Adolescent Cyberbullying Research Articles

Exploring the Longitudinal Links Popularity Goals and Adolescent Cyberbullying Perpetration: The Moderating Effects of Gender and Cultural Context.

This longitudinal study aimed to examine how gender influences the relationship between popularity goals and cyberbullying perpetration among adolescents in China and the United States, controlling for peer-nominated popularity. Additionally, the study sought to identify potential cross-cultural differences in these dynamics. The research involved 1063 eighth and ninth graders (ages 12-16; 48.7% girls) who completed self-reported surveys in the fall of 2022 (Time 1) regarding cyberbullying behaviors and popularity goals. Peer nominations of popularity were also collected. Follow-up data on cyberbullying perpetration were obtained one year later in the fall of 2023 (Time 2). Popularity goals were found to positively predict cyberbullying perpetration at Time 2 across all participants even after accounting for peer-nominated popularity. In China, this association was more pronounced among boys, whereas in the United States, the relationship was stronger for girls. Although cultural differences in the overall patterns were minimal, gender emerged as a significant moderating factor, revealing distinct cross-cultural variations. These findings underscore the need for culturally tailored approaches in interventions targeting adolescent cyberbullying.

Development and Validation of the Defending Behavior Scale of Cyberbullying for Adolescents.

In the context of cyberbullying, bystanders engage in a diverse array of defending behaviors, employing a range of strategies tailored to the specific forms of bullying they encounter. These defending behaviors have been demonstrated to effectively mitigate the adverse effects of cyberbullying on victims. This study involved the development of the defending behavior scale of cyberbullying for adolescents and a subsequent assessment of the scale's reliability and validity. Firstly, the structure of defending behavior was explored based on the results of in-depth interviews and previous studies in the literature. The defending behavior scale of cyberbullying for adolescents was then developed, and 550 middle school students were selected for item analysis and exploratory factor analysis. Secondly, 526 middle school students were selected for a series of reliability and validity analyses, including tests of convergent validity, discriminant validity, and structural validity, to assess the reliability and validity of the scale. The final version of the scale comprises 24 items distributed across four dimensions: emotional support, reporting authority, aggressive defending, and problem-solving. The four factors collectively account for 66.26% of the total variance. The internal consistency coefficient α of the scale was 0.92, with the internal consistency coefficients α of the dimensions being 0.88, 0.92, 0.92, 0.92, and 0.87, respectively. The scale demonstrated good convergent validity, discriminant validity, structural validity, and criterion validity. Finally, the scale has measurement equivalence across genders. The defending behavior scale of cyberbullying for adolescents was demonstrated to possess good reliability and validity, to meet the requirements of psychometrics, and to be suitable for use in measuring defending behavior in adolescent cyberbullying.

The Relationship Between Epidemic Perception and Cyberbullying Behaviors of Chinese Adolescents During the COVID-19 Pandemic: Cross-Sectional Study.

In response to the COVID-19 outbreak, the government initiated measures for social distancing, leading to a gradual transition of adolescents' social interactions toward web-based platforms. Consequently, web-based behaviors, particularly cyberbullying, have become a prominent concern. Considering that adolescents experience more intense feelings, the widely increased negative emotions and strains perceived from the COVID-19 pandemic may end up engaging in cyberbullying behaviors. In addition, during the COVID-19 pandemic, adolescents experiencing insomnia and negative affect are more prone to diminished self-control, which is associated with cyberbullying behaviors. This study aims to investigate the relationship between epidemic perception and cyberbullying behaviors, while also examining the serial mediating roles of insomnia and negative affect on the relationship between epidemic perception and cyberbullying behaviors. This study presents a large-scale web-based survey conducted during the period of concentrated COVID-19 outbreaks, encompassing 20,000 Chinese adolescents. A total of 274 submitted questionnaires were discarded because of high levels of missing data or their answers were clearly fictitious or inconsistent. The final count of valid participants amounted to 19,726 (10,371 boys, age range: 12-18 years; mean 14.80, SD 1.63 years). The Perceptions of COVID-19 Scale, Negative Affect Scale, Insomnia Scale, and Cyberbullying Behavior Scale were used to assess participants' responses on the Questionnaire Star platform. The results show that epidemic perception is positively correlated with cyberbullying behaviors (r=0.13; P<.001), insomnia (r=0.19; P<.001), and negative affect (r=0.25; P<.001). Insomnia is positively correlated with negative affect (r=0.44; P<.001) and cyberbullying behaviors (r=0.30; P<.001). Negative affect is positively correlated with cyberbullying behaviors (r=0.25; P<.001). And insomnia and negative affect play independent mediating and serial mediating roles in epidemic perception and cyberbullying behaviors. This study provides additional empirical evidence on the relationship between the perception of COVID-19 pandemic and cyberbullying in adolescents. In addition, the study offers recommendations for implementing interventions targeted at mitigating cyberbullying in adolescents during the COVID-19 pandemic.

