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ΤΟ ΦΑΙΝΟΜΕΝΟ ΤΟΥ ΗΛΕΚΤΡΟΝΙΚΟΥ ΕΚΦΟΒΙΣΜΟΥ ΜΕΤΑΞΥ ΜΑΘΗΤΏΝ/ΡΙΏΝ ΓΥΜΝΑΣΙΟΥ Ο ΡΟΛΟΣ ΤΗΣ ΕΝΣΥΝΑΙΣΘΗΣΗΣ
Abstract
235 μαθητές/ήτριες (61,7% κορίτσια) των τριών τάξεων γυμνασίου από σχολεία του Νο-μού Αττικής, συμπληρώνοντας ένα ερωτηματολόγιο αυτοαναφοράς το οποίο περιλάμβανε κλίμακες σχετικές με τον ηλεκτρονικό εκφοβισμό και την ενσυναίσθηση. Βάσει των αποτελεσμάτων, οι μαθητές/τριες, αν και με περιορισμένη συχνότητα (1-2 φορές τον χρόνο), φάνηκε να εμπλέ-κονται ως θύτες και ως θύματα σε περιστατικά ηλεκτρονικού εκφοβι-σμού, τα οποία πλειοψηφικά ήταν βραχύχρονης διάρκειας, λάμβαναν χώρα κατά κύριο λόγο μέσω υβριστικών/απειλητικών μηνυμάτων και αποκαλύπτονταν κυρίως σε φίλους. Επιπροσθέτως, διαπιστώθηκε πως οι μαθητές/ήτριες που υιοθετούν τον ρόλο του θύτη χαρακτηρίζονται από χαμηλότερη συναισθηματική ενσυναίσθηση, συγκριτικά με τη γνω-στική ενσυναίσθηση η οποία κυμαίνεται σε υψηλότερα επίπεδα. Αντί-στοιχα, το φύλο συνδέθηκε με τον ρόλο του θύτη, με τα αγόρια να τον υιοθετούν συχνότερα από τα κορίτσια. Τα συγκεκριμένα ευρήματα εμπλουτίζουν την υπάρχουσα σχετική διεθνή και ιδίως εγχώρια βιβλιο-γραφία, αφυπνίζοντας ταυτόχρονα μέλη της σχολικής κοινότητας για τον προγραμματισμό/εντατικοποίηση δράσεων ευαισθητοποίησης-πρό
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The present study aimed to investigate the perceived intensity of Facebook use and the involvement in cyberbullying among elementary school students with learning disabilities, who attend General Education classrooms. Furthermore, the role of students’ self-esteem and sense of loneliness in the manifestation of the above behaviors was examined. A self-report questionnaire, which included a scale on perceived intensity of Facebook use, cyberbullying, self-esteem, and sense of loneliness was completed by 211 sixth grade students (119 boys, 92 girls) from randomly selected schools located in economically diverse districts of Thessaloniki (Greece). Students had been diagnosed with learning disabilities in the past. According to the results, students and mainly girls seemed to make intense Facebook use and experience cyberbullying (as victims/bullies). Additionally, students’ self-esteem and sense of loneliness predicted indirectly (negatively and positively, respectively) their involvement in cyberbullying, through the mediating role of their perceived intensity of Facebook use. The findings imply the need to implement school prevention actions aimed at strengthening psycho-emotional state of students with learning disabilities and promoting a prudent use of social media. These initiatives may prevent students with learning disabilities from future engagement in cyberbullying incidents.
Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1st phase), immediately after (2nd phase), and 6 months after the intervention was completed (3rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development.
