample of 201 college students (Savage & Tokunaga, 2017). Results indicated the GAM was able to identify person-centred input factors that in turn predicted an individual's decision to use harmful messages against others through SITs. ...
... At low levels of internet self-efficacy, degree of trait aggressiveness and level of social skills did not predict cyberbullying perpetration. In contrast, participants with high internet self-efficacy, high trait verbal aggressiveness scores, and higher social skills were less likely to send harmful messages through SITs (Savage & Tokunaga, 2017). ...
Despite an abundance of research from multiple perspectives and disciplines, to date cyberbullying research has been fragmented and is often conducted atheoretically, using theories borrowed from general psychology and/or criminology, or considers only individual-level explanations such as demographics, personalities, and psychological conditions which may be insufficient to fully understand and explain the behaviour. Social psychological approaches that examine the everyday power relations in children's lives and the study of identity, relationships, and belonging systems may provide meaningful context and a more holistic perspective. The purpose of this paper is to demonstrate the positive impact of applying identity theories and a sociological perspective to the study of cyberbullying. This paper provides an overview of cyberbullying, followed by examples of how general psychological theories and theories borrowed from criminology and aggression have been applied to cyberbullying, including a cyberbullying-specific theory. Several key theories of identity that could be employed in the study of cyberbullying are then identified. Lastly, the utility of using a socio-psychological perspective using social identity theory and social network analysis to study of cyberbullying is explored. In order to manage cyber violence, we need to act on multiple levels, including individual, relational, organizational, and community levels.
... Other notable works include Waytz A's 2018 paper in Perspectives on Psychological Science (105 citations), [8] article in European Journal of Criminology (91 citations), and [24] publication in Journal of Interpersonal Violence (77 citations). The list also includes impactful works by [7], [25], Festl R (2016), and [23], each contributing significantly to the field with citation counts ranging from 50 to 70. These highly cited papers represent key contributions to the understanding of cyberbullying, mobile technologies, and their impact on teenagers, spanning various disciplines and journals. ...
... The "cyberbullying" cluster emerges as the most prominent, with the highest Callon Centrality (0.861) and cluster frequency (55), indicating its central role in the research field and its strong connections to other themes. However, its relatively low Callon Density rank (7) suggests that while it's a broad and central topic, the internal cohesion of research within this cluster might be less intense. The "social media" cluster shows moderate centrality (0.431) and density, ranking 6th and 5th, respectively, with a frequency of 28, highlighting its significant but not dominant role in the research landscape. ...
This study aimed to investigate the role of mobile technologies in tracking cyberbullying trends and promoting social adaptation among teenagers through a comprehensive bibliometric analysis. The study sought to identify key trends, influential factors, and potential intervention strategies in this rapidly evolving field. A systematic review following PRISMA guidelines was conducted, analyzing 64 documents from the Scopus database published between 2014 and 2024. The methodology employed bibliometric analysis techniques, including co-occurrence networks, bibliographic coupling, and keyword analysis. The results revealed a significant increase in research on cyberbullying and mobile technologies over the past decade. The analysis identified several prominent clusters, including the prevalence of cyberbullying, the role of social media platforms, and the effectiveness of intervention strategies. Gender and age emerged as influential factors in cyberbullying experiences and behaviors. The accessibility and ubiquity of mobile devices were found to play a crucial role in cyberbullying trends. The findings emphasize the importance of developing evidence-based approaches that leverage mobile technologies for intervention. Comprehensive educational programs and innovative approaches, such as chatbot-based coaching interventions, showed promise in reducing cyberbullying and promoting positive social adaptation. The study underscores the complex and multifaceted nature of cyberbullying, necessitating an interdisciplinary approach integrating insights from psychology, sociology, and computer science. The development of specialized assessment tools and the use of machine learning algorithms for detecting cyberbullying incidents highlight the increasing sophistication of research methodologies in this field. Future research should focus on longitudinal studies and the development of innovative, evidence-based intervention strategies.
... However, other studies have shown contradictory results, namely that there is no relationship between the level of social skills and cyberbullying among high school students [41]. Different findings are also shown by Savage and Tokunaga [42], someone with low social skills is not a reliable predictor of engaging in cyberbullying. This means there is still uncertainty about the role of social self-efficacy in predicting student cyberbullying behavior. ...
... On the other hand, low social self-efficacy leads to poor relationships with peers [37]. This result also refutes previous studies which state that individuals who have low social skills are not reliable predictors of engaging in cyberbullying [42]. The concept of social self-efficacy is defined as students' beliefs in their own ability to succeed in new tasks or in new situations, beliefs related to self-understanding, selfconfidence, social reflection, and feelings about how competent they are in dealing with their environment. ...
Cases of cyberbullying among high school students have become the center of attention of educational institutions as a new form of bullying using information technology. Many studies examine cyberbullying as a new form of bullying. However, studies on school climate, social support, and social self-efficacy in reducing cyberbullying behavior among high school students are still limited. Therefore, this study investigates the effect of school climate, social support, and social self-efficacy on cyberbullying behavior. This study involved 290 high school students in three schools in Kupang City, Indonesia. We used a simple random sampling technique to determine which respondents were involved. SPSS version 20 and Amos 18 software were used to analyze the data for this study. Data analysis in this study used structural equation modeling (SEM) analysis. The study’s results revealed that school climate and social self-efficacy significantly negatively affected high school students’ cyberbullying behavior. Meanwhile, social support has no direct influence on students’ cyberbullying behavior. Social self-efficacy has also been shown to mediate the effect of school climate on high school students’ cyberbullying behavior. An in-depth discussion is presented in this paper to provide an overview of the critical implications for educational practitioners.
... According to Salmivalli & Nieminen (2002) cyberbully perpetrators can be either proactive aggressors or reactive aggressors. Past studies have found significant positive associations between aggression and cyberbullying perpetration (Savage & Tokunaga, 2017;Schenk et al., 2013;Schultze-Krumbholz & Scheithauer, 2012). Thus, it was hypothesized that aggression would be positively related to cyberbullying perpetration (say, H 3 ). ...
... Therefore, H3 was supported. This result is coherent with the research findings of Savage and Tokunaga (2017), Schenk et al. (2013), and Schultze-Krumbholz & Scheithauer (2012). ...
Cyberbullying has become a growing social concern as electronic platforms provide perpetrators an alternative medium through which they can easily target their victims from any place, at any time. The present study aimed to investigate whether depression, social anxiety, and aggression were significantly related to cyberbullying perpetration on Facebook among Sri Lankan adults. A cross-sectional, non-experimental study was conducted using 168 Sri Lankan Facebook users between the ages 21 and 60. Data were collected using an online survey. Cyberbullying perpetration on Facebook, depression, social anxiety, and aggression were assessed using the Prevalence of Facebook Bullying Scale, Center for Epidemiologic Studies Depression Scale (CES-D-10), Interaction Anxiousness Scale, and Brief Aggression Questionnaire respectively. Results of the Spearman correlation analysis revealed that depression and aggression were significantly and positively correlated to cyberbullying perpetration, while there was no significant correlation between social anxiety and cyberbullying perpetration. The findings of the present study provide insight into the importance of addressing the psychological and behavioural issues of perpetrators using appropriate interventions in order to reduce the occurrence of cyberbullying. The study also emphasizes the importance of reporting the incidents of cyberbullying and taking necessary legal actions against the perpetrators.
Keywords: Aggression, Cyberbullying, Depression, Facebook, Anxiety
... Bullying is also moving from the campus or other environments to online, where it is known as cyberbullying (Tsitsika et al., 2015). Cyberbullying is defined as "any behavior performed by individuals or groups that repeatedly communicates hostile or aggressive messages intended to inflict harm or discomfort on others through electronic or digital media" (Savage & Tokunaga, 2017;Tokunaga, 2010). It has been found that 10-40% of adolescents have reported being cyberbullied at least once (Kowalski et al., 2014). ...
... It has been found that 10-40% of adolescents have reported being cyberbullied at least once (Kowalski et al., 2014). Cybervictimization exists in different forms, which include flaming, harassment, denigration, exclusion, impersonation, cyber-stalking, sexting and so on (Dooley et al., 2009;Willard, 2007;Savage & Tokunaga, 2017;Leduc et al., 2022). Many researchers have demonstrated that cybervictimization can harm the mental health of adolescents, contributing to depression, anxiety, hopelessness, loneliness and low self-esteem, and even leading to suicidal ideation and attempts (Bonanno & Hymel, 2013;Cénat et al., 2019;Fahy et al., 2016). ...
In the present study, we explored the relationship between cybervictimization and suicidal ideation by investigating the potential mediating role of core self-evaluation as well as the moderating role of perceived social support. A total of 1204 Chinese adolescents (Mage = 14.50 years, SDage = 1.59, 653 girls and 551 boys) were invited to complete a survey about cybervictimization, perceived social support, core self-evaluation, suicidal ideation and demographic variables. We found that cybervictimization was positively associated with suicidal ideation. Additionally, core self-evaluation partially mediated the association between cybervictimization and suicidal ideation, while perceived social support moderated the first stage of the mediation process. The present study helps us to better understand the underlying mechanism through which cybervictimization increases the risk of suicidal ideation. It also provides a new perspective on how to help those with suicidal ideation.
... To adequately detect cyberbullying in written online interactions, a rigorous representation of this phenomenon will imply attending to its key defining features (i.e., aggressive language; repetitiveness; intentionality; and behavior among peers) [8]- [10]. As previously mentioned, one of the main expressions of aggression in cyberbullying is the language used to communicate with the intention to harm others by attacking them [11], [12]. Verbal attacks in virtual interactions often include insults (e.g., with regards to physical appearance, character, and competence), threats, and the use of curse words or foul language [2], [13]. ...
Offense and hate speech are a source of online conflicts which have become common in social media and, as such, their study is a growing topic of research in machine learning and natural language processing. This article presents two Portuguese language offense-related datasets that deepen the study of the subject: an Aggressiveness dataset and a Conflicts/Attacks dataset. While the former is similar to other offense detection related datasets, the latter constitutes a novelty due to the use of the history of the interaction between users. Several studies were carried out to construct and analyze the data in the datasets. The first study included gathering expressions of verbal aggression witnessed by adolescents to guide data extraction for the datasets. The second study included extracting data from Twitter (in Portuguese) that matched the most frequent expressions/words/sentences that were identified in the previous study. The third study consisted in the development of the Aggressiveness dataset, the Conflicts/Attacks dataset, and classification models. In our fourth study, we proposed to examine whether online aggression and conflicts/attacks revealed any trend changes over time with a sample of 86 adolescents. With this study, we also proposed to investigate whether the amount of tweets sent over a period of 273 days was related to online aggression and conflicts/attacks. Lastly, we analyzed the percentage of participants who participated in the aggressions and/or attacks/conflicts.
... Cyberbullying is the act of intentionally and continuously causing damage or discomfort to others through language or video in cyberspace (1)(2)(3). Compared to traditional bullying that requires direct interaction, cyberbullying is performed on the basis of anonymity, and with the development of smartphones and social media, there are no spatial and temporal constraints, so lots of people can be experienced cyberbullying (4,5). According to the 2019 Survey on the Cyberbullying (1), 32.5% of 1,500 adults responded that they had experienced cyberbullying perpetration within the last year, and 48.5% said they had experienced cyber victimization. ...
Background: Although cyberbullying has emerged as a serious problem even among adults, most researches have been conducted on the adolescents. We aimed to verify the independent effects of cyber victimization, internet use, and the perception of cyberbullying-on-cyberbullying perpetration in South Korea adults. Methods: The data of 1500, 20s to 50s Korea adults from the 2019 Survey on the Cyberbullying conducted by the National Information Society Agency were used. Results: A hierarchical multiple regression analysis indicated that cyber victimization and internet use were positively related to cyberbullying perpetration. In particular, the perception of cyberbullying was negatively associated with cyberbullying perpetration. Conclusion: This study is an early effort to verify the influence of the perception of cyberbullying-on-cyberbullying perpetration. Educating that cyberbullying is an illegal and dangerous behavior is important to prevent cyberbullying perpetration.
