Cyberbullying Behavior Research Articles

Exploring Chinese Youth’s Internet Usage and Cyberbullying Behaviors and their Relationship

Cyberbullying (CB) is an important issue that has received a fair amount of attention in the past decade. However, little attention has been paid to exploring young people’s Internet usage and CB behaviors and the relationships between the two. The purpose of this study was to research these two types of behaviors and how they are related. For this purpose, 2327 Chinese youths aged 9–22 years (the mean age was 14.6) were invited to participate in our study. The participants answered a youth Internet usage behavior questionnaire and completed a cyberbullying questionnaire. Based on the surveys, we found that of the technology we surveyed, the participants mainly used mobile phones (72.07%); the most popular social platform among the participants was QQ (78.1%); they spent most of their time online watching movies and cartoons (28.1%), and mobile phone games were their favorite type of game (38.4%). In terms of CB, 6.2% of the participants were bullies, and the proportion of boys (69.9%) was higher than that of girls (30.1%). Our results also showed that the participants who used the Renren social network platform, participated in celebrity forums and played online games more frequently engaged in CB. In contrast, participants who used the Sina microblog, watched video news and read online magazines were less likely to engage in CB. Based on our results, several implications and suggestions for future research are presented.

Effect of assertive training on cyber bullying behavior for students

The aim of this study is to determine the effectiveness of group counseling with cognitive behavior therapy approach using passive music therapy technique to improve the self-efficacy of millennials college students who is writing thesis. The research used quasi-experimental design (pretest, post-test,and follow-up). Group counseling was conducted for five meetings, and follow-up was performed two weeks after the treatment. Research subjects were seven millennials college students. Purposive sampling technique was used to select the subjects, that is based on inclusion criteria and level of self-efficacy which is obtained from self-efficacy scale (rxy=0.601-0.839,coefficient alpha=0.951).The results showed that group counseling with cognitive behavior therapy approach using passive music therapy technique was significantly effective to improve the millennials college students’ self-efficacy in pretest vs. post-test and pretest vs follow-up, but in post-test vs. follow-up there was a slight decrease in self-efficacy. Passive music therapy which is integrated into group counseling with cognitive behavior counseling approach, it is not only able to solve the individual problems but also able to help individuals to analyze their thoughts and behaviors through passive music activities with guidedimagery.

Effect of assertive training on cyber bullying behavior for students

Effect of assertive training on cyber bullying behavior for students

Are cyberbullying intervention and prevention programs effective? A systematic and meta-analytical review

Abstract This paper presents the results from a systematic and meta-analytical review of the effectiveness of cyberbullying intervention and prevention programs. Systematic searches were conducted for published and unpublished studies from 2000 to end 2017 on several online databases, including Web of Science, Scopus, PsychINFO, PsychARTICLES, Google Scholar, DARE, and ERIC. In addition, specific journals, for example, Cyberpsychology, Behavior, and Social Networking and Computers in Human Behavior, were hand searched for relevant studies. In total, 192 studies were retained for further screening from nearly 4000 search results. To be included in the present systematic review, studies had to: (1) include an adequate operational definition of cyberbullying; (2) describe the evaluation of an intervention or prevention program implemented with school-aged participants; (3) Employ experimental and control conditions; (4) Measure cyber-bullying behaviors using quantitative measurement instruments; and (5) have been published from 2000 onwards. Following rigorous screening, 24 publications were included in our systematic review. The majority of these studies (n = 15) used randomized controlled trials (RCTs) to evaluate anti-cyberbullying programs, while the remaining studies used quasi-experimental designs with before and after measures (n = 9). Within these 24 publications, 26 independent evaluations were reported. We conducted a meta-analysis to synthesize the results of primary evaluations of cyberbullying intervention programs. Our meta-analysis included 18 and 19 independent effect sizes for cyberbullying perpetration and cyberbullying victimization independently. The results of our meta-analysis suggest that cyberbullying intervention programs are effective in reducing both cyberbullying perpetration and victimization. Our results indicate that anti-cyberbullying programs can reduce cyberbullying perpetration by approximately 10%–15% and cyberbullying victimization by approximately 14%. We also compared results between different methodological designs and models of meta-analysis. The effect sizes were greater for RCTs than for quasi-experimental designs. Overall, the results of the present report address a significant gap in the cyberbullying literature, and suggest that intervention and prevention can be effective. However, future research needs to address the specific components of interventions that are effective, the effectiveness of prevention programs with non-school-aged samples, and the influence of overlapping offline and online victimization.