The present study investigates involvement in cyberbullying and empathy skills, as well as the relationship between the two among general education sixth grade elementary school students with and without special educational needs (SEN). Specifically, 120 students with SEN (Autistic Spectrum Disorder‐ASD, Attention Deficit Hyperactivity Disorder‐ADHD, learning disabilities) and 120 students without SEN from 29 randomly selected schools of the second biggest city in Greece completed a self‐report questionnaire, which included a short version of the “Cyberbullying Questionnaire” (Smith et al., An investigation into cyber bullying, its forms, awareness and impact, and the relationship between age and gender in cyber bullying. A report to the Anti‐Bullying Alliance. Unit for School and Family Studies, 2006) and the “Basic Empathy Scale”—BES (Jolliffe & Farrington, 2006, J Adolesc, 29:589, 2006). The results showed that, regardless of gender, involvement in cyberbullying (as victims/bullies) concerned primarily students with SEN, mainly those with ASD and ADHD. Accordingly, students with SEN and mostly those with ASD expressed lower affective and cognitive empathy compared to the rest of the students. Finally, for all the participating students both affective and cognitive empathy negatively predicted engagement in cyberbullying (as victims/bullies). Implications for preventive actions in elementary education, and especially for children with SEN, are discussed in detail.
The COVID-19 pandemic has dramatically changed the lives of people around the world, causing constraints, pressures, and deviations from habits as well as necessary survival activities. Its sweeping and leveling character has not left unaffected any part or any structure of our society, above all education. The lockdown and social alienation imposed on people as measures to stop the transmission of the disease has caused social, cognitive, and psychosomatic consequences, especially in the student world. This is not only because the learning process was initially interrupted and then replaced with distance education but also because students’ social activity and social life changed radically. We consider in the present research the social impact of the pandemic as a benefit or a disadvantage in terms of students' social distancing, and their assessment of the difficulties and deprivations they experienced in order of precedence, as well as their views on dealing with the negative consequences of lockdown and social distancing. We aim to conduct a scientific discussion of the conclusions regarding the conditions created for young people in the context of lockdown and isolation and the views of young people on how to deal with the consequences of the pandemic.
Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context.
In recent years, cyberbullying has been recognized as a severe public health problem and is drawing growing interest. The objective of this study was to perform a bibliometric analysis of the scientific production on adolescent cyberbullying in the last decade. A search for publications was made in the Web of Science database, where the 1530 documents identified were analyzed with BibExcel software and visualized using the Pajek and VOSviewer tools. The predominant language in the publications was English, followed by Spanish. The publication rate was shown to have increased in recent years. The journal “Computers in Human Behavior” had the highest production. The repercussion of new technologies on this phenomenon has been felt, and research groups have enlarged their production in response to the problem. A systematic review and/or meta-analysis examining the contents of the studies identified and the variables related to this problem is therefore necessary. This could identify a point of reference for research in this field and a basis for future reviews of its development and progress over time.
Purpose of Review
This review describes recent research findings and contemporary viewpoints regarding internet addiction in adolescents including its nomenclature, prevalence, potential determinants, comorbid disorders, and treatment.
Recent Findings
Prevalence studies show findings that are disparate by location and vary widely by definitions being used. Impulsivity, aggression, and neuroticism potentially predispose youth to internet addiction. Cognitive behavioral therapy and medications that treat commonly co-occurring mental health problems including depression and ADHD hold considerable clinical promise for internet addiction.
Summary
The inclusion of internet gaming disorder in the DSM-5 and the ICD-11 has prompted considerable work demonstrating the validity of these diagnostic approaches. However, there is also a movement for a conceptualization of the disorder that captures a broader range of media-use behaviors beyond only gaming. Efforts to resolve these approaches are necessary in order to standardize definitions and clinical approaches. Future work should focus on clinical investigations of treatments, especially in the USA, and longitudinal studies of the disorder’s etiology.
The primary objective of this study was to investigate the effects of cyberbullying through social exclusion and verbal harassment on emotional, stress, and coping responses. Twenty-nine undergraduate students (16 females aged 18.25 ± 0.58 years and 13 males aged 18.46 ± 1.13 years) volunteered for the study. All volunteers participated in two experiments that stimulated cyberbullying through social exclusion or verbal harassment. In the first experiment, the effects of cyberbullying through social exclusion were investigated using a virtual ball-tossing game known as Cyberball. In the second experiment, the influence of cyberbullying through verbal harassment was tested using a hypothetical scenario together with reading of online comments. Emotional, stress, and coping responses were measured via the Positive Affect and Negative Affect Scale, the Dundee Stress State Questionnaire, and the Coping Inventory for Task Stress, respectively. The results demonstrated that social exclusion and verbal harassment induced a negative emotional state. We also found that verbal harassment through the use of impolite language increased engagement, and increased worry compared with social exclusion effects.