Exploring the Relationship Between Cyberbullying and Technology Addiction in Adolescents.

The present study aims to investigate the relationship between cyberbullying/victimization and technology addiction among Turkish adolescents. A descriptive cross-sectional study was conducted with 572 adolescents between the ages of 14 and 18. The study employed the Bullying and Cyber Bullying Scale for Adolescents (BCS-A) to evaluate cyber victimization (BCS-A VCSs) and cyberbullying (BCS-A BCSs) subdimensions, in conjunction with the Technology Addiction Scale (TAS). Among adolescents, 38.5% exhibited a moderate level of technology addiction. The results revealed positive and weak correlations between TAS scores and BCS-A VCSs (p < 0.001), as well as between BCS-A VCSs and BCS-A BCSs scores at a moderate level (p < 0.001). The study revealed that exposure to inappropriate content, encountering humiliating expressions on social media, sending inappropriate messages or videos to friends, and facing threats were significant predictors of BCS-A VCS scores. Furthermore, the transmission of inappropriate messages or videos, the encounter of cyberbullying victims, the exclusion of friends from online platforms, the experience of distress caused by humiliating expressions, and the sharing of private content were identified as significant predictors of the total BCS-A BCSs score. The study demonstrated a correlation between elevated technology addiction and involvement in cyberbullying or victimization among adolescents. Moreover, the study identified significant predictors of cyberbullying and cyber victimization. It is recommended that health professionals develop intervention programs for safe technology use and the prevention of cyberbullying and victimization. These programs should aim to raise societal awareness, particularly among parents and teachers.

How childhood psychological abuse affects adolescent cyberbullying: The chain mediating role of self-efficacy and psychological resilience.

Despite the recognition of the impact of childhood psychological abuse, self-efficacy, and psychological resilience on cyberbullying, there is still a gap in understanding the specific mechanisms through which childhood psychological abuse impacts cyberbullying via self-efficacy and psychological resilience. Based on the Social Cognitive Theory, this study aims to investigate the link between childhood psychological abuse and cyberbullying in adolescents, mediated by the sequential roles of self-efficacy and psychological resilience. The sample consisted of 891 students (M = 15.40, SD = 1.698) selected from four public secondary schools in Jiangsu Province, Eastern China. All the participants filled in the structured self-report questionnaires on childhood psychological abuse, self-efficacy, psychological resilience, and cyberbullying. The data were analyzed using SPSS 24.0 and structural equation modeling (SEM) in AMOS 24.0. The findings of this study are as follows: (1) Childhood psychological abuse is positively associated with adolescent cyberbullying; (2) Self-efficacy plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (3) Psychological resilience plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (4) Self-efficacy and psychological resilience play a chain mediation role between childhood psychological abuse and adolescent cyberbullying. This study contributes to a deeper understanding of the underlying mechanisms linking childhood psychological abuse to adolescent cyberbullying, shedding light on potential pathways for targeted interventions and support programs to promote the well-being of adolescents in the face of early adversity.

Longitudinal Relations Between Cyber Dating Aggression and Cyberbullying in Adolescence

AbstractVery little research has examined the longitudinal relations between cyber dating aggression and cyberbullying during adolescence, which is important for informing prevention and intervention. This study fills a gap in the literature by examining the longitudinal relations between cyberbullying and cyber dating aggression. Data were collected from 185 ninth-grade students in the southeastern United States who endorsed being in a dating relationship within the past 30 days and participated in two waves of surveys three months apart. The sample was 50.3% female, 91.1% Black, and the mean age was 14.32 years old (SD = 0.56). Cyberbullying uniquely predicted subsequent increases in cyber dating aggression. Similarly, cyber dating aggression predicted subsequent increases in cyberbullying. In-person aggression (peer-targeted and dating) did not predict their online counterparts (cyberbullying and cyber dating aggression). Overall, these results indicate that aggression perpetrated online may generalize from one relational context (i.e., peer relationship) to another relationship context (i.e., dating relationship), such that efforts targeted at preventing online aggression in both relationship contexts may be most effective in preventing future online aggression.