Analisis Strategi Regulasi Emosi Cognitive Reappraisal untuk Menurunkan Perilaku Cyberbullying

ANALYSIS OF COGNITIVE REAPPRAISAL EMOTIONAL REGULATORY STRATEGIES TO REDUCE CYBERBULLYING BEHAVIOR. Cyberbullying is a behavior of intimidating, mocking, humiliating or disturbing others, either individually or in groups conducted in cyberspace such as social media such as facebook, instagram, twitter, BBM, and whatsapp. To be able to reduce the tendency of cyberbullying behavior can be done by way of emotional regulation using cognitive reappraisal strategy, because it is known that the emotional condition can affect individual behavior. Emotional regulation is a process in which individuals influence, control, and adapt their emotions, when they have them, and how they feel and express these emotions at the right level of intensity to achieve a goal. Emotion regulation strategy that can be used one of them is cognitive reappraisal emotional regulation strategy. The purpose of this theory is to examine the application of cognitive reappraisal emotional regulation strategy to decrease the tendency of cyberbullying behavior of students.

Using Technology to Prevent Peer (Cyber)bullying and Antisocial Behavior

This paper explores the possibilities created by modern technologies to prevent bullying and antisocial behaviors. The live of modern generations is inseparable from the mass media and advanced ICT. In this context, anti-social and pro-social behavior of young people was shown and defined. Then, a review was made how new technologies can be used in (cyber)bullying prevention and interventions strategies. Technology-based solutions were divided into two groups: (1) preventative solutions and therefore applicable before bullying occurs and (2) reactive solutions, which are aimed at helping victim, bystanders and others to deal with bullying. Some of presented activities are an extension of the activities already known in the field of peer violence prevention from the face to face context to the online environment. The examples of technology-based solutions presented in the text have a different degree of complexity. In some cases, they boil down to one simple operation, in another they mean long-term conduct. Based on the information presented in this article, the conclusion is that new technologies may be used in raising awareness about bullying phenomenon, for developing socio-emotional skills and some bullying preventative and reactive solutions. However, these strategies need to be combined with others in a way to build a thoughtful and comprehensive program, as well as more research is needed in this area to verify their real effects

Factors in cyber bullying: the attitude-social influence-efficacy model

<p>This study examines the correlation between risk perception, knowledge, social influence, self-efficacy, and cyber bullying behavior from the perspective of the attitude-social influence-efficacy model. The samples in this survey are adolescents who have had cyber bullying behavior or have witnessed their peers’ cyber bullying behavior. The results showed that attitude towards cyber bullying affected cyber bullying intention, and that intention also influenced cyber bullying behavior. Social influence also had an impact on cyber bullying intention and cyber bullying behavior. In fact, intention was a mediator between attitude and behavior, as well as between social influence and behavior. </p>

The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: A longitudinal study

The purpose of the present study was the examination of the longitudinal effect of parental style on short-term changes in conventional and cyber forms of bullying/victimization, and the investigation of the mediating role of peer attachment relationships on this effect. The participants were 861 children and adolescents (52% girls, Mage = 11.72 years) attending Cyprus public institutions. Students provided information during three measurement points. There was a six and a 12 week interval among the three measurement points, respectively. The findings of the study indicated that parenting seems to be a significant predictor of all forms of bullying/victimization, conventional and cyber, in early adolescents, even when accounting for bullying/victimization levels eighteen weeks back. More importantly, results showed that the effect of parental style on bullying forms was mediated by peer attachment relationships. Results are discussed in the light of theoretical and practical implications.

Perilaku Cyberbullying Dengan Media Instagram Pada Remaja Di Yogyakarta

Adolescents cyberbullying behavior on social media has become one of unresolved problems. Factors that influence adolescents in cyberbullying includes high use of social media, low empathy, and experience of being bully victims. This situation can give a negative impact to victims psychological. This research use a qualitative method of the phenomenology approach. The data retrieval is done by deep interviews and observations through the social media Instagram informants. The informant in this research amount 5 students consisting of senior high school and junior high school in Yogyakarta determined by purposive sampling. The validity of data is done by using triangulation methods and peer debriefing. The data analysis researchers using open code software 4.03. The results of research through observation on social media Instagram showed the types of cyberbullying carried out by adolescents in Yogyakarta such as : 1). Make rude comments, 2). Update instastory, 3).Upload photos, and 4). Comment on photos. In addition, the results of the research through deep interviews showed that the behavior of adolescent cyberbullying was influenced by several factors such as 1). The intensity of social media use, 2). The ability of empathetic actors, and 3). Character of the victim. Cyberbullying behavior in adolescents such as uploading photos, rude comments, updating instastories, and commenting on photos by using harsh words has a negative impact on both perpetrators and victims so they need more attention from schools and parents. Based on the results of the research, it can be suggested for the future researchers to be able to intervene through health promotion on social media related to cyberbullying behavior so that there is no increase in cyberbullying on social media besides that parents can build effective communication and provide moral support so that teens avoid cyberbullying behavior.