Background
The Coronavirus disease 2019 (COVID-19) is an infectious disease presenting a major threat to public health. This study aims to assess Internet use characteristics and objectively examine the potential psychological factors associated with Internet addiction (IA) during the COVID-19 epidemic.
Methods
A cross-sectional, anonymized, self-reported survey was conducted among Chinese children and adolescents aged 6 to 18 years old. Participants completed questionnaires containing Young’s Internet Addiction Test (IAT) and the Depression, Anxiety, and Stress Scale (DASS-21), and questions regarding demographic information and Internet use characteristics.
Results
A total of 2050 participants (mean age:12.34 ± 4.67 years old, female: 48.44%) were enrolled. Fifty-five (2.68%) participants met the criterion for addictive Internet use (IAT≥70), while 684 (33.37%) participants were classified as problematic Internet users (69≥IAT≥40). Internet usage had grown during the COVID-19 epidemic, including the frequency and duration of recreational Internet use, and the frequency of stay-up Internet use. A linear regression analysis showed female gender (β=-0.091, p<0.001), age (β=0.066, p=0.001), depression (β=0.257, p<0.001), and stress (β=0.323, p<0.001) were significantly correlated with the IAT total scores (R=0.539, R2 = 0.291, p<0.001).
Conclusions
We observed excessive Internet use among Chinese children and adolescents during the outbreak of COVID-19. Age, gender, depression, and stress were the potential key factors affecting IA. Extended family and professional support should be considered for vulnerable individuals during these unprecedented times.
The purpose of the present study was to investigate the role of gender and gender stereotype traits (masculinity, femininity) in cyber victimization behaviors (cyber relational victimization, cyber verbal victimization, hacking) through different technologies (mobile phones, gaming consoles, social networking sites). There were 456 8th graders (226 female; M age = 13.66, SD = .41) from two Midwestern middle schools in the United States included in this study. They completed questionnaires on their endorsement of masculinity and feminine traits and self-reported cyber victimization behaviors through different technologies. The findings revealed main effects of behavior for boys and of technology for girls. In particular, feminine boys experienced the most victimization by cyber verbal aggression, cyber relational aggression, and hacking when compared to the other groups of boys. Feminine girls experienced the most cyber victimization through social networking sites, gaming consoles, and mobile phones in comparison to the other groups of girls. For feminine girls, they reported more cyber relational victimization and cyber verbal victimization through mobile phones and social networking sites as well as more hacking via social networking sites. Such findings underscore the importance of considering gender stereotype traits, behaviors, and technologies when examining cyber victimization.
This report presents the findings from a survey of children aged 9–16 from 19 European countries. The data were collected between autumn 2017 and summer 2019 from 25,101 children by national teams from the EU Kids Online network.
A theoretical model and a common methodology to guide this work was developed during four phases of the network’s work, and is discussed at the outset of this report. The main findings from the key topic areas are summarised, which correspond to the factors identified in the theoretical model: Access, Practices and skills, Risks and opportunities, and Social context.
Studies show that face-to-face aggression extends to other types of bullying behaviours through digital technologies. Current research is limited in primary education and contradictory in terms of gender. This study looked at the prevalence of bullying and cyberbullying in Spain at an early age, identifying groups of victims from a gender perspective. It also associated school variables (sense of belonging at school, absenteeism or student confidence in STEM subjects) to the most vulnerable profile. In a second analysis, 4756 Spanish 4th grade Primary Education pupils completed the TIMMS 2015 standardized survey. The results showed four groups of victims, two characterized by multiple victimization (bullying and cyberbullying). There were significant gender differences between the groups. The percentage of girls in the profile of victims of severe harassment was higher. However, overall there was a greater presence of boys across the different groups of victims. The school variables considered were associated differentially according to gender. The student sense of belonging at school was not the same for girls and boys, nor did they have the same attitude towards absenteeism. The results are discussed in relation to other studies together with conclusions regarding the design of educational interventions and future research.