... The positive associations between cyber victimization and aggression has been extensively supported (Hinduja and Patchin, 2008;Ak et al., 2015;Giménez et al., 2015;ArIcak and Ozbay, 2016;Savage and Tokunaga, 2017). Recently, Martínez-Monteagudo et al. (2019), in their study differentiating between pure victims, aggressors, and victim-aggressors, demonstrated that the experience of hostile attitudes positively predicts an increased likelihood of becoming a victim-aggressor in cyberbullying. ...
The purpose of this study was to analyze the relationships between cybervictimization in social networks, problematic smartphone use, aggressive behaviors, and prosocial altruistic tendencies in young adults. The sample consisted of 601 young adults (mean age = 19.96 years; SD = 2.27; 69.1% female) who were administered online assessments of experiences of humiliation on networks, problematic smartphone use, prosocial altruistic tendencies, and aggressiveness. Results indicated significant indirect effects of cyber victimization on aggressiveness and prosocial altruistic tendencies through problematic smartphone use. Problematic cell phone use explained the relationships between online humiliation and aggressive and prosocial altruistic behaviors. The results confirmed the positive relationship between cybervictimization and problematic cell phone use, consistent with previous research. However, the negative relationship between cybervictimization and altruistic prosocial tendencies was not corroborated. The findings emphasize the need to promote actions that foster social connectedness and interdependence among young individuals to develop their identity within the community.
... In contrast, in women, depression and anxiety were not associated with cyberbullying (Schodt, Quiroz, Wheeler, Hall, & Silva, 2021). Researchers have found that cyberbullying is characterized by high levels of aggression, low empathy, depression, alcohol use, increased hostility problems, and psychopathology (Savage & Tokunaga, 2017). Victims often have low self-esteem, depression, anxiety, and suicidal thoughts and attempts (Mitchell, et al., 2016). ...
... Another issue with automatic CB identification is determining the most appropriate operation on CB material that takes into account the available studies in the CB detection region in order to achieve the goal of automatic detection accurately recognizing CB actions, which is another issue with automatic CB identification. It becomes more difficult to determine the actions as a result of this, and well-developed tools for combining the information via an autonomous decision technique are necessary [9]. To achieve the goal of automatic detection to precisely recognize CB actions, a CB detection zone was created. ...
As a result of the ease with which the internet and cell phones can be accessed, online social networks (OSN) and social media have seen a signi cant increase in popularity in recent years. Security and privacy, on the other hand, are the key concerns in online social networks and other social media platforms. On the other hand, cyberbullying (CB) is a serious problem that needs to be addressed on social media platforms. Known as cyberbullying (CB), it is de ned as a repetitive, purposeful, and aggressive reaction performed by individuals through the use of information and communication technology (ICT) platforms such as social media platforms, the internet, and cell phones. It is made up of hate messages that are sent by e-mail, chat rooms, and social media platforms, which are accessed through computers and mobile phones. e detection and categorization of CB using deep learning (DL) models in social networks are, therefore, crucial in order to combat this trend. Feature subset selection with deep learning-based CB detection and categorization (FSSDL-CBDC) is a novel approach for social networks that combines deep learning with feature subset selection. e suggested FSSDL-CBDC technique consists of a number of phases, including preprocessing, feature selection, and classi cation, among others. Additionally, a binary coyote optimization (BCO)-based feature subset selection (BCO-FSS) technique is employed to select a subset of features that will increase classi cation performance by using the BCO algorithm. Additionally, the salp swarm algorithm (SSA) is used in conjunction with a deep belief network (DBN), which is known to as the SSA-DBN model, to detect and characterize cyberbullying in social media networks and other online environments. e development of the BCO-FSS and SSA-DBN models for the detection and classi cation of cyberbullying highlights the originality of the research. A large number of simulations were carried out to illustrate the superior classi cation performance of the proposed FSSDL-CBDC technique. e SSA-DBN model has exhibited superior accuracy to the other algorithms, with a 99.983 % accuracy rate. Overall, the experimental results revealed that the FSSDL-CBDC technique beats the other strategies in a number of di erent aspects.
... Studies have found a significant correlation between cumulative ecological risk and self-control (Tan et al., 2022). Moreover, self-control is a crucial internal factor in predicting cyberbullying (Savage and Tokunaga, 2017). Therefore, future research can further analyze the underlying mechanisms of cumulative ecological risks affecting cyberbullying from the perspective of selfcontrol. ...
Introduction
Cyberbullying among college students has been receiving increased research attention. Previous studies have focused primarily on the impact of a single risk factor on cyberbullying among college students. However, individual behavior is influenced by multiple ecosystems simultaneously, including family, school, and peers. To explore the effects of a single risk factor alone is not in line with the reality of everyday life, and the effect of the single risk factor can often be overestimated. Therefore, this study aimed to explore the impact of multiple risk factors, namely cumulative ecological risk, on cyberbullying, while analyzing the mediating roles of belief in a just world and moral disengagement.
Methods
A survey was conducted among 805 college students from two universities in Hebei Province, China, using the cumulative ecological risk questionnaire, the cyberbullying scale, the belief in a just world scale, and the moral disengagement scale.
Results
The results showed that: (a) Cumulative ecological risk was positively correlated with moral disengagement and cyberbullying, and negatively correlated with belief in a just world. Belief in a just world was negatively correlated with moral disengagement and cyberbullying. Moral disengagement was positively correlated with cyberbullying; (b) Belief in a just world partially mediated the relationship between cumulative ecological risk and cyberbullying; (c) Moral disengagement partially mediated the relationship between cumulative ecological risk and cyberbullying; (d) Belief in a just world and moral disengagement played a chain mediating role between cumulative ecological risk and college students’ cyberbullying.
Discussion
This study provides valuable insight for the reduction of cyberbullying behavior among college students, and offers suggestions on how to create a more favorable online environment.
... Third, the Power and Control model suggests that an inherent power imbalance (e.g., faculty/students, dating relationships, ages, education levels) may foster cyberbullying. Fourth, the General Aggression Model posits that aggressive acts start with person and situational factors that can then lead to cyberbullying (Kokkinos & Antoniadou, 2019), such as verbal aggression translating into cyber aggression (Savage & Tokunaga, 2017) and anonymity providing power to the instigator/perpetrator (Foody et al., 2015). Thus, these models provide theoretical explanation for gender differences in cyberbullying, how cyberbullying may be instigated and perpetuated, and identifying dispositional and situational factors that are influential for cyberbullying. ...
Cyberbullying has become a prevalent and detrimental factor for the health and wellness of those in education from grade school to college, spanning emotional, social, and even physical indices. However, much less is known about cyberbullying’s impact throughout the life course into adulthood. The current study examines an online nontraditional (e.g., older age) college student sample to address this gap in the literature. Participants (n = 447) were an average age of 30.31 years (SD = 12.72), majority women (71%), average credit load was 9.50 (SD = 4.13), and 57% were employed. Participants completed an online questionnaire about cyberbullying victimization (CV) and instigation (CI) over the past 30 days and lifetime along with technology use behaviors, health behaviors, and other health and wellness variables. Results highlighted CV as more prevalent than CI, both CV and CI were positively related, men were more likely to instigate than women and technology use variables (e.g., social media) were differentially related to CV and CI. Moreover, poor health behavior was associated with increased CI and not CV whereas poor wellness indicators were exclusively associated with increased CV and not CI. Although CV and CI are interconnected, the unique associations of these cyberbullying variables with demographics, technology use behavior, health behavior, and wellness indicators highlight distinctive patterns in how they may differ practically for online college students. These findings have implications for practical application in the prevention and mitigation of the deleterious impacts of cyberbullying in online behavior among adults.
... There is an ongoing debate about the definition of cyberbullying and whether the three criteria offered by Olweus (1993) for defining traditional bullying-intent, repetitiveness, and imbalance-are applicable to cyberbullying (Menesini et al. 2012;Menin et al. 2021;Olweus and Limber 2018). Some researchers believe that there is no essential difference between cyberbullying and traditional bullying (Olweus and Limber 2018;see Vaillancourt et al. 2017), while others believe there is and that some characteristics of cyberbullying need to be reconceptualized (Barlett et al. 2017;Savage and Tokunaga 2017). For instance, studies show that the power imbalance has shifted from the difference in physical strength or higher status in traditional bullying to technical knowledge that allows broader and faster exposure in cyberbullying. ...
The present study examined the association between general low self-control (LSC) and its three subcomponents: risk taking, self-centeredness, and impulsivity and various bystander behaviors of cyberbullying. The study utilized a bifactor modeling approach and included a sample of 501 adolescents aged 14–18 years old. Participants’ behaviors were measured using a self-reported questionnaire. General LSC was positively associated with the cyberbully-supporters’ and passive bystanders’ behaviors. Additionally, risk taking was positively associated with both the victim-defender’s and cyberbully-supporter’s behaviors, while self-centeredness was positively associated with both the passive bystander’s and the cyberbully-supporter’s behaviors. Furthermore, impulsivity was positively associated with the cyberbully-supporter’s behaviors. We conclude that general LSC plays an important role in understanding the cyberbully-supporter’s and passive bystander’s behaviors in cyberspace. Furthermore, the analysis revealed that LSC subcomponents were also associated with the bystanders’ behaviors above and beyond the associations between general LSC and these types of behaviors.
... Este fenómeno está relacionado con la invasión a la intimidad de la otra persona, utilizando las herramientas que ofrecen las TIC de un modo disruptivo, sobre todo entre aquellas que están o han estado en una relación de pareja (Jabaloyas, 2015). El ciberacoso se encuentra, en primer lugar, dentro de la tipología de la violencia psicológica porque incluye actos que provocan daño emocional y crean temor ante la expectativa de un daño mayor, los cuales pueden ser seguimiento, insultos o amenazas (Rodríguez-Domínguez et al., 2017;Savage y Tokunaga, 2017); en segundo lugar, forma parte de violencia relacional, ya que busca perjudicar o dañar a través de la difamación, aislamiento, manipulación o difusión de rumores falsos (Bennett et al., 2011;Cowie, 2013). Este fenómeno es uno de los efectos negativos del mal uso de las TIC y de las redes sociales, el cual ha venido cobrando relevancia desde la década pasada (Tejedor y Pulido, 2012) por las implicaciones negativas y riesgos que genera en la salud de las víctimas. ...
En la actualidad, las Tecnologías de la Información y Comunicación (TIC), así como las redes sociales, son parte importante del día a día de las y los adolescentes y adultos jóvenes, pues permiten el desarrollo de una gran parte de la vida social de las personas a través de la comunicación e interacción fácil e inmediata entre familiares, amigos y la pareja, con la finalidad de compartir ideas, intereses, gustos, etcétera, a través de datos en formato de voz, imágenes, fotografías, videos, entre otros. En ese sentido, la versatilidad de los diferentes dispositivos de comunicación como los teléfonos móviles, las tabletas y/o laptops han generado el auge de las redes sociales, el cual ha influido de manera significativa, pues tiene repercusiones en las relaciones interpersonales, desde las que son de carácter lúdico hasta las relaciones afectivas. Sin embargo, el mal uso de estos medios de comunicación ha favorecido el desarrollo de la ciberviolencia, principalmente en las relaciones de pareja, es por ello que en el siguiente capítulo se abordarán las principales características de las TIC y redes sociales, y su relación con la violencia. En ese orden de ideas, es importante considerar que la ciberviolencia ha generado interés no solo por las consecuencias hacia sus víctimas, sino que una de sus características es que se puede ejercer en cualquier momento y lugar a través de Facebook, WhatsApp u otras redes sociales, y que su difusión y perpetración se realiza de una forma rápida debido a su fácil acceso, sin olvidar su alta prevalencia tanto en varones como en mujeres, además que este tipo de
violencia se puede ejercer de manera bidireccional.
