Cyberbullying Behavior Research Articles

Twitter Phenomena In The Context Of Cyberbullying

Yakın geçmişte iletişimin temel mecrasının geleneksel medyadan yeni medya denilen sosyal medya alanına yönelmesiyle alışılagelmiş bazı kavramlar farklı anlamlara bürünmüştür. Bu kavramlardan biri de akran zorbalığıdır. Bu noktada teknolojinin “kötüye yorulması ve zarar verme amaçlı kullanılması” ile “siber (sanal) zorbalık” adı verilen yeni bir kavramı ortaya çıkmıştır. Siber zorbalık, sosyal medyada sıkça karşılaşılan bir olgudur. Yüksek takipçili hesaplara sahip olan Twitter fenomenleri de bazı takipçilerinin kendilerine ve diğer takipçilerine yönelttiği siber zorbalıkla mücadele etmek zorunda kalmaktadır. Twitter fenomenlerinin siber zorbalıkla ilgili deneyim ve düşüncelerini ortaya koymayı amaçlayan bu çalışma, fenomenolojik nitel bir araştırma olarak tasarlanmıştır. Yüksek takipçili beş Twitter fenomeninden konu bağlamında görüş alınarak, siber zorbalık olgusu Twitter fenomenlerinin deneyimleri ve bakış açıları ile ele alınmaya çalışılmıştır. Araştırma bulguları, diğer sosyal medya kullanıcıları gibi Twitter fenomenlerinin de çeşitli siber zorbalık davranışlarına maruz kaldıklarını, farklı boyut ve düzeylerde bu davranışlardan etkilendiklerini ve söz konusu davranışlarla baş etmek için çeşitli stratejiler geliştirdiklerini ortaya koymaktadır.

Information Technology Use and Cyberbullying Behavior in South Thailand: A Test of the Goldilocks Hypothesis.

There has been concern about the effects of high levels of internet use on the mental well-being of young people. This has generally been phrased in terms of a displacement hypothesis, that the extent of internet use and mental well-being are directly proportional. This linear model has been contrasted with a Goldilocks Hypothesis, proposed by Przybylski and Weinstein. This supposes that moderate levels of internet use may be the least harmful, conforming to a curvilinear relationship. Here these hypotheses were tested on a sample of 1140 adolescents (42% boys, 58% girls) aged 12–18 years, in 12 schools from Southern Thailand. We first report levels of internet use, and of cybervictimization, taken as one important aspect of mental well-being. We then assess the relationship of four factors of internet use (frequency, time spent, number of places accessed, number of activities) with (a) being a victim of cyberbullying, and (b) being a frequent victim; taking these as indicators of mental well-being. For (a) there was limited evidence of a Goldilocks effect on two out of four measures. For (b) the evidence did support a Goldilocks effect for all four measures, but these were under-powered analyses and the findings did not reach statistical significance. If substantiated on larger samples, a curvilinear relationship between aspects of internet use and cyberbullying would suggest a ‘safe zone’ for adolescent internet use, bringing its benefits while minimizing risks of cyberbullying. In the future, similar research should use larger sample sizes or longitudinal measures when exploring nonlinear trends and include other aspects of mental well-being.

The Relationship Between Youth Cyberbullying Behaviors and Their Perceptions of Parental Emotional Support.

Studies of bullying among youth usually focus on those who are bullied. Understanding the factors that affect youth who exhibit bullying behaviors is equally important. Such knowledge can heighten effectiveness of prevention and interventions at the individual, family, school, and community levels. We performed a secondary data analysis using data from the 2009 to 2010 World Health Organization’s (WHO’s) Health Behavior in School-Aged Children cross-sectional survey (n = 12,642), the most recent WHO data collected in the USA. Using latent class analysis, we clustered sample participants into categories of children who do not bully, bully with a low cyberbullying element, bully with a moderate cyberbullying element, and bully with a high cyberbullying element. We used multinomial logistic regression to explore the relationships between youth’s perception of certain family characteristics (e.g., parental emotional support and socio-demographic characteristics) and the odds ratios of falling into one of the four latent classes generated. Establishing if a relationship exists between youth’s perception of parental support factors and their bullying behavior can enhance understanding of variables that might modify adolescents’ bullying. Findings of this study point to the importance of parental emotional support as a factor that can affect adolescent cyberbullying behavior. This evidence is useful for parents, education and healthcare professionals, and others involved in young people’s lives.