Στόχος της έρευνας ήταν η διερεύνηση του διαδικτυακού εθισμού και του ηλεκτρονικού εκφοβισμού μεταξύ μαθητών/τριών δημοτικού, η σχέση ανάμεσα στα δύο φαινόμενα και η πιθανή σύνδεσή τους με το φύλο των μαθητών/τριών και τη σχολική τους επίδοση. Στην έρευνα συμμετείχαν 452 μαθητές/τριες Στ’ Δημοτικού (242 αγόρια, 210 κορίτσια) από δημόσια σχολεία αστικών περιοχών στη Θεσσαλονίκη και την Αττική. Στο δείγμα χορηγήθηκε ερωτηματολόγιο αυτό-αναφοράς που αφορούσε το διαδικτυακό εθισμό (Internet Addiction Test, Young, 1998) και τον ηλεκτρονικό εκφοβισμό (σύντομη μορφή του Cyberbullying Questionnaire, Smith, Mahdavi, Carvalho, & Tippett, 2006). Τα αποτελέσματα έδειξαν ότι οι μαθητές/τριες εμπλέκονται και στα δύο φαινόμενα, τα οποία σχετίζονται θετικά μεταξύ τους ωστόσο δεν σχετίζονται με τη σχολική επίδοση των μαθητών/τριών. Όσον αφορά τον παράγοντα φύλο, στατιστικώς σημαντική σχέση εντοπίστηκε μόνον ανάμεσα στα αγόρια και την αυξημένη χρήση του διαδικτύου. Τα ευρήματα της παρούσας εργασίας συνιστούν ένα πρώτο βήμα για τη διενέργεια άλλων αντίστοιχων ερευνών αλλά και για την εφαρμογή προγραμμάτων πρόληψης και παρέμβασης στα δημοτικά σχολεία.
Higher-education institutes today face an uphill battle in trying to restrain online misbehavior. This study examined the cyber-victimization experience of 1,052 higher education students with and without learning disabilities. All participants completed five online questionnaires regarding cyber-victimization, social support, self-perception, well-being, and body perception. Results revealed that compare to students without learning disabilities a higher proportion of students with learning disabilities reported cyber-victimization. Positive associations were found between students with learning disabilities and cyber-victimization, and negative correlations between students with learning disabilities, self-perception and well-being. Regression analysis indicated that for students with learning disabilities, predictors of cyber-victimization were low social support, low self-perception, and being female, whereas for students without learning disabilities, the predictors were low social support, low well-being, and low body perception.
The purpose of this study was to investigate the relationship of affective and cognitive empathy with traditional and cyber bullying/victimization experiences among Greek participants who attended the fifth and sixth grade of elementary school (n=126), junior high school (n=140), and senior high school (n=157). Overall, results indicated negative correlations of empathy (especially affective) with traditional and cyber bullying/victimization. Negative correlations were particularly observed among elementary school participants, while affective empathy was found to be negatively related to bullying involvement, especially among girls. Overall, empathy (especially affective) may not be sufficiently developed among elementary school students, thus precluding them from understanding and caring about others' emotional state. The negative correlation of empathy and cyber-bullying among junior high school participants might be related to the characteristics of computer mediated communication. Implications of the findings are discussed.
Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.
Cyberbullying has become a critical social issue, which severely threatens children and adolescents’ physical and psychological health. The current research systematically examined the predictors of cyberbullying from the social cognitive and media effects approach. Specifically, this study identified 16 predictors of cyberbullying perpetration and victimization and examined the magnitude of the effects of these predictors by meta-analyzing 81 empirical studies, which represented a total sample of 99,741 participants and yielded 259 independent correlations. The results revealed that risky information and communications technology (ICT) use, moral disengagement, depression, social norms, and traditional bullying perpetration were the main predictors of cyberbullying perpetration, while risky ICT use and traditional bullying victimization were the major contributors of cyberbullying victimization. According to the moderator analyses, country of the sample, sampling method, age, and media platform were significant moderators of the relationships between some specific predictors and cyberbullying perpetration and victimization. Implications for future cyberbullying research were discussed.