Finalmente, es importante considerar otras manifestaciones de violencia que se ejercen a través de las TIC
y redes sociales, tales como el ciberacoso, el sexting, la pornovenganza, la sextorsión, el ciberbullying, el grooming y el ghosting, que si bien, pueden estar relacionadas entre sí, cada una de estas implica características que las hacen diferentes; hacer una correcta distinción de cada concepto permitiría su fácil identificación y creación de programas de prevención e intervención.
... The importance of the ISE has also been discussed in connection with its related behavioral outcomes, since Internet self-efficacy seems linked to a variety of Internet related variables and others domain-specific self-efficacy. In this sense, literature reports that ISE has relations with behavioral outcomes such as frequency and experience of Internet use [19][20][21], performance [22,23], attitude toward the Internet [21,24], Internet anxiety [25,26], and online behaviors like online shopping [21], cyberbullying and cyber victimization [20,27], and antiphishing behavior [18]. Moreover, Internet self-efficacy scores are related to others domainspecific self-efficacy like general self-efficacy [20], computer self-efficacy, academic self-efficacy [24], specific web selfefficacy [28], and antiphishing self-efficacy [18]. ...
Online activities are a fundamental part of daily life in this digital era and Internet self-efficacy (ISE) became a central construct for the psychologists of virtual environments. The Internet Self-Efficacy Scale developed by Kim and Glassman (2013) is a recent, valid, and reliable 17-item test to assess the ISE. The aim of this research, composed by two studies, was to translate and validate the Italian version of the ISS. In study 1, we evaluated the factorial validity and internal consistency of the Italian version of the ISS on 3724 individuals. In study 2, we tested the ISS external validity relying on the Bergen Social Media Addiction Scale (BSMAS) and the Internet Addiction Scale (IAS) based on the answers of 244 participants. The findings supported the reliability and validity of the translated ISS and its use for assessing ISE on the Italian population. Implications for researchers and interventions are also discussed.
... The framework of the general aggression model combines other theories of aggression into one (Anderson & Bushman, 2002) and includes individual and situational factors, internal states, proximal processes, and outcomes (Anderson & Bushman, 2002;Kowalski et al., 2014;Savage & Tokunaga, 2017). The model has been modified to explain cyberbullying perpetration, with the cyberbullying encounter being added to the model (for a diagram, see Kowalski et al., 2014). ...
Technology use has brought about the perpetration of both sexting coercion and image-based
sexual abuse (which includes sharing or threat of sharing someone’s intimate image). This study
sought to examine the association between the Dark Tetrad, propensity to morally disengage, and
the perpetration of sexting coercion and image-based sexual abuse. As well, this study then
examined how those variables influence how someone perceives online coercion, when
relationship type and coercion tactic are altered. With a sample of 1467 university students (72%
women; 74% heterosexual), higher psychopathy, sadism, or narcissism scores was associated
with an increased likelihood of perpetrating image-based sexual abuse. For sexting coercion,
identifying as a man, and higher narcissism scores were associated with an increased likelihood
of perpetrating sexting coercion. Scoring higher in psychopathy, sadism, and narcissism were
predictive of having a higher propensity to morally disengage. Examining coerciveness
perceptions from the vignettes, being a woman and not having perpetrated sexting coercion were
predictive of rating the vignettes more coercive and being higher in moral disengagement
propensity was predictive of rating the vignettes less coercive. There was no interaction between
relationship type and coercion tactic and no main effect for relationship type but was a main
effect for coercion tactic. The threaten tactic was associated with a mean “Coercion” score 7.71
points higher than the hinting tactic. This study has implications regarding who may be more
likely to perpetrate image-based sexual abuse or sexting coercion and what factors may influence
perceptions of online coercion. This study also showed that the general aggression model appears
to be a valid theory to explain image-based sexual abuse and sexting coercion perpetration.
... (Kurasawa, 2021) In addition to that, one's solid self-concept, internet self-efficacy and digital social skills must be nurtured from an early age in the family, school environment, and the digital ecology of the learner [2]. The internet self-efficacy, technological skill on learners and the inter-connection with cyberbullying has studied by Savage and Tokunaga [3]; high levels of efficacy necessary to enact cyberbullying perpetration means that a subset of otherwise would-be offline perpetrators may never become cyberbullies and some who will likely never bully others in person might do so if they feel confident in their technological skills. Therefore, digital citizenship is a concept on how to become a good digital citizen, understands rules and norms, but also proficient in using technology. ...
Secondary school students have unlimited internet access through technology devices, and they have become part of the virtual citizen. The rise of violence, fraud, digital rape, and the adverse of negative effect of digital socialization gives its own concerns. For these reasons, this study intends to provide a learning module of social guidance to prepare 21 century digital learners to develop awareness towards digital citizenship mindset. The research method uses mixed methods with a qualitative research and development approach when making a module. The stages are named define, design, develop and disseminate. Evaluation used was expert appraisals, audience analysis, and attitude observations. The module is a self-learning material of themes from digital citizenship skills; the curated selves, chatting and red flags, and lastly, hoaxes and fakes, that packed with numerous resources such as video links, article, reflective self-evaluation and interactive scientific resources. The survey conducted resulting that the module is considered effective for learners so they can generate a good social behavior in digital world, a sense of responsibility, increase security, have self-limits on threats and dangers, be confident, and be proficient in using technology in the virtual world. Based on preliminary observations, this study is the first in Indonesia which introduces the concept of digital citizenship through a learning module, ultimately, for secondary school level. Implications for the findings will be on an effort of behavioral changes for learners in secondary school level.
... When inserting malicious and embarrassing content and performing cyberbullying, the perpetrator devaluates their victims and therefore, their own worth and self-respect, which increases their anxiety and depression [31]. Additionally, for cyberbullies, the need to harm others originates from lack of empathy [32] indicating lack of social skills [33] and therefore more anxiety and depression [34,35]. ...
Background
As cyberbullying is a new area of investigation, results worldwide point to the prevalence of cyberbullying perpetration. This study aimed to assess the association between cyberbullying perpetration, anxiety, depression and suicidal ideation among Lebanese adolescents.
Methods
This cross-sectional study was conducted between May and June 2021 and included a sample of adolescents aged between 13 and 16 years old, recruited from private schools chosen in a convenient way from all Lebanese districts. A total of 520 students accepted to participate in our study. To collect data, a questionnaire was shared by google form including: Cyber Bully/Cyber victim questionnaire; Lebanese Anxiety Scale; and Patient Health Questionnaire for Adolescents.
Results
The results of the linear regressions, taking anxiety and depression as dependent variables, showed that female gender, having kind of hard and very/extremely hard influence of problems on daily work, sexual cyberbullying in cyberspace, embarrassing and inserting malicious content in cyberspace and older age were significantly associated with more anxiety and depression. Having kind of hard influence of problems on daily work compared to not at all, higher anxiety, higher depression and higher household crowding index (lower socioeconomic status) were significantly associated with higher odds of having suicidal ideation in the last month.
Conclusion
Cyberbullying perpetration and its associated factors reported in this study are significant enough to call for early detection and prevention strategies for Lebanese adolescents. At the school level, effective programs implemented in the school years are needed, aiming to develop social/emotional control, and conflict resolution skills as they might decrease engagement in cyberbullying perpetration among adolescents. Preventive interventions are needed to reduce the engagement of Lebanese adolescents in cyberbullying perpetration.
... A study by Savage and Tokunaga (2017) verified whether the interaction between social skills, trait verbal aggression, and Internet self-efficacy can predict cyberbullying perpetration. Their results show that high social skills and low verbal aggression are responsible for an increase in cyberbullying perpetration only when these traits are accompanied by high Internet self-efficacy. ...
Cyberbullying is a prevalent issue in today’s public discourse, but the
problem is definitely not new. In fact, the fear that using an online environment to
communicate may lead to mistreatment and harassment first appeared in the late
1980s, once the first local area networks were implemented. However, the term
„cyberbullying” became relevant decades later, at the beginning of the new
millennium, when it started being used by North American politicians and lawyers
(Holfeld & Grabe, 2012). Since then, the prevalence of cyberbullying has grown due
to the increasing accessibility of mobile devices that allows more and more people
to use the Internet (Brochado et al., 2016). According to one study, the prevalence
of being a cyber victim at least once in a lifetime ranged from 4.9% to 65%, while the
prevalence of being a cyber aggressor at least once ranged from 1.2% to 44.1%
(Brochado et al., 2016). In Romania, the rate of cybervictimization is one of the largest in Europe, at 37.3 % (Athanasiou et al., 2018). As such, a noteworthy task is to correctly recognize what increases and decreases the risk of cyberbullying in order to create the proper prevention and intervention methods. Among others, one recent review identified the family as acting as both a protective and a risk factor for cyberbullying, for the victims, as well as for the perpetrators (Kowalski et al., 2019).
In this chapter we will follow the family’s role in cyberbullying, starting
from the theoretical models that include it and continuing with a slew of recent
empirical findings from the same domain. Also, despite the scarcity of literature,
we will also cover the implications and consequences cyberbullying has on
families. The family represents the main environment where the children develop,
and the relationship between parents and children has received important
attention over the years. Past studies showed that many family-related variables
are linked with the development of aggression (Katz & Gottman, 1996). As such, it
is to be expected that a warm and welcoming family environment would be related
to fewer aggressive behaviours, in contrast to a more negative one, which would
be more appropriate for the development of aggression-related issues. Among
them, cyberbullying is an important problem for young people nowadays, and in
the first parts of this chapter, after differentiating between this online form of
aggression and traditional bullying, we focus on the ways in which the family environment shapes cyberbullying, using theoretical as well as empirical proof.
Certainly, having children that are victims or aggressors on the Internet can create
some strain on the family (Buelga et al., 2016). We are also interested in how
cyberbullying can impact a family’s functioning. Finally, since the family can play
a crucial role in such issues, we verify if there are some interventions specific to
family therapy that can counter cyberbullying.
... As such, individuals with high levels of general self-efficacy have high levels of intrinsic motivation, academic outcome, and work performance (Niehaus et al., 2012;Stajkovic & Luthans, 1998). Furthermore, those with high level of self-efficacy have more adaptive social and psychological outcomes, such as lower level of aggressive behaviors and burnout (Friedman, 2003;Kim & Behr, 2017;Savage & Tokunaga, 2017;Skaalvik & Skaalvik, 2010). ...
Developmentally, adolescence is the period when children make tentative career choice by practicing new patterns of thinking and planning idea. They do so by exploring various career-related learning opportunities within the proximal social context, such as peers. Within the career development theories, however, the influence of peers on the development of self-efficacy in adolescents’ career decision-making process had been understudied. Thus, this study aims to explore the co-evolution of friendship network and career decision-making self-efficacy (CDMSE) in 440 South Korean adolescents (Mage =16.03 years, SD=1.36, 93% boys) by using longitudinal data, 15 weeks of measurement interval. Specifically, we investigated whether friends become similar in their CDMSE or whether those who have similar levels of CDMSE become friends. Adopting stochastic actor-based social network analyses, we examined the selection and influence process in relation to teens’ friendship networks and CDMSE. We found that friends become similar in their CDMSE level over time, suggesting that friendship affects the development of CDMSE. However, the similarity in CDMSE levels do not predict friendship selections among adolescents. This study highlights the importance of peers for career development and intervention. The implications for practice and intervention are discussed.
... In the case of cyberbullying, this may be due, according to Resnicow (2019), to the fact that younger adolescents present great impulsiveness in the management of social networks, using them with low levels of assertiveness and social skills, and with deficiencies that improve to as they grow and control themselves. This indicates the gradual disappearance of cyberbullying in older samples (Jenaro et al., 2017;Savage and Tokunaga, 2017;Alipan et al., 2018;DeSmet et al., 2018). ...