Associations Between Exposure to Domestic Violence, Depression and Cyberbullying Among Secondary School Adolescents

Literatures on high prevalence of domestic violence are well documented. There is however paucity of research on exposure to domestic violence relates to cyber bullying behavior among Nigerian adolescents. The focus of this study was to determine the correlation between Exposure to Domestic Violence (EDV), depression and cyber bullying behavior among secondary school adolescents. A total of 300 purposively selected secondary school adolescents in Oshodi Isolo, Lagos metropolis Nigeria responded to Child Exposure to Domestic Violence Scale (CEDV), Centre for Epidemiological Studies Depression Scale for Children (CES-DC) and Online Victimization Scale for Adolescents (OVSA). Data was analyzed using the Statistical Package for Social Sciences (SPSS). Data was analyzed using the descriptive (frequency count) and Inferential statistics (Pearson moment correlation analysis). A high prevalence of EDV, depression and involvement of cyber bullying was reported. Patterns of the factors of cyberbullying ranged from 26.7% individual online racial discrimination to 37% vicarious online racial discrimination. EDV significantly positively related to depression and involvement in cyber bullying. Significant gender influence was observed on depressing and cyber bullying. Age categories significantly influenced cyber bullying. Authors conclude that a high prevalence of depression and involvement in cyber bullying exists among secondary school adolescents. EDV is a significant positive correlate of depression and cyber bullying. There is gender difference on depression and cyber bullying. Age categories influence cyber bullying among the adolescents.

Student’s Self Esteem and Cyber-bullying Behavior in Senior High School

Cyberbullying behavior is a phenomenon that often happens among social media users, especially students. The behavior of cyberbullying is a continuous attack on victims by using communication media as a platform. One aspect that can influence a person to do cyber bullying is self-esteem. The purpose of this study is to see the relationship between self-esteem and cyberbullying behavior. This study uses descriptive correlational method with a quantitative approach. This study uses a simple random sampling technique by considering sampling using the G*Power application with a total sample are 100 (n = 100). Data analysis using descriptive analysis and correlation test analysis by using product-moment correlation. The findings of this study indicate that self-esteem related to cyberbullying behavior.

A Study of Cyber Bullying Behavior in Middle-Schools in Rabat- Morocco: Prevalence and Risk FactorsA Study of Cyber Bullying Behavior in Middle-Schools in Rabat- Morocco: Prevalence and Risk Factors

Background: Cyber bullying is considered a public health issue in many developed countries while inMorocco there is a lack of data about this phenomenon.Objective: The aim of this study is to investigate the prevalence of cyberbullying among students in middleschools in Rabat and to determine risk factors among students’ cyberbullying profiles.Method: It’s a cross-sectional study based on an anonymous self-report questionnaire about inflictedcyberbullying during the last twelve months. Data were collected in 16 middle-schools in the urban area ofRabat. A total of 1914 students aged from 12 to 16 years participated in the study.We used a Multinomial Logistic Regression to examine the relationship between the cyber bullying categoriesand our independent variables.Results: Cyber bullying has been reported by 54,5%(n=1043) of the sample, of which 18,8%(n=360), beingvictims only, 11,7% (n=224) being perpetrators only, and 24,0% (n=459) being perpetrators/victims. Therewasn’t a significant difference in profile between genders. Most popular types of cyberbullying behaviorwere text messages and exclusion from internet groups. Regarding traditional bullying, the prevalenceswere 35% (n=669) of whom 16,4% (n=313) victims only, 7,6% (n=145) perpetrators only and 11%(n=211)perpetrators/victims. Our study showed that traditional bullying was the main risk factor of cyberbullying.Conclusion: Cyber bullying is a major issue among students in middle schools in Rabat. The main riskfactor is the involvement in traditional bullying. Hence,preventive actions should be taken to help reduceand overcome violence in schools.