Bullying represents a stringent problem in schools worldwide. Considering the negative impact on those involved, it becomes mandatory to assess the extent of these behaviours. The present study aims to indentify the prevalence of bullying involvement (as bully, victim and bully-victim), and their trends over time among a representive Romanian schoolchildren sample. Social determinants (age, gender, and family affluence) are also considered. The findings suggest and overall decreasing trend for bullying involvement in Romanian schools (2006 vs 2014). Gender and age difference were indentified. The results are interpreted through specific cultural lens, as well as international trends.
The aim of the study was to examine whether and to what extent parenting practices create a suitable ground and/or enhance Greek adolescents’ involvement in cyberbullying either as cyber-bullies or cyber-victims and whether adolescents’ gender and parents’ educational level are differentiating factors of cyberbullying at puberty. The results with a sample of 396 secondary school students showed that: (a) parenting style was not a statistically significant predictor of adolescent cyber victimization; on the contrary, seemed to be a significant predictor of cyberbullying manifestation, since adolescents with authoritative parents exhibited the lowest levels of cyberbullying behaviors while adolescents with authoritarian parents the highest; (b) adolescents with authoritative parents tended to communicate more frequently to them the cyberbullying experiences they might have than adolescents with permissive, neglectful or authoritarian parents; (c) gender and parents’ educational level were not a significant differentiating factor of cyberbullying behavior.
A new trend in the bullying research is cyberbullying which is considered as a serious social problem among youth. Because this trend is so recent, little is known about the personality traits of cyberbullies. Although studies have investigated the association between psychosocial factors and cyberbullying, little attention is paid to the intervening variables in this association. To fill this gap in knowledge, we investigated the moderating role of emotional intelligence in the relationship between PEN personality factors (psychoticism, extroversion and neuroticism) and tendency to perpetrate cyberbullying among 199 males and 198 females Nigerian undergraduates in the age range of 18-27 years. Results showed that emotional intelligence moderated the relationship between cyberbullying and each of the PEN personality factors. Furthermore, gender difference existed in cyberbullying. These findings have implications for prevention of cyberbullying among the students. Therefore, university authorities are encouraged to combat cyberbullying, this they can do through the development of self-control strategies among the students. To this end, psychologists should be involved in the development of self-control strategies for students with low emotional intelligent to curb their tendencies to perpetrate cyberbullying.
Bei medial vermittelter Kommunikation sinkt sowohl die Hemmschwelle für aggressive Verhaltensweisen
wie Cyberbullying als auch die Wahrscheinlichkeit empathischer Reaktionen. Im Fokus der vorliegenden
Studie mit 979 Schülerinnen und Schülern der 4.-8. Klassen (M= 12.01, SD = 1.68 Jahre, 55% weiblich)
stand die Frage, ob Cyberbullies geringere Ausprägungen für affektive, kognitive und medienbasierte Empathie aufweisen als Unbeteiligte. Empathie wurde im Selbst- und Peerbericht erhoben. Hypothesenkonform zeigte sich, dass Cyberbullies weniger empathisch sind als Unbeteiligte. Allerdings waren die Ergebnisse für selbst- und peerberichtete Empathie nicht deckungsgleich. Bei kleinen, aber signifikanten Effekten scheint die Förderung von Empathie für die Prävention von Cyberbullying viel versprechend.
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).
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.
Cyber-bullying is a recently emerging type of violence, which has gained significant media and research attention. Although research across Europe and the USA has been extensive, in Greece it is sparse and at an elementary level. This paper aimed at reviewing existing research literature on cyber-bullying experiences with Greek subjects. The bibliographical research carried out for this purpose yielded studies conducted between 2005 and 2012. Findings illustrate that to date, most evidence regarding cyber-bullying in Greece is drawn from European-level research projects which mainly provide statistics regarding the prevalence of the phenomenon, but give little information regarding its correlates, while most of the few national studies are conducted with small, non-nationwide samples or have not been published in scholarly papers. In conclusion, cyber-bullying research seems to be at a premature level in Greece, but it is a global issue that sooner or later should be systematically addressed.
Cyberbullying in the Global Playground provides the first global, in-depth analysis of the emerging phenomenon of cyberbullying.