This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.
... Este nuevo modelo de enseñanza musical desarrolló en su alumnado múltiples habilidades y conocimientos musicales a través de las nuevas tecnologías, a pesar del gran esfuerzo en encontrar los recursos necesarios para el aprendizaje musical a través de los recursos digitales. Todo ello favoreciendo las relaciones entre el grupo de iguales, en el que cooperaban de forma conjunta por medio de las redes sociales (Savage & Tokunaga, 2017). ...
El estudio tiene como finalidad comparar el ciberbullying xenófobo y/o racista entre los estudiantes matriculados o no en alguna enseñanza musical o conservatorio. En el estudio se realiza la prueba estadística de Kolmogorov-Smirnov que indicó una distribución no normal de los datos que determinó utilizar pruebas no paramétricas. La muestra está compuesta por 297 adolescentes de las provincias de Andalucía, Ceuta y Melilla. El instrumento empleado fue el Cyberbullying Scale for Students with Cultural and Religious Diversity (CSCRD). Los resultados de la prueba H de Kruskal-Wallis mostraron diferencias significativas entre las variables analizadas. Los resultados de las regresiones logísticas binarias confirmaron tales diferencias y consideraron que los estudiantes que no se encontraban matriculados en conservatorios o escuelas de música son más propensos a ser ciber-víctimas. Además, estos análisis también mostraron que estos estudiantes son más propensos a ser ciberagresores. Como conclusiones se afirma que, los grupos minoritarios que no se encuentran matriculados en conservatorios o escuelas de música son más propensos a sufrir ciberacoso y, a su vez, son más propensos a convertirse en ciber-agresores a diferencia de los que se encuentran matriculados en estos centros de enseñanza musical.
... Offline attacks, for example, extend to the network and turn into cyberbullying (1). Cyberbullying refers to the deliberate and repeated misuse of communication technology by an individual or group to threaten or harm others (2). And it has many manifestations, such as online harassment, cyber threats, online defamation, cyber ostracism, etc. (3,4). ...
Abundant evidence has demonstrated that cumulative family risk is associated with cyberbullying. However, few studies to date have investigated how cumulative family risk links to cyberbullying. To fill in these gaps, the present study examined the mediating role of school connectedness and cyber victimization in the relation between cumulative family risk and cyberbullying. A sample of 1,804 Chinese adolescents was recruited to complete measures of cumulative family risk, cyberbullying, school connectedness, cyber victimization, and demographic variables through convenience sampling. There were 813 boys and 991 girls, aged from 13 to 18, with an average age of 16 years (SD = 1.71). Correlational analyses and SPSS macro PROCESS (Model 6) were used for major data analysis. Results indicated that cumulative family risk was positively associated with cyberbullying, and this link could be mediated by school connectedness and cyber victimization. The present study identifies the potential underlying mechanism by which cumulative family risk is associated with adolescent cyberbullying, which has important implications for theory and prevention.
... Another issue with automatic CB identification is determining the most appropriate operation on CB material that takes into account the available studies in the CB detection region in order to achieve the goal of automatic detection accurately recognizing CB actions, which is another issue with automatic CB identification. It becomes more difficult to determine the actions as a result of this, and well-developed tools for combining the information via an autonomous decision technique are necessary [9]. To achieve the goal of automatic detection to precisely recognize CB actions, a CB detection zone was created. ...
As a result of the ease with which the internet and cell phones can be accessed, online social networks (OSN) and social media have seen a significant increase in popularity in recent years. Security and privacy, on the other hand, are the key concerns in online social networks and other social media platforms. On the other hand, cyberbullying (CB) is a serious problem that needs to be addressed on social media platforms. Known as cyberbullying (CB), it is defined as a repetitive, purposeful, and aggressive reaction performed by individuals through the use of information and communication technology (ICT) platforms such as social media platforms, the internet, and cell phones. It is made up of hate messages that are sent by e-mail, chat rooms, and social media platforms, which are accessed through computers and mobile phones. The detection and categorization of CB using deep learning (DL) models in social networks are, therefore, crucial in order to combat this trend. Feature subset selection with deep learning-based CB detection and categorization (FSSDL-CBDC) is a novel approach for social networks that combines deep learning with feature subset selection. The suggested FSSDL-CBDC technique consists of a number of phases, including preprocessing, feature selection, and classification, among others. Additionally, a binary coyote optimization (BCO)-based feature subset selection (BCO-FSS) technique is employed to select a subset of features that will increase classification performance by using the BCO algorithm. Additionally, the salp swarm algorithm (SSA) is used in conjunction with a deep belief network (DBN), which is known to as the SSA-DBN model, to detect and characterize cyberbullying in social media networks and other online environments. The development of the BCO-FSS and SSA-DBN models for the detection and classification of cyberbullying highlights the originality of the research. A large number of simulations were carried out to illustrate the superior classification performance of the proposed FSSDL-CBDC technique. The SSA-DBN model has exhibited superior accuracy to the other algorithms, with a 99.983 % accuracy rate. Overall, the experimental results revealed that the FSSDL-CBDC technique beats the other strategies in a number of different aspects.
... Das von Anderson und Kollegen Anfang der 2000er Jahre vorgestellte GAM beruht unter anderem auf der sozialen Lerntheorie und der Skript-Theorie (Allen & Anderson, 2017 Gao et al., 2020;Kowalski et al., 2014;Savage & Tokunaga, 2017;Sun et al., 2020;Teng et al., 2020;Vannucci et al., 2012;Wang et al., 2017Wang et al., , 2019Zhang et al., 2020). So wurde das GAM zum Beispiel als Rahmen genutzt, um ...
Lehrkräften und ihrem Interventionshandeln kann bei der Entstehung von Mobbing eine besondere Rolle zukommen, wobei eine ausreichend ausgeprägte Interventionskompetenz bedeutsam ist. Aus welchen Komponenten diese Interventionskompetenz aber konkret besteht, ist nicht eindeutig geklärt. Aus der Literatur ist ein Modell bekannt, welches vorschlägt, dass sich Interventionskompetenz aus den Bereichen Wissen, Überzeugung, Motivation und Selbstregulation zusammensetzt. Zur Motivation können dabei alle Aspekte gezählt werden, die Intensität und Art eines Verhaltens beschreiben. Dazu gehören die Selbstwirksamkeitserwartung und die Empathie der Lehrkräfte. Auch die Selbstregulation kann unter der international anschlussfähigen Perspektive von Prozessen der Zielauswahl und -verfolgung der Motivation zugeordnet werden. Damit kommt der motivationalen Orientierung eine besondere Bedeutung als nicht-kognitiver Teil der Interventionskompetenz zu. Ausgehend von diesen Annahmen wurde in der vorliegenden Arbeit der Kompetenzbereich der Motivation als Teil der Interventionskompetenz von Lehrkräften bei Mobbing näher untersucht. Dazu wurde ein spezifisches Kompetenzstrukturmodell entwickelt. Mit den Befunden von fünf Publikationen sowie ergänzenden Analysen wurde dieses theoretisch abgeleitete Modell empirisch überprüft. Es wurde untersucht, welche Zusammenhänge zwischen mobbingbezogener Selbstwirksamkeitserwartung, Selbstregulation (operationalisiert durch die zwei Dimensionen Locomotion und Assessment) und Empathie und dem Interventionshandeln von Lehrkräften sowie den Mobbingerfahrungen der Schüler:innen bestehen. Zunächst erfolgte eine systematische Untersuchung des vergleichsweise umfangreichen Forschungsstandes zur Selbstwirksamkeitserwartung von Lehrkräften im Mobbingkontext. Anschließend wurden Daten von 556 Lehrkräften und 2.071 Schüler:innen aus einer 2014 durchgeführten Querschnittstudie in Sachsen analysiert. Das Interventionshandeln der Lehrkräfte wurde dabei auf retrospektiv berichtete Mobbingsituationen bezogen, welche von den Lehrkräften und den Schüler:innen geschildert wurden. Logistische, zum Teil mehrebenenanalytische Regressionsanalysen wurden durchgeführt. Die Befunde zeigten, dass nur die Selbstwirksamkeitserwartung der Lehrkräfte mit einer höheren Interventionswahrscheinlichkeit aus Selbstsicht der Lehrkräfte in Verbindung stand. Schüler:innen, deren Klassenlehrkräfte eine höhere Selbstwirksamkeitserwartung und eine höhere Neigung zu überlegtem, selbstevaluierendem Verhalten (Assessment-Orientierung des Selbstregulation) zeigten, berichteten geringere Mobbingerfahrungen. Schüler:innen, deren Lehrkräfte schnell und weniger überlegt handelten (Locomotion-Orientierung der Selbstregulation), berichteten dagegen von stärkerem Mobbingaufkommen. Als besonders bedeutsam für die Mobbingerfahrungen der Schüler:innen zeigte sich zudem die Sicht der Schüler:innen auf die Interventionswahrscheinlichkeit der Lehrkräfte.
... Nevertheless, some researchers applied broader aggression and psychological theories such as The General Aggression Model(Kowalski et al. 2014;Savage and Tokunaga 2017), Theory of Planned Behaviour(Nagahawatta et al. 2021), Theory of Reasoned Action(Doane et al. 2014), General Strain Theory(Lianos and McGrath 2018), General theory of crime(Lianos and McGrath 2018;Lowry et al. 2019) and Barlett and Gentile Cyberbullying Model (BGCM) (Barlett and Chamberlin 2017; Barlett and Kowalewski 2019) more often to measures cyberbullying related attitudes, perceptions and behaviours to test postulates of cyberbullying perpetration. However, the majority of studies have mainly looked at either social factors (majority), psychological factors (some), and technical factors (rarely), or at most two from this subset (mostly social and psychological)(Lowry et al. 2019). ...
Cyberbullying is a major societal issue that is regrettably on the rise. Previous research on cyberbullying has almost entirely focused on the prevalence of cyberbullying among children or adolescents, and it is unknown how prevalent it is in the general population. This study reviews and synthesizes empirical studies related to adult cyberbullying to learn what we know, how well we know, and what we need to know about cyberbullying among adults. The research has explored that the current literature is fragmented and lacks an overarching framework from a socio-technical perspective to systematically guide future cyberbullying research. Moreover, researchers and practitioners continue to question a universal definition of cyberbullying co-developed with the changes in technology. Overall, the paper provides a more complete picture of cyberbullying continuum among adults, while identifying many opportunities for future researchers.
Objective: The current literature and theorizing on cyberbehaviors (cyberbullying perpetration and cybervictimization) are largely separate—primarily focusing on one cyberbehavior in lieu of the other. Our objective was to conduct a cross-sectional study to test a new theory: the Integrative Cyberbullying Theory. Method: Emerging adults (N = 767) completed measures of our predictors (time spent online, narcissism, anonymity, and cyberbullying attitudes), cyberbehaviors, and outcomes (depression, anxiety, loneliness, and anger). Results: Results showed that (a) cyberbullying perpetration and cybervictimization were strongly positively correlated, (b) both cyberbehaviors significantly correlated with every predictor and outcome assessed, and (c) the cyberbehaviors mediated certain relationships between the predictors and outcomes. Conclusion: We supported the Integrative Cyberbullying Theory postulates and then discussed these results from a theoretical lens.