Investigating variables related to cyber bullying and exposure to cyberbullying behaviors in adolescents (TRNC sample)

The aim of this study is to investigate whether cyber bullying behaviors differ in terms of different socio-demographic variables in the secondary adolescent students. The research was conducted in the Turkish Republic of Northern Cyprus in the 2017-2018 academic year. It was conducted in high schools and secondary schools. The sample of the study consists of 145 students aged 13-17 who are 8th, 9th, 10th and 11th grade students. 63.4% of the participants were female and 36.6% were male. It is a descriptive study using quantitative research method. In the study, Personal Information Form, Revised Cyber Bullying Inventory (Topcu and Erdur-Baker, 2018) were used. Independent sample t test, One Way Analysis of Variance was used. There were no significant differences between the variables such as age, number of siblings, family income level, parents' occupational status, maternal occupational status and cyberbullying/doing. Although there is no significant difference in age, cyberbullying is observed in 15 years of age.

Correlation Between Emotional Peer Support and Cyberbullying Behaviour in Senior High School Students

ABSTRACTIntroduction: The biggest users of the internet and social media are teenagers. This has an impact on the tendency for harassment behavior known as cyber-bullying. This harassment is quite serious because it is massive; it can happen at any time and anywhere. This harassment generally comes from the victim’s peers. This research aimed to analyze the correlation between peer emotional support and the cyber-bullying behavior among the students in senior high school.Methods: This research used a cross-sectional study design. The sample size of this study was 246 students in senior high school from the academic year 2018-2019 collected through purposive sampling. The instrument of this research was emotional support from their peers and cyberbullying behavior. The bivariate analysis used was the Spearman test (α<0.05; CI=95%).Results: There is a significant correlation between emotional peer support and cyberbullying behavior among the students in senior high school.Conclusion: Community health nurses should improve the emotional peer support among the students in order to promote the prevention of cyberbullying behavior.

The Effects of Social Learning and Internet Ethics of College Students Engaging in Cyberbullying Behavior in Taiwan

Cyberbullying is a major problem among our school-age population. The growing number of studies suggests that cyberbullying can often cause serious academic, emotional, social, and safety issues for its peer victims. The purpose of current study is to examine the nature of respondents' experience of cyberbullying and determine independently the impact of social learning and internet ethics on cyberbullying behavior among college students in Taiwan. The preliminary analysis is of a survey data collected from 359 undergraduate students in south of Taiwan through convenient sampling. The results of this study provide support for the hypotheses and explore the effect of social learning and perception of internet ethics on cyberbullying behavior among college students. Finding suggests that college students with lower level of social learning and with higher level of internet ethics will have less cyberbullying behavior than those with higher social learning and lower internet ethics.

Applying artificial intelligence to explore sexual cyberbullying behaviour

Sexual cyberbullying is becoming a serious problem in today's society. In the workplace, this issue is more complex because of the power imbalance between potential perpetrators and victims. Preventing sexual cyberbullying in organizations is very important for a safety and respectful workplace. Occupational Safety and Health (OSH) standards establish certain policies to be considered to create an organizational culture based on zero tolerance to sexual cyberbullying. The research aims to broaden knowledge about personality and sexual cyberbullying. Therefore, this paper proposes a crucial tool to explore potential sexual cyberbullying behaviour. This study analysed how personality traits, particularly those related to the Dark Triad (psychopathy, Machiavellianism and narcissism), might influence this behaviour. Participants (N = 374) were Spanish young adults, using the convenience sampling to recruit them. The methodology focused on the use of structural equation modelling and ensemble classification tree. First, we tested the proposed hypotheses with structural equation method based on covariance using the Lavaan R-package. Second, for the ensemble of classification trees, we applied the package randomForest and Adabag (bagging and boosting) in R. Results proposed high levels of psychopathy and Machiavellianism are more likely to be related to sexual cyberbullying behaviours. Organizations could use the tool proposed in this research to develop internal policies and procedures for detection and deterrence of potential cyberbullying behaviours. By raising awareness about cyberbullying behaviour including its conceptualisation and measurement in training courses, organizations might build an organizational culture based on a respectful workplace without sexual cyberbullying behaviours.