Offers the first thorough comparative account of recent research into the emerging global phenomenon of cyberbullying
Provides an international perspective on the prevalence and nature of cyberbullying
Presents recent authoritative research within a critical perspective, drawing out theoretical and practical implications for policy and practice
May be used to help design intervention, evaluation, and policy strategies for effective efforts to combat the international phenomenon of cyberbullying
The purpose of this study was to investigate the role of Internet usage among adolescents in Northern Cyprus. A total of 686 adolescents (mean age of 14.4 years, range of 12-17 years) were recruited from elementary and high schools. Results showed that the Internet was used primarily by male students. Adolescents used the Internet generally for entertainment and communication. The quality of chat on the Internet was studied, and it was found that adolescents generally introduce themselves differently while chatting. Also, the type of games on the Internet and the correlation between playing these games and aggression was studied in this research. It was found that mostly violent games were played on the Internet and playing these games were related to anti-social aggression and aggression toward the self. Research findings indicated that 1.1% of the students who used the Internet were pathological Internet users. These pathological Internet users visited significantly more chat sites, mp3 sites, pornographic sites, and shopping sites than other users. Also, it was found that students' grade point average (GPA) decreased when pathological Internet usage increased.
Cyberbullying has been established as a serious problem that affects all countries. However, the phenomenon of duality in cyberbullying, whereby an individual assumes two completely opposite roles, i.e., being a cybervictim and a cyberbully at the same time, has not been sufficiently examined in depth. The study population of this meta-analysis of 22 studies (K = 27) comprised 47,836 adolescents whose mean age was 13.68 years. The effect size of the correlation between being both a cybervictim and a cyberbully was moderate-high (r = 0.428), and its significance was high (p<0.001). The moderator variables sex, age and culture were studied by meta-regression; only culture was found to be significant, explaining 66% of the variance (R² = 66%). It was found in the data that Central European, Mediterranean culture, North American, South America and Asian culture in particular accounted for most of the moderator effect, while the other two variables were insignificant. The systematic review showed that the group of cyberbully-victims was chiefly formed by females with unstable family links (laissez-faire parental style, lack of communication and rules, offensive communication with parents). Lack of clear, appropriate rules and behavioural patterns in this family type reinforces problematic Internet use, which in turn increases the risk of individuals in this group becoming cybervictims. Longitudinal studies have revealed a series of grave problems and a relation between reporting being a cybervictim in the first survey waves and becoming a cyberbully in later waves. The cybervictim-bully population also proved to be more prone to suffer other psychological disorders (depression and anxiety) and emotional difficulties with peers.
In this study, the relationships among empathic tendency and circadian preference on cyberbullying and cybervictimization of adolescents in Turkey were examined. The study group included 1540 adolescents (861 female, 679 male), and anonymous and voluntary participation was sought in forming the study group. Data were collected from each participant by assessing a demographic questionnaire, the Composite Scale of Morningness for circadian preference, Empathy, Cyberbully and Victim Scales. The most important result was that gender, empathy, and Composite Scale of Morningness scores were the predictors for cyberbullying and cybervictimization, and as a consequence, male and evening-oriented adolescents scored higher on cyberbullying and cybervictimization. Additionally, it was observed that cyberbullying and empathy were inversely correlated in adolescents.
Purpose of review:
In recent years, breakthroughs and advancements in new age technology have revolutionized the way children communicate and interact with the world around them. As social media platforms such as Facebook, Instagram, and Snapchat continue to grow in popularity, their usage has raised concerns about their role and impact on adolescent development and behavior. This review examines the psychosocial implications of social media usage on youth outcomes related to body image, socialization, and adolescent development. It discusses ways that clinicians and parents can effectively safeguard their children from the potential threats posed by digital media while providing a fact sheet for parents that addresses these concerns and summarizes recommended strategies to combat them.
Recent findings:
While social media platforms continue to experience surges in popularity, mounting evidence suggests significant correlations between their usage and adolescent mental health and behavioral issues. Increased social media usage has been linked to diminished self-esteem and body satisfaction, elevated risk of cyber-bullying, heightened exposure to pornographic material, and risky sexual behaviors.
Summary:
Given how new age technology is steadily permeating everyday life, greater efforts are needed to inform adolescent users and their families about the negative consequences of social media usage. Pediatricians and parents must take cautionary measures to reduce psychosocial risks and ensure the online safety of children.