Aim: The aim of this study was to compare the effectiveness of social skills training and teaching cognitive emotion regulation strategies on quality of life, social adjustment and positive and negative emotions in patients with type I bipolar disorder. Methods: The research method was quasi-experimental clinical trial. The statistical population of the study included bipolar mood patients of type one who were approved by the Welfare Organization in the type diagnosis and severity of disability commission and had a file in one of the treatment and rehabilitation centers for chronic mental patients in East Azerbaijan province. The statistical sample consisted of 45 people who were selected by available sampling method and randomly assigned to two experimental groups (first experimental group 15 and second experimental group 15) and control group (15). First, the questionnaires of quality of life (WHO, 2007), social adjustment (Bell, 1961) and positive and negative emotions (Watson et al., 1996) were completed by the groups. In the next stage, the experimental groups participated in sessions of social skills training and training of cognitive emotion regulation strategies, while the group did not receive a training certificate. At the end of the training sessions, the mentioned questionnaires were completed again by the groups. Finally, the data obtained from the groups were prepared for analysis. Findings: Results: The results of analysis of covariance showed that social skills training method had a greater effect on social adjustment and negative emotion than emotion regulation strategies and emotion regulation training method had a greater effect on positive emotion than patients training. Polar had type one.
Cyberbullying in Indonesia has become a serious concern in recent years, with the increased use of digital technologies such as social media and instant messaging applications as the main platforms. This phenomenon not only includes various forms such as insults and threats, but also seriously impacts the mental health of victims, including high levels of stress, anxiety, and depression. The ITE Law and the Criminal Code provide the legal foundation to address cyberbullying, although implementation still faces challenges in consistency and effectiveness of law enforcement. Effective prevention strategies, such as education on digital etiquette and public awareness raising, are needed to reduce the incidence of cyberbullying in Indonesia. Active cooperation between the government, educators, technology platforms, and communities is key to creating a safe and supportive online environment for all technology users, particularly the younger generation who are most vulnerable to the negative impacts of cyberbullying.
Ο διαδικτυακός εκφοβισμός αποτελεί ένα πρόβλημα παγκόσμιας εμβέλειας που εκδηλώνεται σε πολλές μορφές απειλώντας άτομα διαφόρων ηλικιακών ομάδων. Πρόκειται για την μετατόπιση της παραδοσιακής -πρόσωπο με πρόσωπο- επιθετικότητας στον ψηφιακό κόσμο, συχνά όμως οι επιπτώσεις του είναι πιο οδυνηρές. Το θέμα της παρούσας εργασίας είναι η διερεύνηση των στάσεων και αντιλήψεων του φοιτητικού πληθυσμού αναφορικά με το κοινωνικό φαινόμενο του διαδικτυακού εκφοβισμού. Επιμέρους στόχοι της Πτυχιακής είναι η ανίχνευση της ενημέρωσης των φοιτητών ως προς τους διάφορους τύπους διαδικτυακού εκφοβισμού, η καταγραφή των τυχόν προσωπικών τους βιωμάτων αυτού του κοινωνικού φαινομένου καθώς και η ανάδειξη των συνεπειών του σε διάφορους τομείς της ζωής τους.
Η παρούσα εργασία διακρίνεται σε δύο μέρη. Στο πρώτο μέρος παρουσιάζεται το θεωρητικό πλαίσιο, όπου παρέχεται σύγχρονη βιβλιογραφική και ερευνητική ανασκόπηση για τα χαρακτηριστικά γνωρίσματα των αναδυόμενων ενηλίκων, τις διαστάσεις του διαδικτυακού εκφοβισμού και το προφίλ των εμπλεκόμενων μερών στο διαδικτυακό εκφοβισμό. Στο δεύτερο μέρος, λαμβάνει χώρα το ερευνητικό πλαίσιο, όπου ξεκινά με την μεθοδολογία της έρευνας. Ακολούθως παρουσιάζονται τα αποτελέσματα που προέκυψαν από την χρήση του ηλεκτρονικού ερωτηματολογίου που συμμετέχοντες ήταν φοιτητές. Η εργασία ολοκληρώνεται με την ανάλυση των δεδομένων της ποιοτικής έρευνας μέσω Μελετών Περίπτωσης (case studies) φοιτητών που έχουν δεχθεί διαδικτυακό εκφοβισμό.
Introduction
With the significant increase in the number of social media users, the degree of cyberbullying has also increased in a directly proportional manner. Cyberbullying manifests itself in the commission of psychological abuses, teenagers being the most vulnerable.
Methods
The purpose of our paper was to analyze how the phenomenon of cyberbullying manifests in terms of frequency on social media platforms, while taking into account factors such as gender, and elements related to the behavior/reactions of witnesses and victims. We conducted a quantitative research, while having as an instrument a questionnaire. We sent the questionnaire online on the Facebook group of students from Transilvania University of Brasov, the sample of the research comprising 500 students. The quantitative method used was considered appropriate for the analysis of this phenomenon because through the questionnaire we were able to gain some insights and a more wide perspective regarding students’ perception about cyberbullying and its prevalence on social media.
Results
The results of the research showed that respondents were aware of the existence of the phenomenon of cyberbullying on social media, and that the main forms of online bullying they experienced or witnessed referred to: ridiculing people’s physical or intellectual aspects and features, being verbally abused or threatened, being humiliated by posting sensitive content, being excluded from a group, or having their secrets publicly revealed. There were no differences found in the degree of exposure to online bullying according to gender, but the results revealed that undergraduate students, and younger students were more exposed to cyberbullying than master students and students of older age.
Discussion
The findings also highlight the fact that witnesses have an important role in the cyberbullying phenomenon. Thus, even though most of the respondents declared that they did not get involved when they witnessed cyberbullying, this results are relevant to prevention policies because they emphasize the need to develop educational campaigns regarding cyberbullying and the need to promote ethical behavior online. The results highlight the need of raising awareness and of educating young people about the phenomenon of cyberbullying, and the need of finding appropriate ways in which this phenomenon could be detected and prevented. From a theoretical point of view, the paper contributes to the literature on the forms of manifestation of cyberbullying on social media platforms, from the perspective of students. In the context of the practical implications of our paper, the results highlight the need of including information about the phenomenon of cyberbullying in the education of young people, the need of conducting awareness and prevention campaigns or programs. The paper also highlights the need of developing and implementing instruments on social media platforms, that could detect the improper behavior of users.
This study aims to examine the structural relationship between aggression, depression, smartphone dependency, and cyberbullying perpetration in youth and explores gender differences in that relationship. We analyzed the 2nd wave data of the Korean Children and Youth Panel Survey 2018 for middle school students. Structural equation modeling results showed that smartphone dependency partially mediated the relationship between aggression and cyberbullying perpetration. In contrast, smartphone dependency fully mediated the relationship between depression and cyberbullying perpetration. Aggression, depression, and smartphone dependency are the main predictors of cyberbullying perpetration. The effects of aggression and depression on cyberbullying perpetration were different through the mediator variable of smartphone dependency. The positive effect of aggression on smartphone dependency was twice greater in girls, and that of depression on smartphone dependency was three times greater in boys. These results were interpreted as reflecting the boys’ emotional suppression. Adolescent boys tend to suppress depression more than to express it according to the process of masculine emotional socialization. Various educational interventions are needed, such as providing cognitive behavioral therapy to convert adolescents’ relational aggression into a sound coping method considering girls’ sensitivity to relationships. Based on the findings, we present field-oriented practical considerations for improving our understanding of cyberbullying and preventing cyberbullying perpetration.
Cyberbullying is an interpersonal aggression that has emerged due to the rapid development of the Internet. The present study utilized meta-analysis to explore the relationship between personality and cyberbullying. A comprehensive search of relevant databases included 68 studies with 74 independent samples involving 61,405 participants for the meta-analysis. We investigated the main effects of the Big Five and Dark Triad on cyberbullying behavior and explored the potential moderating effects. The results suggested that Conscientiousness and Agreeableness were negatively correlated with cyberbullying. Neuroticism, Machiavellianism, Psychopathy, and Narcissism were positively corelated to cyberbullying. However, Openness and Extroversion were not significantly associated with cyberbullying. Gender, age, and culture moderated the relationships between personality traits and cyberbullying. Overall, risk personality factors (Neuroticism, Machiavellianism, Psychopathy, and Narcissism) exhibit a stronger link to cyberbullying than protective personality factors (Conscientiousness and Agreeableness), and this study expands the General Strain Theory to General Aggression Models to explain the personality mechanisms of cyberbullying.
Background
With the rapidly expanding digital world over the past decade and more to the current context of the coronavirus disease 2019 pandemic, where online activities have replaced most of the offline activities, it is important to understand bullying, which has crossed from its traditional domain of offline to online and is understood as cyberbullying.
Aim
This review aims to assess the concept, types of cyberbullying, prevalence, risk and protective factors, conceptual models explaining cyberbullying, psychological impact, and preventive strategies for cyberbullying.
Methodology
Internet sources (PubMed and Google Scholar) were searched for the available literature, and a narrative review was synthesized. Different types of cyberbullying are defined in the literature. The prevalence rates vary depending on the time frame of assessment being considered. The mean prevalence of victimization is 10%–40%, and the prevalence of perpetration is 3%–20%.
Results
Different risk and protective factors have been identified for being a victim of cyberbullying and becoming a cyberbully. Cyberbullying can have a significant negative psychological impact on the victims. Prevention of cyberbullying involves guidance for parents, advice for schools, and guidance for the health-care providers. Cyberbullying is becoming a major issue for many teenagers, resulting in unforeseen deviances and negative effects in their lives.
Conclusions
Efforts should be taken to successfully avoid and respond to it, as well as to provide kids with tools to lessen their own risk of victimization.
Social networking sites including Facebook, Twitter, and Chat Rooms are becoming more popular day by day. Adolescents and others use these sites for the sake of interacting with others and enhancing their social circle. Due to the rapid advancement in technology and increasing accessibility to the internet, people these days are getting more involved in sending offensive messages, emails, pictures, video clips, etc. to a specific person or about another person with the deliberate intention of harming their name. This practice ultimately causes negative psychological and emotional effects on that person. With the gradual development in communication technology, real-world bullies have been turned to cyberspace and thus terms like cyberbullying and cyber-victimization have emerged. For that reason, this study is aimed to explain the relationship between cyberbullying and the social conduct of university students. Moreover, the mediating role of social anxiety and depression in this regard is also explored in this study. For this purpose, the Adolescent Cyber-Victimization Scale, Depression Scale, Social Anxiety Scale for Adolescents, and Social Adjustment Scale are used. The findings of the study indicate that there is a negative relationship between cyberbullying and the social conduct of university students. Furthermore, both the mediators; depression and social anxiety have positive mediating roles between two variables of the study i.e. if a student is depressed and anxious due to his/her experience of cyberbullying his/her social conduct will decline.
Purpose
The purpose of this study is to review cyberbullying incidents among students in higher education institutions (HEIs). Cyberbullying has become a threat to students' wellbeing as it penetrates one life due to the pervasive availability of digital technologies.
Design/methodology/approach
Through a bibliometric analysis, this study analyzes 361 journal publications from the Web of Science (WoS) based on bibliographic coupling and co-word analysis.
Findings
Significant themes were found related to cyberbullying in HEIs, particularly related to the impact and determinants of cyberbullying on students. Bibliographic coupling produces three clusters on the current research fronts, while co-word analysis produces four clusters on the prediction of future trends. Implications of this phenomenon warrant comprehensive intervention by the HEIs management to dampen its impact on students' wellbeing. Findings would enhance the fundamental understanding through science mapping on the prevalent and potential incidence of cyberbullying.
Practical implications
Crucial insights will benefit the government, HEIs’ management, educators, scholars, policymakers and parents to overcome this dreadful phenomenon of cyberbullying. Several managerial interventions and mitigation strategies are proposed to reduce and control the occurrence of cyberbullying.
Originality/value
This study presents a bibliometric review to uncover the knowledge structure of cyberbullying studies in HEIs.