Training pre-service teachers to deal with cyberbullying: Collective intelligence as a mode of learning

Collective intelligence is a theoretical construct that focuses on results stemming from a workgroup dealing with complex tasks. Our goal was to determine whether a group of pre-service teachers presented with a case of adolescent cyberbullying could improve their capacity for action. The experiment was carried out with 221 pre-service teachers at the University of Zaragoza, Spain, and using Collective Learning. The cyberbullying case we presented could be resolved via a series of questions in successive phases. Results showed an increase in learning throughout all phases, with a remarkable difference between the average score of the first phase and the last one. By the end of the experiment, the answers which had been most highly valued by the total set of participants turned out to be of considerable quality. We discuss the potential of collective intelligence as a tool for innovating and improving teaching-learning processes in university training.

The Evolution of Cyberbullying in Children and Adolescents

The Evolution of Cyberbullying in Children and Adolescents

Analisis Penyebab Maraknya Cyberbullying di Era Digital pada Remaja

The development of increasingly sophisticated social media has made the phenomenon of cyberbullying a serious problem in affecting adolescents' mental and emotional health. It is through these social media platforms that individuals can easily intimidate, belittle or emotionally harm others. As a result, incidents of cyberbullying are becoming more widespread and have a serious impact on adolescents' emotional and mental well-being. The purpose of this paper is to find out the causes of cyberbullying in the digital era in adolescents. The method used is literature review by collecting and taking the essence of previous research and analyzing several sources relevant to the research topic. The results of research conducted by various experts show that the causes of rampant cyberbullying in adolescents in the digital era are caused by several factors, namely anonymity online, indifference to consequences, group pressure, lack of awareness of the negative impact as well as lack of parental supervision and lack of digital literacy.

Relationship between positive parenting and cyberbullying perpetration among adolescents: role of self-esteem and smartphone addiction.

Adolescents may perpetrate cyberbullying in cyberspace, which they perceive as a medium of social communication, and cyberbullying perpetration is closely related to adolescent behavior, mental health, and development. This study aimed to examine the relationship of certain factors related to cyberbullying in adolescents using the framework of Jessor's problem behavior theory. This cross-sectional study investigated the mediating effect of adolescent self-esteem and smartphone addiction in the relationship between positive parenting and adolescent cyberbullying perpetration. The secondary analysis used data from the 2018 Korean Children and Youth Panel Survey. The data on positive parenting, adolescent self-esteem, smartphone addiction, and perpetration of cyberbullying of 2,394 Korean adolescents (boys: 1,297, 54.2%) were analyzed. Hayes' PROCESS macro program was used to confirm the mediating role. The results revealed that 26.5% (n = 634) of adolescents had perpetrated cyberbullying. Positive parenting did not directly relate to cyberbullying perpetration. Adolescent self-esteem and smartphone addiction played a mediating role between positive parenting and adolescent cyberbullying. Individual adolescent characteristics and parent/family system characteristics should be considered in policies aimed at preventing adolescent cyberbullying perpetration, preceded by the management of appropriate smartphone use. Improving young people's self-esteem and teaching them how to use smartphones correctly can help prevent cyberbullying.

Cyber bullying and victims among adolescents depending on perceived parental attitudes

Being a cyberbully and being a cyber victim is a common problem that negatively affects the lives and psychological well-being of children and young people. This situation arises with the increase in internet usage. Being a cyber bully and being a cyber victim negatively affects the psychosocial development of children and adolescents. Family environment, parental behavioral attitudes and various factors play an important role in adolescents' involvement in cyber aggression and cyber victimization. Aim: This study aimed to examine the relationships between perceived parental attitudes (democratic, authoritarian, protective and permissive) and cyber bullying (cyber aggression-victimization) in adolescents. These relationships were investigated by taking into account demographic variables such as gender, age, grade level, and own internet usage time. Materials and Methods: The sample of the research consists of 125 high school students between the ages of 14-18 studying at a private high school in Istanbul. Data were collected from students in the classroom using the survey method. As a data collection tool in the research; Personal Information Form, Parental Attitudes Scale and Cyberbullying Scale were used. IBM SPSS Statistic Base 25.0 was used to analyze the data collected in the study. The following analyses, respectively; descriptive, reliability, normality and Pearson Correlation were performed. Conclusion: According to the findings of the research, it was determined that there was a positive and moderate relationship between the characteristics of parents having a permissive attitude (r: 0.365 p: 0.000) and having an authoritarian attitude and the students' exposure to cyber bullying (r: 0.334 p: 0.000). However, it was determined that there was a negative and moderate relationship (r: -0.552 p: 0.000) between parents' democratic attitudes and students' exposure to cyberbullying. Results: According to the results of the research, students' exposure to cyberbullying behavior will increase when they are faced with authoritarian and permissive parental attitudes, and the exposure to cyberbullying behavior will decrease in children of parents whose internet usage time is controlled and who have democratic attitudes.