Empathy, as the ability to understand and feel the emotions of others, is related to less bullying behavior. However, the link of bullying behavior with self-reports of empathy seems to be stronger than with behavioral measures of empathy (e.g., empathic accuracy). Few studies have analyzed the relationship of affective and cognitive empathy to cyberbullying behavior, especially among young adults. In a quasiexperimental dyadic interaction paradigm with 72 young adults, empathic accuracy was operationalized as the match of other- and self-reported emotions for the target, and emotional congruence as the match of the target's and the perceiver's self-reported emotions. Affective and cognitive empathy, offline bullying behavior, and cyberbullying behavior were measured using self-reports. Empathic accuracy and cognitive empathy were found to be negatively linked. Emotional congruence, self-reported affective and cognitive empathy did not correlate with offline bullying behavior or cyberbullying behavior. Only empathic accuracy was significantly negatively linked to offline bullying behavior. In group tests, higher empathic accuracy (but not emotional congruence) was connected to less offline bullying behavior. In a multiple regression analysis only emotional congruence was a predictor of cyberbullying behavior. Thus, while empathic accuracy might diminish offline bullying behavior, emotional congruence might diminish cyberbullying behavior.
This paper investigates the relationship between cognitive and affective empathy and bullying. A bullying questionnaire was completed by 376 males and 344 females aged about 15 in Hertfordshire. Low affective empathy was significantly related to bullying for females, but not for males. However, for both males and females low affective empathy was related to frequent vs. occasional bullying. Low total empathy was related to violent bullying by males and to indirect bullying by females. Cognitive empathy was not significantly related to any type of bullying by males or females. Aggr. Behav. 32:540–550. 2006. © 2006 Wiley-Liss, Inc.
Κυβερνο-εκφοβισμός και κυβερνοθυματοποίηση σε παιδιά και εφήβους: Συχνότητα εμφάνισης και παράγοντες επικινδυνότητας. Preschool and Primary Education
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- Κ Μ Κόκκινος
Αντωνιάδου, Ν., & Κόκκινος, Κ. Μ. (2013). Κυβερνο-εκφοβισμός και κυβερνοθυματοποίηση σε παιδιά και εφήβους: Συχνότητα εμφάνισης και παράγοντες επικινδυνότητας. Preschool and Primary Education, 1, 138-169.
https://doi.org/10.12681/ppej.42
Bullying beyond the Schoolyard: Preventing and Responding to Cyberbullying
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Hinduja, S., & Patchin, J. W. (2009). Bullying beyond the Schoolyard: Preventing
and Responding to Cyberbullying. Sage Publications.
Cyberbullying in middle and high schools: Prevalence, gender and age differences
- A Kapatzia
Kapatzia, A. (2008). Cyberbullying in middle and high schools: Prevalence, gender
and age differences [in Greek] (Unpublished master's thesis). School of
Psychology, Aristotle University of Thessaloniki, Greece.
Cyberbullying in Greece: An interdisciplinary approach
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Εκφοβισμός και θυματοποίηση: Ανασκόπηση ερευνητικών ευρημάτων από τον ελληνικό χώρο. Preschool and Primary Education
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Emotional intelligence. Imagination, Cognition and Personality
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Netherlands. https://repository.uwl.ac.uk/id/eprint/4077
Cyberbullying: Its nature and impact in secondary school pupils
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Η χρήση των νέων τεχνολογιών από μαθητές/τριες ΣΤ΄ Δημοτικού. Ζητήματα εθισμού στο διαδίκτυο και ηλεκτρονικού εκφοβισμού
- Θ Τουλούπης
Τουλούπης, Θ. (2013). Η χρήση των νέων τεχνολογιών από μαθητές/τριες ΣΤ΄
Δημοτικού. Ζητήματα εθισμού στο διαδίκτυο και ηλεκτρονικού εκφοβισμού.
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The effects of cyberbullying victimization and personality characteristics on adolescent mental health: An application of the stress process model
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characteristics on adolescent mental health: An application of the stress
process model. Youth & Society, 54(6), 935-956. https://doi.org/10.1177/004