Cyberbullying refers to aggressive behaviors in social media in the forms of repeated actions of insults, shaming, and threats to other people. This study aims to examine the model of empathy, self-esteem, and school climate effects on cyberbullying to vocational students. The participants of this study were 505 eleventh grade students from vocational schools X, Y, and Z in Yogyakarta. The sample of this study included 180 students which were selected from the population using the cluster random sampling technique. Data were collected using the empathy, self-esteem, and school environment scales. The collected data were then analyzed using inner and outer model tests in Structural Equation Model (SEM) using Smart Partial Least Square 3.2.8. The results of this study show that the model with empathy, self-esteem, and school climate to predict cyberbullying had a good fit with the empirical data. It was found that empathy and school environment had a negative effect on cyberbullying. In contrast, no effects were found in self-esteem and cyberbullying.
Indications are that cyberstanders can be negatively affected by witnessing cyberbullying incidents and are even more likely than direct victims of cyberbullying to report symptoms of stress. However, cyberbystanders are understudied in the cyberbullying literature because most research predominantly focuses on perpetrators or direct victims of cyberbullying. This study aimed to explore the lived experiences of adolescent cyberbystanders who witnessed cyberbullying in the COVID-19 era. Twenty adolescent cyberbystanders were purposely selected to participate in this study. The qualitative data was analysed using inductive thematic analysis. The findings demonstrated that cyberbullying has various detrimental effects that include educational, psychological, and emotional consequences for those exposed to it. It is recommended that anti-cyberbullying programmes should be incorporated into the curriculum so that teachers and educational psychologists can emphasise the negative impact of cyberbullying on bullies, victims and bystanders. With more awareness of the detrimental consequences of cyberbullying on all parties involved, adolescents may become more competent in respecting people’s rights and privacy within cyberspace.
Cyber‐aggression is a serious social problem worldwide. Its risks have been frequently explored, and violence exposure in daily life has been regarded as an important risk factor of cyber‐aggression. However, the longitudinal association between violence exposure in daily life and cyber‐aggression has not yet been examined, and the mechanisms underlying the link between violence exposure and cyber‐aggression remain largely unclear. Based on the General Aggression Model and Script Theory, we explored the circular relation between violence exposure in daily life, hostile automatic thoughts, and cyber‐aggression. The current study adopted a longitudinal design to address these issues among 941 college students. The results indicated violence exposure in daily life predicted hostile automatic thoughts and cyber‐aggression 6 months later; hostile automatic thoughts predicted violence exposure and cyber‐aggression 6 months later; and cyber‐aggression predicted hostile automatic thoughts and violence exposure 6 months later. Moreover, each of them plays a mediating role in the association between the other two variables. These results support and expand the General Aggression Model and Script Theory that violence exposure, aggressive cognition, and aggression facilitate each other. This also provides theoretical guidance on reducing cyber‐aggression in daily life.
Traditional bullying perpetration explicates the importance of a power differential between the bully and the victim—predominantly physical and/or social status. The application of power from traditional to cyberbullying is unclear. The current research utilized a longitudinal study to examine the relationships between four different derivations of power—belief in the irrelevance of muscularity for online bullying (BIMOB), social capital, harmful computer skills, and popularity motivation—and cyberbullying attitudes and perpetration. Participants (185 US emerging adults) completed self‐report assessments of the aforementioned power constructs, cyberbullying attitudes, and cyberbullying behavior twice—6 months apart. Results showed only Wave 1 BIMOB predicted cyberbullying attitudes to yield subsequent cyberbullying perpetration.
The phenomenon of problematic mobile phone use has become increasingly common among adolescents during the lockdowns mandated by the COVID-19 pandemic. However, research is still scarce on the impact of such use on delinquent cyberspace conduct (i.e. cyberbullying). This study applies the theoretical framework of general strain theory to examine how problematic mobile phone use affects the perpetration of cyberbullying. The results of this empirical examination of longitudinal survey data obtained from 2,161 adolescents in South Korea reveal that problematic mobile phone use is positively associated with engagement in cyberbullying. It is a type of strain that induces negative emotional states and results in the perpetration of cyberbullying. Furthermore, this study investigates the moderating roles of both traditional bullying experiences (i.e. traditional bullying and victimisation) in the association between problematic mobile phone use and the perpetration of cyberbullying. We found traditional bullying perpetration positively moderates the effects of problematic mobile phone use on cyberbullying. On the other hand, we found the moderating effect of traditional bullying victimisation of adolescents was insignificant.
Yeni ve farklı bir sosyalleşme alanı olarak inşa edilen siber ortam, mevcut gerçeklikleri dönüştürme ve kendine özgü gerçeklikler üretme niteliği çerçevesinde bireysel ve toplumsal pratiklerde çeşitli değişmelere yol açmıştır. Gerçekliğin klasik görünümlerinin farklı biçimlerde yeniden üretildiği ve deneyimlendiği dijital ortamda saldırganlık davranışı da farklı formlarda yeniden üretilebilmektedir. Bu araştırma, fiziksel dünyada bireylerin sahip olduğu saldırganlık eğilimlerinin, siber ortamda sergilenen zorbalık ve mağduriyet deneyimleri ile ilişkili olup olmadığını üniversite öğrencileri örneğinde ortaya çıkarmayı amaçlamaktadır. Bu amaç çerçevesinde üniversite öğrencilerinin geleneksel saldırganlık ve siber zorbalık/mağduriyet davranışları ve bu davranışları arasındaki ilişkiler incelenmektedir. Araştırma, nicel araştırma yöntemi kapsamında tanımlayıcı ve ilişkisel tarama deseni ile tasarlanmıştır. Araştırmanın örneklemini, Türkiye’de bir devlet üniversitesinde öğrenimine devam eden ve orantılı tabakalı örneklem tekniğiyle seçilen 411 lisans öğrencisi oluşturmaktadır. Araştırmada, cinsiyet, akademik başarı düzeyi, bölüm memnuniyeti, eğitim kademesi, ikamet yerinin niteliği, aile tipi gibi değişkenler ile saldırganlık eğilimleri, siber zorbalık/mağduriyet deneyimleri arasında anlamlı farklılıklar tespit edilmiştir. Siber zorbalık yapan/yapmayan ve siber mağduriyet yaşayan/yaşamayan öğrencilerin saldırganlık ve saldırganlık alt boyutlarından elde ettikleri puanların da anlamlı biçimde farklılaştığı belirlenmiştir. Bu sonuç, üniversite öğrencilerinin saldırganlık eğilimleri ile siber zorbalık/mağduriyet deneyimleri arasında kritik bir ilişkinin olduğunu ve saldırganlık eğilimlerinin dijital ortamda yeniden üretilebildiğini göstermektedir.
The present study aimed to observe the relationships between online trolling, ex-
posure to antisocial online content, frequency of social media use, and gender, using the
GAM as a theoretical framework. Four hundred twenty-nine Brazilian internet users
(mean = 25.07 years; SD = 7.59; EP = 0.36), most of whom were women (71.8%),
participated in the survey. Bivariate correlations indicated a positive relationship
between online trolling, exposure to antisocial online content (r = 0.12; p < 0.01),
Facebook use (r = 0.21; p < 0.01), Twitter Use (r = 0.12; p < 0.01), and gender (r = 0.15;
p < 0.01). An explanatory model including these variables was tested, and obtained a
significant model fit (GFI = 0.99; Comparative Fit-Index = 0.99; Tucker Lewis Index =
0.97; Root Mean Square Residual = 0.02; RMSEA = 0.02 | CI = 0 .01–0.07 |). Were also
observed indirect effects for exposure to antisocial online content through Twitter use
and Facebook use on trolling (λ = 0.03; CI = 0.01–0.05; p < 0.05). It is possible to
conclude that the research objectives were fulfilled, emphasizing the role of situational
variables in the understanding of online trolling.
The occurrence of bullying, victimization, and aggressive victimization was documented in a sample of 5th graders. Bullies comprised about 14% of the sample, whereas aggressive victims and victims comprised, respectively, 5% and 18%. Bullying and aggressive victimization was positively related to youngsters' emotionality and activity and negatively related to peer popularity. Although proactive and reactive aggression was related to bullying scores within the group of bullies, only proactive aggression was related to within-group popularity for bullies. Having friends and being liked by one's peers were protective factors against victimization, although the latter was more powerful than the former. Suggestions for future research, school policy, and intervention are made.
Recent surveys show that cyber bullying is a pervasive problem in North America. Many news stories have reported cyber bullying incidents around the world. Reports on the prevalence of cyber bullying and victimization as a result of cyber bullying increase yearly. Although we know what cyber bullying is it is important that we learn more about the psychological effects of it. Therefore, the aim of the current study is to investigate the relationship between psychological needs and cyber bullying. Participants of the study included 666 undergraduate students (231 males and 435 females) from 15 programs in the Faculty of Education at Selcuk University, Turkey. Questions about demographics, engagement in and exposure to cyber bullying, and the Adjective Check List were administered. 22.5% of the students reported engaging in cyber bullying at least one time, and 55.3% of the students reported being victims of cyber bullying at least once in their lifetime. Males reported more cyber bullying behavior than females. Results indicate that aggression and succorance positively predict cyber bullying wheras intraception negatively predict it. In addition, endurance and affiliation negatively predict cyber victimization. Only the need for change was found as a positive, but weak predictor of cyber victimi zatiotin. In light of these findings, aggression and intraception should be investigated further in future research on cyber bullying.
Investigations of cyberbullying are beginning to emerge in the scientific literature because of their implications for child and adolescent development. In particular, cyberbullying victimisation has been associated with similar negative consequences to traditional or face-to-face bullying such as lower academic achievement, anxiety, and sometimes even suicide. Research has also started to emerge investigating the impact of such incidences on the life of adults. The literature in this area has been steadily growing over the last decade and this review highlights the current situation in terms of relevant features and the psychological impact on victims. The selection process consisted of a comprehensive search that was conducted in January 2015 in the following databases: PsychInfo, ERIC, Web of Science and Medline. A total of 19 papers were included. We conclude with suggestions for online psychological treatment for victims and bullies as a means of coping with the distress caused from cyberbullying experiences.
Cyberbullying is commonly presented as affecting K-12 populations. Current research suggests cyberbullying continues in college. A diverse sample of 613 university students was surveyed to study their cyberbullying experiences in high school and college. Nineteen percent of the sample reported being a victim of cyberbullying in college and 35% of this subsample reported being cyberbullied in high school. Additional findings and practical implications are presented.
Cyberbullying is the deliberate and repeated misuse of communication technology by an individual or group to threaten or harm others. Guided largely by the communication skills deficiency model and previous research on cyberbullying, this study examins the effects of several predictor variables (i.e., verbal aggression, sex, risky behaviors, parental monitoring, parental limits, technology use, and scope of Internet activities) on cyberbullying perpetration. A total of 1,606 incoming freshmen at a large southwestern university completed an online survey measuring all predictor and dependent variables under investigation. Overall, 35% of these individuals reported that they had cyberbullied at least one person during their senior year of high school. Results indicated that verbal aggression, risky behaviors, and cyberbullying victimization emerged as significant predictors of cyberbullying perpetration. These results have important theoretical and practical implications for those interested in developing cyberbullying prevention interventions.
Bullying has long been a concern of youth advocates (e.g., educators, counselors, researchers, policy makers). Recently, cyberbullying (bullying perpetrated through online technology) has dominated the headlines as a major current-day adolescent challenge. This article reviews available empirical research to examine the accuracy of commonly-perpetuated claims about cyberbullying. The analysis revealed several myths about the nature and extent of cyberbullying that are being fueled by media headlines and unsubstantiated public declarations. These myths include that (a) everyone knows what cyberbullying is; (b) cyberbullying is occurring at epidemic levels; (c) cyberbullying causes suicide; (d) cyberbullying occurs more often now than traditional bullying; (e) like traditional bullying, cyberbullying is a rite of passage; (f) cyberbullies are outcasts or just mean kids; and (g) to stop cyberbullying, just turn off your computer or cell phone. These assertions are clarified using data that are currently available so that adults who work with youth will have an accurate understanding of cyberbullying to better assist them in effective prevention and response. Implications for prevention efforts in education in light of these revelations are also discussed and include effective school policies, educating students and stakeholders, the role of peer helper programs, and responsive services (e.g., counseling).