The effects of cyber bullying or victimization behaviors on social reciprocity and online cognition of adolescents with attention-deficit/hyperactivity disorder

The effects of cyber bullying or victimization behaviors on social reciprocity and online cognition of adolescents with attention-deficit/hyperactivity disorder

The Effect of the Cognitive Behavioral Therapy Based Cyberbullying Prevention Program

A school-based program of cognitive behavioral therapy was evaluated in a randomized control study of 158 secondary school students ages 12-14 years. The program was delivered for 40 minutes, for 5 weeks. Students completed questionnaires assessing their's cyber bullying behaviours and cognitions immediately before and following the 5-week period. Experimental and control groups were compared with t-test, intra-group comparisons were performed by covariance analysis. Additionally, focus group interviews were conducted with 12 students in the experimental group and the effectiveness of the psychoeducation program was evaluated in depth. It has been concluded that the cognitive behavioral cyberbullying prevention program had a positive effect on cyberbullying behaviors. Additionally qualitative data showed that prevention program reached its aim to cope with cyberbullying. For future works, it is recommended to disseminate prevention programs for a more effective fight against cyberbullying and to include other parties such as families and schools into such programs.

Cyberbullying through the lens of social influence: Predicting cyberbullying perpetration from perceived peer-norm, cyberspace regulations and ingroup processes

In the present research we analyzed the social influence mechanisms that back the relation between peer group norms regarding cyberbullying behaviors and individual cyberbullying perpetration. In a sample of adolescents (N = 3511, age: M = 16.27, SD = 1.58), we showed that the relation between perceived peer-norm and cyberbullying perpetration was moderated by two distinct social influence mechanisms. Specifically, when individuals' lack of knowledge regarding appropriate behaviors in cyberspace (i.e., cyberspace regulations), levels of perceived peer-norm regarding cyberbullying behaviors positively influence the participants' engagement in cyberbullying perpetration (i.e., informational social influence). Moreover, we showed that the higher the support of perceived peer-norm regarding cyberbullying behaviors the higher the levels of cyberbullying perpetration, especially for the higher (vs. lower) levels of identification with peers as the ingroup; this relation was additionally enhanced at increasing levels of adolescents' ingroup prototypicality (i.e., referential informative social influence). The results demonstrated that the two social influence mechanisms work independently and likely contribute to predict participants’ engagement in cyberbullying perpetration. Results are discussed with respect to the current literature regarding the social influence mechanisms underlying cyberbullying. The implications of these findings for practical interventions are explored.

The Effect of Youth Depression on Cyberbullying Behavior - Focused on the moderating effects of closed communication between parents and children -

본 연구는 청소년의 우울이 사이버블링 가해행동에 미치는 영향과 이 관계에 대한 부모-자녀 간 폐쇄적 의사소통의 조절효과를 검증하는 것을 목적으로 하였다. 조절변수인 부모-자녀 간의 폐쇄적 의사소통을 부-자녀, 모-자녀, 부모-자녀의 세 가지로 구분하여 연구모형을 설계하였다. 분석결과 세 가지 부모-자녀 간의 폐쇄적인 의사소통 모두에서 사이버블링 가해행동에 대한 조절효과를 확인하였다. 부모-자녀 간의 폐쇄적 의사소통 수준이 낮을 경우, 우울이 사이버블링 가해행동에 미치는 정적 영향을 완충시키는 역할을 하였다. 이러한 조절효과는 청소년의 우울 수준이 높을 경우에 더 큰 영향을 미치는 것으로 나타났다. 연구결과를 바탕으로 청소년의 사이블링 가해행동 완화를 위해 청소년복지 차원의 실천적 개입 방안을 제언하였다.This study examined the moderating effects of closed communication between parents and children on the relationship between children’s depression and cyberbullying behaviors. The research model was designed to classify the controlled variable, parent-child communication, as father-child, mother-child, and parents-child. As a result of the analysis, we confirmed the moderating effects of all three parent-child communication on cyberbullying behavior. In case, the degree of closed communication between parents and children is low, it buffers the positive effect of depression on cyberbullying behavior. These moderating effects were found to have a greater impact on adolescent depression. Based on the findings, this study suggests several practical ways of intervention to mitigate cyberbullying behaviors of adolescents.

Development of a causal relationship model for cyber bullying behaviors among public secondary school students in the three southern border provinces of Thailand

This research aims to develop the causal relationship model for cyber bullying among secondary school students in the three southern border provinces of Thailand. The data is collected from a sample group of 660 students between the ages of 13 and 18 for path analysis. The study found that the cyber bullying of the sample was most influenced by frustration followed by group violence, violent media, and authoritarian parenting of which the path coefficient values were 0.57, 0.18, 0.18 and 0.04 respectively. While all five of the exogenous variables accounted for 66% of the occurrence of cyber bullying behavior, 61%.of the frustration variable was accounted for by the other four exogenous variables. Frustration, group violence, violent media and authoritarian parenting were found to influence cyber bullying behavior and students in the three southern border provinces of Thailand are therefore at risk of such behaviors. Moreover, frustration leads indirectly to poor mental health and physical weakness, and is considered to be a cause of depression. As a result affected students find it difficult to socialize with others and, may possibly be influenced to attempt suicide.