Predictive Relationship between Humane Values of Adolescents Cyberbullying and Cyberbullying Sensibility

Introduction. Cyberbullying has been more common than the traditional bullying in recent years. As with the traditional bullying, humane values likely to explain the reason why adolescents tend to bully via cyber-means. Cyber-bullying behaviors also reasoned by adolescent’s sensibility towards it. This study investigates the predictive relationships between humane values of adolescents, cyber-bullying and cyber-bullying sensibility.Method. The study consisted of a total 1743 participants from different middle schools in Istanbul, Konya, Mersin, Ordu and Bursa (Turkey). 963 of the participants were females and 780 were males. The study group was selected among adolescents studying at the above mentioned secondary schools by a random cluster sampling method. The study employed the “Humane Values Scale,” the “Cyberbullying Scale” and the “Cyberbullying Sensibility’’ scale. Predictive relationships between humane values of adolescents, cyberbullying and cyberbullying sensibility were analyzed with the “Structural Equivalence Model” by using the AMOS 19 computer program.Results. Results of the study revealed that each of the humane values like respect, being peaceful, friendship and responsibility are statistically meaningful predictors of cyberbullying sensibility. Besides it was seen that honesty and being peaceful are significant predictors of cyberbullying.Discussion and Conclusion. Rise in adolescents’ level of humane values has an important role in increasing sensitivity against cyberbullying. In this sense, a decrease can be observed in also the tendencies to cyberbullying of the adolescents whose sensitivity has increased. On the other hand the result shows that a rise in adolescents’ values of being peaceful will increase their tendencies of cyberbullying sensibility. It is estimated that a rise in adolescents’ values of friendship and responsibility will increase their cyberbullying sensibility.

Investigation of the relationship between cyber bullying behaviours and internet addiction in adolescens

Developments in technology and widespread use of technology by young people have enabled the use of technology to enforce behaviors that students have shown in schools.The malicious use of information and communication technologies has led to the observation of a tyranny called bullying among types among students in schools.This study examines the relationship between internet addiction and cyber behaviors in adolescents. The sample group of the study was comprised of 239 adolescents attending to different high schools in Istanbul.In the study, “Individual Information Form”, developed by the authors, was used for the collection of information data about participants,“Internet Addiction Scale” was used to assess internet addiction in adolescents and “Cyber Scale” was used to assess the cyber behaviours. As a result of the research between the scores of Cyberbullying Scale and the Internet addiction Scale, reveals that there is a significant positive correlation between cyberbullying and Internet addiction (r=,374, p<0,01).

Examining Cyber Bullying and Cyber Victimization in High School Students

The aim of this research is to examine some variables related to cyber bullying and cyber victimization in high school students. It was investigated whether there is a difference for cyber bullying and cyber victimization behaviours, in terms of gender, age, type of school, parents’ education, having of computer/mobile phone/tablet, the frequency of using the internet and place where they are connecting to the internet. The study is conducted using a correlational method. Research group consisted of 1085 students. The age of the students in this study is between 14-17. For the analysis of research data, Mann-Whitney U test, Kruskal-Wallis test and Post-Hoc Mann-Whitney U test were applied. According to the findings of study, there is no significant difference for the cyber bullying grades in terms of parents’ education, the types of school and place where students are connecting to the internet. There is no significant difference for the cyber victimization grades in terms of gender, age and mothers’ education. Cyber bullying grades of 16 years old students are higher than the other age groups. State school students’ cyber victimization grades are higher than private school students’. Additionally, for the period they use the internet, it was seen that cyber bullying and cyber victimization grades are higher for the students using the internet more than 3 hours. In terms of cyber victimization grades it was obtained that the grades of students connecting to the internet from a mobile phone are higher than the students connecting to the internet at home.

Opportunistic Screening for Exposure to Bullying in the Pediatric Emergency Department.

To assess opportunistic screening for exposure to bullying in the pediatric emergency department (ED), an anonymous survey inquiring about exposure to physical, verbal, social, and cyber bullying behaviors was given to ED patients 5 to 18 years old. The survey asked about being the recipient, perpetrator, and/or witness of bullying; the frequency of exposure; liking school; missing school; and presenting complaint. Either the child or parent could complete the survey. A total of 909 surveys were analyzed. Exposure was 78.7%. A greater proportion of females reported being victims and witnesses. Youth who reported being both victims and witnesses represented the largest group, with witness-only the second largest. Parents reported less cyber-bullying and witness status to all types of bullying. For children who did not like school, there was a significant difference in exposure versus nonexposure. There was no association with presenting complaint. Opportunistic screening for bullying exposure in pediatric ED patients warrants consideration as it may increase detection of preclinical status and clinical sequelae.