Cyberbullying has emerged as a new form of antisocial behaviour in the context of online communication over the last decade. The present study investigates potential longitudinal risk factors for cyberbullying. A total of 835 Swiss seventh graders participated in a short-term longitudinal study (two assessments 6 months apart). Students reported on the frequency of cyberbullying, traditional bullying, rule-breaking behaviour, cybervictimisation, traditional victimisation, and frequency of online communication (interpersonal characteristics). In addition, we assessed moral disengagement, empathic concern, and global self-esteem (intrapersonal characteristics). Results showed that traditional bullying, rule-breaking behaviour, and frequency of online communication are longitudinal risk factors for involvement in cyberbullying as a bully. Thus, cyberbullying is strongly linked to real-world antisocial behaviours. Frequent online communication may be seen as an exposure factor that increases the likelihood of engaging in cyberbullying. In contrast, experiences of victimisation and intrapersonal characteristics were not found to increase the longitudinal risk for cyberbullying over and above antisocial behaviour and frequency of online communication. Implications of the findings for the prevention of cyberbullying are discussed. Copyright © 2012 John Wiley & Sons, Ltd.
Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
Guided largely by the Extended Parallel Process Model, the Arizona Attorney General's Social Networking Safety Promotion and Cyberbullying Prevention presentation attempts to shape, change, and reinforce middle school students' perceptions, attitudes, and intentions related to these important social issues. This study evaluated the short-term effects of this presentation in a field experiment using a posttest-only control-group design with random assignment to conditions. A total of 425 sixth, seventh, and eighth graders at a public middle school in a large Southwestern city participated in this study. Results reveal several interesting trends across grade levels regarding cyberbullying perpetration and victimization, and concerning access to various communication technologies. The intervention had the hypothesized main effect on eight of the dependent variables under investigation. Examination of condition by grade interaction effects offered further support for an additional four hypotheses (i.e., the intervention positively affected or reversed a negative trend on four dependent variables in at least one grade). Ideas and implications for future social networking safety promotion and cyberbullying prevention interventions are discussed.
Cyberbullying has become widespread, and is generating growing concerns as it affects students and school climates in general. The objective of this article is to investigate the prevalence of cyberbullying among Serbian adolescents. Special emphasis was placed on gender differences regarding different forms of cyberbullying and victimization. In this study, 387 middle school students from five state schools in Belgrade were surveyed in order to obtain information about the prevalence of cyberbullying and victimization. The results show that most of the students used the Internet on a daily basis and that almost all of them possess their own mobile telephones. On average, 10% of students aged 11- to 15-years-old reported that they have cyberbullied others online, whilst 20% of them were victims of cyberbullying. The most common types of victimization reported by students were denigration and harassment, and most of the cyberbullying took the form of harassment. There were significant gender differences in cyberbullying, with male students reporting higher levels of bullying others and being victimized by cyberbullies than females. Implications for prevention and intervention are presented.
The aim of this study was to investigate the effects of adolescents' online identity experiments on their social competence and self-concept unity. An online survey was conducted among 1,158 Dutch adolescents between 10 and 17 years of age. Using structural equation modeling, the authors investigated the validity of four opposing effects hypotheses in an integrative antecedents-and-effects model. Adolescents who more often experimented with their identity on the Internet more often communicated online with people of different ages and cultural backgrounds. This communication, in turn, had a positive effect on adolescents' social competence but did not affect their self-concept unity. In particular, lonely adolescents used the Internet to experiment with their identity. The social competence of lonely adolescents benefited significantly from these online identity experiments.
Cyberbullying frequency is related to a wide range of negative outcomes. Little research has attempted to delineate the long-term predictors and mechanisms to predict cyberbullying. Study 1 (N = 493) used a correlational study that tested our long-term model of cyberbullying. This model predicted that cyberbullying is a function of positive attitudes toward cyberbullying, which are formed by attitudes toward strength and anonymity that exists in aggressing against others in the mediated world. Results showed strong support for our model. Study 2 (N = 181) used a longitudinal design to further test our model. Participants completed measures of cyberbullying and cyber-victimization at Wave 1, and again two months later. Positive attitudes toward cyberbullying and reinforcement of cyberbullying tactics were also assessed at Wave 2. Results showed that positive attitudes and reinforcement mediated the stability in cyberbullying. Future research and implications are discussed.
We investigated cyberbullying in Swedish pupils, distribution processes of the bullying material, the role of actively targeted bystanders, and whether bullies feel more or less remorse when cyberbullying compared to bullying others via traditional means. Seven hundred fifty-nine children and adolescents (aged 9–16 years) participated. Cyberbullies not only targeted their victims, but quite often showed bullying material to other people they knew (39% of cases) and uploaded it onto the internet for others to see (16%). The actively targeted bystanders of cyberbullying mostly did nothing further to distribute the material (72% of cases). However, when they did distribute it further, they tended to help the victim by showing him/her what had been done (13%) more often than showing it to the victim in order to bully him/her further (6%); some others (9%) forwarded the material to other friends. Cyberbullies expressed less remorse than traditional bullies. Findings are discussed in relation to the definition of bullying, and the need for preventive strategies and for empathy raising awareness for cyberbullies.
The paper argues that several claims about cyberbullying made in the media and elsewhere are greatly exaggerated and have little empirical scientific support. Contradicting these claims, it turns out that cyberbullying, when studied in proper context, is a low-prevalence phenomenon, which has not increased over time and has not created many “new” victims and bullies, that is, children and youth who are not also involved in some form of traditional bullying. These conclusions are based on two quite large samples of students, one from the USA and one from Norway, both of which have time series data for periods of four or five years. It is further argued that the issue of possible negative effects of cyberbullying has not received much serious research attention and a couple of strategies for such research are suggested together with some methodological recommendations. Finally, it is generally recommended that schools direct most of their anti-bullying efforts to counteracting traditional bullying, combined with an important system-level strategy that is likely to reduce the already low prevalence of cyberbullying.
Research conducted over several decades has shown that violent media increase aggression. It is now time to move beyond the question of whether violent media increase aggression to answer- ing the question why violent media increase aggression. The pres- ent research tested whether violent video games produce a hostile expectation bias—the tendency to expect others to react to poten- tial conflicts with aggression. Participants (N = 224) played either a violent or nonviolent video game. Next, they read ambig- uous story stems about potential interpersonal conflicts. They were asked what the main character will do, say, think, and feel as the story continues. People who played a violent video game described the main character as behaving more aggressively, thinking more aggressive thoughts, and feeling more angry than did people who played a nonviolent video game. These results are consistent with the General Aggression Model.
Relationships between social intelligence, empathy, and three types of aggressive behavior were studied. Peer‐estimation techniques were used to measure all major variables. Altogether, 526 Finnish schoolchildren from three age groups (10, 12, and 14 years old) participated in the study. As was hypothesized, indirect aggression correlated positively and significantly with social intelligence in every age group studied. Physical and verbal forms of aggression had almost zero correlation to social intelligence. Empathy correlated negatively and significantly with every type of aggression except indirect aggression in 12‐year‐old children. The major findings are in line with the developmental theory by Björkqvist et al. [1992. Aggr Behav 18:117–127] suggesting that indirect aggression requires more social intelligence than direct forms of aggression. Aggr. Behav. 25:81–89, 1999. © 1999 Wiley‐Liss, Inc.
Relationships between social intelligence, empathy, and three types of aggressive behavior were studied. Peer-estimation techniques were used to measure all major variables. Altogether, 526 Finnish schoolchildren from three age groups (10, 12, and 14 years old) participated in the study. As was hypothesized, indirect aggression correlated positively and significantly with social intelligence in every age group studied. Physical and verbal forms of aggression had almost zero correlation to social intelligence. Empathy correlated negatively and significantly with every type of aggression except indirect aggression in 12-year-old children. The major findings are in line with the developmental theory by Björkqvist et al. [1992. Aggr Behav 18:117–127] suggesting that indirect aggression requires more social intelligence than direct forms of aggression. Aggr. Behav. 25:81–89, 1999. © 1999 Wiley-Liss, Inc.
Although cyberbullying is associated with different psychological problems, the role of biological markers of stress in cyberbullying has been relatively neglected. The aims of this study were: 1) to analyze the profile of cortisol secretion along the day in subjects involved in cyberbullying and 2) to investigate whether the predictive relationship between cyberbullying victimization and subjective symptoms of stress and anxiety are accounted for by cortisol reactivity. A longitudinal study was conducted to investigate the potential correlation between cyberbullying, anxiety and perceived stress assessed at two time points (four-month interval). In the second wave, daily salivary cortisol levels were measured (Salivette®) and examined as a potential biochemical marker of stress. The results suggest that patterns of cortisol release –as measured using the area under the curve (AUC)– and perceived stress are related to roles in cyberbullying. Cybervictims and cyberbully-victims exhibited higher cortisol secretion levels and greater perceived stress, as compared to cyberbullies and cyberbystanders. In addition, analyses of indirect effects revealed that the predictive relationships between cyberbullying victimization at Wave 1 and anxiety and perceived stress at Wave 2 are explained by higher AUC values. In conclusion, the results obtained suggest that cyberbullying victimization may induce changes in the Hypothalamic-pituitary-adrenocortical axis, as evidenced by the finding that cortisol reactivity is more severely disrupted in incidental victims and cyberbully-victims.
A good deal of research on argumentativeness and verbal aggressiveness has been conducted in the communication discipline in this and the previous decade. The research has been based on a personality trait model that was used to conceptualize a very basic idea—that some aggressive behaviors are constructive and others are destructive. The present chapter reviews this research. The conceptualization and measurement of argumentativeness and verbal aggressiveness are reviewed first. Then, conclusions from the research are stated and the research relevant to the conclusions is cited. Major results are presented, along with implications. The chapter emphasizes the importance of argumentative communication. A central contention is that argumentativeness has been an approach to conceptualizing concerns of the communication discipline since antiquity, and study should continue along these lines because results suggest the impact of the communication curriculum.
Bullying is a pervasive problem directly affecting about 20–25% of youth. Bullying involves targeted intimidation or humiliation characterized by an imbalance of power. Bullies typically feel, and appear, powerful when they target those who are socially vulnerable. Most victims, in turn, display emotional distress and academic difficulties. Those identified as both victims and bullies constitute a particularly high-risk group. Self-reports are optimal to assess the prevalence of victimization and to identify the targets of bullying, whereas peer nominations and teacher-ratings are well suited to assess bullying perpetration. Typical interventions vary from targeted programs to universal school-wide anti-bullying prevention initiatives.
The present study tested Protection Motivation Theory (PMT) as an explanation of electronic communication safe behavioral intentions and behaviors and cyberbullying victimization. We recruited 577 college students who completed a battery of surveys examining PMT-based constructs and cyberbullying victimization. We found that higher perceived susceptibility to cyberbullying victimization was associated with lower electronic communication safe behavioral intentions, higher electronic communication risky behaviors, and higher cyberbullying victimization. In addition, higher perceived severity of cyberbullying victimization was associated with higher electronic communication safe behavioral intentions and lower cyberbullying victimization. Furthermore, higher response efficacy and self-efficacy regarding electronic communication safe behaviors were predictive of higher electronic communication safe behavioral intentions. The PMT-based model accounted for over 30% of the variability in cyberbullying victimization. PMT constructs may be promising targets for interventions designed to decrease the incidence of cyberbullying victimization.