Influence of motivations for social media use on cyberbullying behaviours among undergraduates in Malaysian public universities

In modern times, social media platforms have become veritable tools of communication and interaction amongst young adults in the university environment as well as the larger society. However, the platform has continued to cause serious psychological and emotional trauma to users through cyberbullying activities. This study examined the influence of motivations for social media use on cyberbullying behaviours (CBB) among undergraduates in Malaysian public universities. It was a quantitative type and it adopted survey design. A total sample of 400 undergraduates were purposively selected from Universiti Teknologi Malaysia. Self-designed questionnaire entitled Motivation for social media use and CBB was used for data collection. Data were analysed using Structural Equation Modelling Partial Least Squares 3. The findings revealed that undergraduates were more socially motivated for social media activities than for academic motives; thus, the reason for experiences of cyberbullying. Also, there was a significant relationship between motivations for social media use and CBB.
 Keywords: Motivation, social media use, cyberbullying behaviours, public universities.

Instigators of Cyber-Bullying: A New Strategy for New Players

ABSTRACTCyber-bullying rates are rising around the world due to the rapid growth of technology. Victims, bullies, by-standers, and instigators of cyber-bullying utilize numerous platforms such as Snapchat, Instagram, Twitter, and Burnbook, and face numerous consequences due to bullying behaviors occurring on these sites. These consequences range from depression, anxiety, guilt, and fear to lowered academic achievement and even suicide. Instigators are often over-looked when bullying prevention and intervention programs are developed. In response, the authors of this article detail a program targeted toward the elimination of negative cyber-bullying instigator behaviors. The authors describe an approach that combines empathy training, solution-focused complimenting, and art/journaling with no-bullying contracts. Specific details are described so educators can implement the intervention.

A Model of Factors Affecting Cyber Bullying Behaviors Among University Students

This paper attempts to mitigate this gap within the literature concerning the use of social media for cyber engagement (CE) among students. Since students often become upset when network providers intervene, this paper aims to develop a model to measure ethics issues related to engagement with social media. The conducted survey examines social media use with regard to cyber engagement, cyberbullying behaviors, and being bullied, harassed, and stalked. To achieve the objective, this paper employed a questionnaire as the main data collection method and distributed it to 242 students, all of whom use social media. The findings were obtained via a quantitative research method, structural equation modeling, and partial least squares. The findings from our empirical study indicate that the assessment of discriminant validity has become an extensively acknowledged requirement for the analysis of latent variables’ relationships. Goodness of fit indices demonstrates a good fit of the model. Roughly more than half of students indicated they had been bullied, harassed, and stalked online. The proposed model will help campus administration and decision makers to formulate strategies that can significantly reduce cyber harassment among students.

Effectiveness of Cyber Bullying Sensitization Program (CBSP) to Reduce Cyber Bullying Behavior Among Middle School Children

Cyber bullying is the unwise use of technology to harm and humiliate an individual or group over the Internet. The purpose of this article is to test the effectiveness of the cyber bullying sensitisation program (CBSP) to reduce the level of cyber bullying behaviour among middle school students. The sample was restricted to adolescents as they are the ones who are most exposed and vulnerable in the cyber space. A quasi-experimental pre-post design with intervention was adopted for the study. The participants of the study were comprised of 186 middle school students from two private schools in India. The experimental group had 94 participants while control groups had 92 participants. Statistical analysis indicated that there was a significant difference between pre- and post-test scores in the experimental group. No significant difference was found between the experiment and control group before the program, suggesting that the program was effective in helping students in reducing cyber bullying behaviour. The implications for prevention and intervention programs were discussed.

The Analysis on the Mediating/Moderating Effects of Self-Regulation on the Relation between Smartphone Overdependence and Cyber Bullying Behavior of Middle School Students

The Analysis on the Mediating/Moderating Effects of Self-Regulation on the Relation between Smartphone Overdependence and Cyber Bullying Behavior of Middle School Students