Understanding the topical, conceptual, contextual, and methodological trends of cyberbullying research

Abstract

ABSTRACT Background Cyberbullying research has gained considerable attention among scholars due to the proliferation and diversification of the digital media platforms. Although cyberbullying research has a robust empirical nature, the research is more difficult to define and deserves close investigation. In response to the situation, we have examined topics, forms, context, media, predictive factors, outcomes, utilization of methodology, and research trends in cyberbullying research from 2014 to 2023. Methods This study analyzed 3,588 articles to investigate the trend and development of cyberbullying research using the Scopus academic databases. Results 85.87% of research focused on cyberbullying as ‘social issues’. 71.57% of articles focused on cyberbullying itself rather than specific forms of cyberbullying. 50.81% of articles focused on cyberbullying in middle/high school contexts. Most research did not state any predictive factors (39.83%) or outcomes (60.17%) suggested. The predominant research method used in cyberbullying research was via surveys (30.69%), while the second phase of research dominated the cyberbullying research agenda (victims and bullies in cyberbullying). Conclusions Although Cyberbullying research has increased, broadened, and diversified over time, it still focuses primarily on the first phase of the research agenda of cyberbullying issues. The findings of this study provides a framework for new insights for future cyberbullying research and practices by suggesting exploration to different mechanisms of cyberbullying such as: victims/bullies, effects, and improvement of cyberbullying beyond the issues of cyberbullying itself.