Abstract
The study examines both general and Internet and Communication Technology (ICT) self-efficacy in cyber-victims, cyber-bullies, and cyber bully victims in comparison to un-involved students. Gender differences were also examined. A total of 1115 Pakistani university students from six universities participated in the study. Analyses were conducted on 950 complete cases (371 males, and 579 females). Data were collected on cyberbullying/victimization, general self-efficacy (GSE), ICT self-efficacy, traditional bullying/victimization, ICT usage, social desirability, and demographics. Multinomial logistic regression analysis indicated that ICT self-efficacy significantly decreased the probability of being a cyber-victim and significantly increased the chances of being a cyber-bully whereas GSE appeared to have no role in predicting participant roles in cyberbullying after controlling for covariates (i.e., age, gender, traditional bullying, traditional victimization, social desirability, Internet usage, time spent on the Internet, and social networking sites (SNS). Findings of the study have important implications for developing and enhancing interventions with respect to the inclusion of ICT related skills in anti-cyberbullying programs. With respect to gender, findings showed that females reported a higher level of victimization while males reported higher perpetration on both traditional and cyberbullying.
Highlights
Rapid development of Internet Communication Technology (ICT) has facilitated opportunities for developing social connections, fast digital interactions, and the availability of interactive and self-directed learning (Mishna et al, 2018)
Sum scores on cyberbullying and victimization scale were used for preliminary analysis
Time variables as well as ICT usage were positively correlated with both cyber victimization (r range = 0.16 to 0.29, p < 0.01), and cyberbullying (r range = 0.16 to 0.59, p < 0.01). These results suggest that spending more time on the Internet and on social networking sites (SNS) is associated with increased cyberbullying perpetration as well as increased risk of cyber victimization
Summary
Rapid development of Internet Communication Technology (ICT) has facilitated opportunities for developing social connections, fast digital interactions, and the availability of interactive and self-directed learning (Mishna et al, 2018). ICT and fast-growing digital technologies have provided many benefits to students in higher education, these technologies have a darker side that can be used to inflict harm to others (Mishna et al, 2010; Musharraf and Lewis, 2016). Cyberbullying is “any behavior performed through electronic or digital media by individuals or groups that repeatedly communicates hostile or aggressive messages intended to inflict harm or discomfort on others” (Tokunaga, 2010) that involves a power imbalance between a target and the perpetrator (Olweus, 1993; Kowalski et al, 2014). These behaviors include sending intimidating, threatening shameful and harassing messages, posting false rumors about the target, sharing private and sensitive information about others online, stealing someone’s online identity by creating fake profiles and web pages, and deliberately excluding someone from an online group (Li, 2007; Willard, 2007; Nocentini et al, 2010)
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