The Impacts of Academic Stress of Elementary School Students on Cyber Bullying Behaviors for Unknown Persons and Friends : Mediating Effects of Anxiety

The Impacts of Academic Stress of Elementary School Students on Cyber Bullying Behaviors for Unknown Persons and Friends : Mediating Effects of Anxiety

Cyberbullying and Parental Monitoring Among Secondary School Students

This study examined the association of cyber bullying behaviour with parental monitoring of secondary school students. The sample was 600 school students selected from four different states of south India. A stratified random sampling technique was employed. Measure of cyber bullying and online aggression survey by Hinduja &amp; Patchin (2009) and the Parental Monitoring Scale (Small and Kerns, 1993) to respondent. Data collected were analyzed using t-test and correlation. The results indicate that students with low or less level of parental monitoring are more involved in cyberbullying then the other students.

PREDICTORS OF CYBERBULLYING INTERVENTION AMONG ELEMENTARY SCHOOL STAFF: THE MODERATING EFFECT OF STAFF STATUS

Cyberbullying behavior among youth has become a growing concern among parents, educators, and policymakers due to emerging evidence documenting its harmful consequences on youths’ development. As such, schools are increasingly required to address to this form of bullying. Thus, effective responses by school staff are needed. However, no study to date has examined the likelihood of cyberbullying intervention among certified and noncertified school personnel. To that end, the present study assessed whether perceptions, attitudes, and self‐efficacy beliefs predicted the likelihood of cyberbullying intervention and examined whether these relationships were moderated by staff status (e.g., certified and noncertified). Results revealed that attitudes toward victims and self‐efficacy beliefs to intervene were significant predictors of the likelihood of cyberbullying intervention among staff; however, the prevalence of bullying and staff attitudes toward bullies were not significant predictors of intervention likelihood. Implications for in‐service staff training efforts are discussed.

Cyberbullying and Cyber Abuse Intervention: The Three-Tiered Model for Schools

ABSTRACTThis article describes a three-tiered model that school personnel can implement to address cyberbullying, sexting, and other abusive social media behavior prevalent in schools. This model addresses prevention, intervention, and monitoring at multiple levels in a school community. It is designed to provide preventative services to all stakeholders in a school community, and to target those with moderate or significant problems.

Traditional School Bullying and Cyberbullying Perpetration: Examining the Psychosocial Characteristics of Hong Kong Male and Female Adolescents

Traditional school bullying and cyberbullying are growing concerns worldwide. Research has been devoted to understanding the etiology of bullying behaviors. Using a large sample of secondary school adolescents in Hong Kong ( N = 1,893), this study explores gender differences in mean levels of traditional school bullying (i.e., physical and verbal forms of bullying, and extortion and exclusion) and cyberbullying (i.e., overt and relational aggression) behaviors, and psychosocial characteristics (i.e., self-efficacy, empathy, prosocial behavior, family bonding, perception of a harmonious school, sense of belonging in school, and positive school experiences and involvement). The differential role of psychosocial characteristics in types of bullying perpetration is also examined. Findings indicate that the perpetration of traditional school bullying and cyberbullying behaviors are positively correlated, and male adolescents reported higher levels of bullying perpetration than female adolescents. Multivariate findings reveal that, to some extent, male and female adolescents shared a similar set of psychosocial risk factors of bullying perpetration, especially in the perpetration of traditional school bullying. The findings of this study may have important implications for practice in regard to minimizing, if not entirely preventing, through the joint efforts of the family, school, and social service systems, the propensity of adolescents to engage in the perpetration of bullying behaviors.

Perpetrators on the internet: Analyzing individual and structural explanation factors of cyberbullying in school context

Although research on cyberbullying has grown rapidly in the last years, holistic explanation approaches are still rare. In a first step, the present study discusses a theoretically derived, integrative model explaining a cyberbullies behavior referring to individual and structural influencing factors. This model was empirically tested among a sample of 1428 German high school pupils within a two-wave panel survey. Additionally, it was investigated whether the explanation patterns vary depending on the particular audience reached by the cyberbullying behavior. The results showed that technical resources enhanced the perpetration mediated via higher levels of perceived behavioral control. In contrast, social resources and norms also directly favored the perpetration of cyberbullying, however, only if this was witnessed by a certain audience. It is assumed that there is a group of cyberbullies who use the behavior as an instrumental strategy in order to reach socially motivated goals.

The Nature and Prevalence of Cyber Bullying Behaviors among South African High School Learners

The purpose of this study was to examine the prevalence of cyber bullying behaviors among South African high school learners (adolescents) and the extent to which learner rights are violated by suc...