Previous studies so far have investigated various aspects of cyberbullying. Using meta-analytic approaches, the study was primarily to determine the target factors predicting individuals’ perpetration and victimization in cyberbullying. A meta-analysis of 77 studies containing 418 primary effect sizes was conducted to exam the relative magnitude of demographic, individual, and contextual predictors. Several study characteristics (i.e., sample age, sample gender, study location, publication status, and publication year) were further analyzed as moderators. The results showed the average effect size of each predictor for both cyberbully and cybervictim groups. Several significant shared and unique predictors were identified as important factors for designing effective prevention and intervention programs. The implications of the findings for future research were discussed in relation to interventions on cyberbullying.
Cyberbullying has received increasing attention in recent years. However, the majority of this research has focused on children in middle school and on neurotypical youth, to the omission of people with disabilities. The current study, however, examines cyberbullying as it occurs among college students with and without disabilities. Two hundred five students completed a survey examining their experiences with cyberbullying, along with measures of predictor and outcome variables theorized to be related to cyberbullying. The results revealed that, as with traditional bullying, students with disabilities are at particular risk for cyberbullying victimization. Predictors of victimization included traditional bullying victimization, Internet use, and the noticeability of the disability. Outcomes of cyberbullying victimization (e.g., low self-esteem, high depression) appear to be particularly pronounced for individuals with disabilities.
In this study we examined the relationship between children's social skills and bullying behaviours. Teachers rated social skills and indirect and direct physical bullying behaviours of 120 students in elementary school. Hierarchical regression analyses indicated that social skills are inversely related to both direct physical bullying (beta = -.61, p < .001) and indirect bullying (beta = -.50, p < .001). According to teachers' perceptions, children who bully their peers, regardless of the form of bullying they use, lack prosocial skills to effectively manage interpersonal relationships.
The majority of research on cyberbullying has been conducted with middle school and high school students and has not focused on specific technology platforms. The current study investigated college student experiences with cyberbullying on Social Networking Sites (SNS). College students (N = 196) from a northwestern university shared their conceptualizations of what cyberbullying looked like on SNS. Some college students (19%) reported that they had been bullied on SNS and 46% indicating that they had witnessed cyberbullying on SNS. The majority (61%) of college students who witnessed cyberbullying on SNS did nothing to intervene. College students were also asked about their perceived responsibility when they witnessed cyberbullying on SNS. Two diverging themes emerged that indicated some college students believed their responsibility to intervene was circumstantial, while others believed there is a constant clear level of responsibility for college student cyberbullying bystanders on SNS.
Cyberbullying perpetration is a recent phenomenon that has become an increasingly serious social problem in Korea. This study examined the long-term effects of individual and psychological factors on cyberbullying perpetration from a sample of 3449 middle school students. Logistic regression analyses were employed in order to understand how various factors influence youth cyberbullying perpetration experiences. The findings indicated that longer use of the Internet, more previous bullying and victim experiences, a higher aggression level, and lack of self-control are associated with more cyberbullying perpetration. Implications and future directions are discussed.
Bullying in schools has been found to be widespread. The popular stereotype of a bully, supported by theories based on the social skills deficit model, is of a powerful but 'oafish' person with little understanding of others. In this article, we trace the origin of this view, and present an alternative view: that some bullies, at least, will need good social cognition and theory of mind skills in order to manipulate and organise others, inflicting suffering in subtle and damaging ways while avoiding detection themselves. Such skills, although likely to be utilised in all bullying, may be particularly useful for ringleader bullies and in the indirect forms of bullying which are more common between girls. Suggestions for further research in this area are made, and implications for anti-bullying work briefly discussed.
Despite being relatively new, cyberbullying is now well recognized as a serious public health problem affecting children and adolescents. Scientific exploration has lagged media attention, but a synthesis of studies across several disciplines permits an understanding of its epidemiology, phenomenology, mental health dimensions, and management tools.
To assess current knowledge of cyberbullying, we searched the MEDLINE, PubMed and PsycINFO databases for articles on "cyberbullying" and related designations. The Google search engine was used to capture otherwise unpublished legislative, governmental, and community response data and to help identify relevant books and book chapters.
A significant proportion of children and adolescents (20%-40%) have been victims of cyberbullying, with females and sexual minorities seemingly at higher risk. Perpetrators are more likely to be male. By nature of the electronic platform, there seems to be an easier path to the bully-victim phenomenon (victims who become bullies or vice versa) than that in traditional bullying. A nonlinear relationship with age is suggested, but demographic data overall are preliminary. Accompanying psychopathology, including an increasingly well-established link to suicidality, is common. Several prevention and management approaches have been proposed to help prevent cyberbullying or mitigate its effects.
Cyberbullying's seeming ubiquity, its disproportionate toll on vulnerable populations (e.g., children and sexual minorities), the link with suicidality, and the expected continued rise in Internet penetrance and connectivity make confronting it an urgent matter. A multipronged approach is most likely to succeed and would include: educational media campaigns; school-based programs; parental oversight and involvement; legislative action; and screening and evidence-based interventions by health care providers, especially pediatricians and mental health professionals.
More research is needed into cyberbullying, but available data suggest a serious problem whose consequences are real and should not be dismissed as a "virtual" by-product of an increasingly digitalized childhood and adolescence.
Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Vicarious learning and modeling are important processes in the acquisition, development, and alteration of behavior in organizations. The authors argue that a primary basis for vicarious learning is a cognitively held "script" on the part of the observer of a model. A script is a procedural knowledge structure or schema for understanding and enacting behaviors. The close parallels are drawn between scripts and vicarious learning as vehicles for both understanding and influencing organizational behavior.
Previous research has suggested that social anxiety is associated with victimization and perpetration of (cyber)bullying. The direction and causality of this relationship has not yet been empirically supported for both traditional and cyberbullying involvement. This study examined short-term longitudinal associations between feelings of social anxiety and involvement in traditional bullying and cyberbullying among 2128 adolescents aged 10–17 (56.6 % girls). A cross-lagged panel analysis provided evidence for the contribution of social anxiety to later victimization of bullying, both on- and off-line. The possibility of a reciprocal relationship was also examined, although it was not supported. Furthermore, longitudinal bidirectional relationships between social anxiety and the perpetration of bullying were investigated. Only one significant longitudinal association was found: the perpetration of traditional bullying predicted subsequent higher levels of social anxiety. The implications of these findings are discussed.
To understand the way children develop, Bronfenbrenner believes that it is necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. His book offers an important blueprint for constructing a new and ecologically valid psychology of development.
The present study tested the Theory of Reasoned Action (TRA) as an explanation for cyberbullying perpetration among 375 (128 male, 246 female) college students. Empathy toward cyberbullying victims was also included in the models. Participants completed the cyberbullying perpetration scale of the Cyberbullying Experiences Survey (Doane, Kelley, Chiang, & Padilla, 2013) that assesses four types of cyberbullying (deception, malice, public humiliation, and unwanted contact). Across all four models, results showed that lower empathy toward cyberbullying victims predicted more favorable attitudes toward cyberbullying perpetration, more favorable attitudes toward cyberbullying predicted higher intentions to cyberbully, and higher cyberbullying intentions predicted more frequent perpetration of cyberbullying behaviors. Injunctive norms regarding cyberbullying (e.g., perception of peers’ approval of cyberbullying perpetration) predicted intentions to engage in malice and unwanted contact behaviors. The results demonstrate that the TRA is a useful framework for understanding cyberbullying perpetration.
Importance:
Peer victimization is related to an increased chance of suicidal ideation and suicide attempts among children and adolescents. OBJECTIVE To examine the relationship between peer victimization and suicidal ideation or suicide attempts using meta-analysis. DATA SOURCES Ovid MEDLINE, PsycINFO, and Web of Science were searched for articles from 1910 to 2013. The search terms were bully*, teas*, victim*, mobbing, ragging, and harassment in combination with the term suic*. Of the 491 studies identified, 34 reported on the relationship between peer victimization and suicidal ideation, with a total of 284,375 participants. Nine studies reported on the relationship between peer victimization and suicide attempts, with a total of 70,102 participants. STUDY SELECTION Studies were eligible for inclusion if they reported an effect size on the relationship between peer victimization and suicidal ideation or suicide attempt in children or adolescents.
Data extraction and synthesis:
Two observers independently coded the effect sizes from the articles. Data were pooled using a random effects model. MAIN OUTCOMES AND MEASURES This study focused on suicidal ideation and suicide attempts. Peer victimization was hypothesized to be related to suicidal ideation and suicide attempts. RESULTS Peer victimization was found to be related to both suicidal ideation (odds ratio, 2.23 [95% CI, 2.10-2.37]) and suicide attempts (2.55 [1.95 -3.34]) among children and adolescents. Analyses indicated that these results were not attributable to publication bias. Results were not moderated by sex, age, or study quality. Cyberbullying was more strongly related to suicidal ideation compared with traditional bullying. CONCLUSIONS AND RELEVANCE Peer victimization is a risk factor for child and adolescent suicidal ideation and attempts. Schools should use evidence-based practices to reduce bullying.
Although traditional bullying and cyberbullying share features in common, they differ in important ways. For example, cyberbullying is often characterized by perceived anonymity and can occur any time of the day or night. Conversely, perpetrators of traditional bullying are known to the victim, and most traditional bullying occurs at school. Yet, some researchers have suggested that involvement in the two types of bullying may be related. However, little research has modeled the system of relationships among the perpetration and victimization of traditional bullying and cyberbullying. The present study uses path analysis to arrive at a suitable model of these relationships, and describes the gender differences in these relationships. Students (N = 4,531) in grades 6 through 12 completed a survey examining their involvement in traditional bullying and cyberbullying. Analysis proceeded by making fit comparisons among hypothesized path models. More frequent traditional bullying perpetration and victimization were associated with higher frequency of their electronic counterparts. However, the relationship between traditional perpetration and victimization was stronger for females than males as was the effect of traditional victimization on cyber-victimization. Implications for school practitioners are presented.
This study focuses on the relationship between the concepts of cyberbullying/cybervictimization and loneliness. The subjects of the study were 389 secondary school students, of whom 159 were boys and 230 were girls, from various schools in the city of Trabzon. The study was carried out in the fall semester of the 2009–2010 academic year. The Loneliness Scale (UCLA) and the Cyberbullying Scale were used in the study. Correlation technique, multiple regression analysis and independent t test, were employed for statistical analysis. The study concluded that there was a significant correlation between becoming a cybervictim and loneliness among adolescents. Loneliness predicted by cybervictimization. These results were discussed and some conclusions were made.
This longitudinal study investigated whether cybervictimisation is an additional risk factor for depressive symptoms over and beyond traditional victimisation in adolescents. Furthermore, it explored whether certain coping strategies moderate the impact of cybervictimisation on depressive symptoms. A total of 765 Swiss seventh graders (mean age at time-point 1 (t1) = 13.18 years) reported on the frequency of traditional and cybervictimisation, and of depressive symptoms twice in six months. At time-point 2 (t2) students also completed a questionnaire on coping strategies in response to a hypothetical cyberbullying scenario. Analyses showed that both traditional and cybervictimisation were associated with higher levels of depressive symptoms. Cybervictimisation also predicted increases in depressive symptoms over time. Regarding coping strategies, it was found that helpless reactions were positively associated with depressive symptoms. Moreover, support seeking from peers and family showed a significant buffering effect: cybervictims who recommended seeking close support showed lower levels of depressive symptoms at t2. In contrast, cybervictims recommending assertive coping strategies showed higher levels of depressive symptoms at t2.
Bullying involves a powerful person intentionally harming a less powerful person repeatedly. With advances in technology, students are finding new methods of bullying, including sending harassing emails, instant messages, text messages, and personal pictures to others. Although school bullying has been studied since the 1970s, relatively little is known about students’ experiences of cyberbullying. The present study explored the prevalence of cyberbullying while also examining sex and grade differences. Results showed that a substantial proportion of students in Grades 6, 7, 10, and 11 are involved in cyberbullying: Girls are more likely than boys to be the targets of cyberbullying, and cyberbullying declines in high school. Despite significant findings, the magnitude of these group differences is small. Implications for interventions are discussed.