The Role of the Tri Pusat Pendidikan in Combating Cyberbullying in Adolescents

Cyberbullying in adolescents involves strong emotional aspects, where emotional disturbances serve as crucial signals in these cases. This research aims to understand the role of the Tri Pusat Pendidikan in addressing cyberbullying in adolescents. A literature review approach was employed by gathering data from various sources such as articles, books, journals, documents, and websites, which were analyzed meticulously. The research findings indicate that cyberbullying in adolescents is a complex issue influenced by their emotions and moral values. When emotions are disturbed or moral values are low, cyberbullying can act as a trigger. Psychological support for adolescents who are frequent victims of cyberbullying becomes crucial as they may face difficulties in receiving love and communicating effectively. Effective preventive measures need to focus on character education rooted in moral values. To achieve this, collaboration between family, school, and society namely Tri Pusat Pendidikan is highly essential. Through this collaboration, it is hoped that adolescents can understand the importance of respecting others, avoiding bullying behavior, and using communication technology responsibly.

Teacher Experience of Guidance and Counseling in Treating Youth with Cyberbullying Case

Background: Cyberbullying in adolescents may cause depression, decreased academic achievement, withdrawal from the environment, family and the presence of suicidal ideation. The success of teachers in dealing with cyberbullying is unknown.Objective: To explore the Guidance and Counseling Teachers experience in dealing with adolescents with cyberbullying incidents.Methods: This study used a qualitative descriptive approach with a phenomenological approach and data were collected through in-depth interviews with 8 Guidance and Counseling Teachers who deal with adolescents with cyberbullying incidents. Data analysis in this study used the Colaizzi method.Results: In this study, there were five essential themes in this research including cyberbullying is not a serious problem, various problems faced in dealing with cyberbullying, emotional responses to cyberbullying victims, cyberbullying victims are weak emotional mentality students and lack of coordination between parents, teachers subjects and Guidance and Counseling teachers.Conclusion: The problem of cyberbullying has considered as unserious problem and there is a lack of coordination between parents, subject teachers and guidance and counseling teachers. So that special training is needed to deal with cyberbullying, there are guidelines, clear cyberbullying prevention strategies and the existence of government agencies that specifically handle cyberbullying case.

Does parental phubbing increase the risk of adolescent cyberbullying and cyber victimization? The role of social anxiety and self-control

Cyberbullying and cyber victimization are widespread problems that impair the physical and mental health of adolescents. To date, the impact of parental phubbing on adolescent cyberbullying and cyber victimization remains underexplored. The current study investigates the relationships between parental phubbing and adolescent cyberbullying and cyber victimization and whether these influence mechanisms work consistently. We recruited 1034 Chinese adolescents aged 12–15 years as a sample and constructed two moderated mediation models to evaluate the relationships among parental phubbing, social anxiety, self-control, cyberbullying, and cyber victimization. The results showed that (1) parental phubbing positively predicted adolescent cyberbullying and cyber victimization; (2) parental phubbing was associated with cyberbullying and cyber victimization among adolescents through the mediating effect of social anxiety; (3) the relationships between parental phubbing and adolescent cyberbullying and cyber victimization and the mediating effects of social anxiety were moderated by self-control; specifically all effects were significant at low self-control and vice versa. The research findings are conducive to informing the risk factors and mechanisms of adolescent cyber violence and further reveal the negative influence of parental phubbing on adolescent development.

Online disinhibition and adolescent cyberbullying: A systematic review

There has been a growing focus on researching adolescent cyberbullying in recent years. Increasing studies highlight the role of online risk factors—online disinhibition and its specific characteristics—in cyberbullying among adolescents. Systematic searches were performed in MEDLINE, PubMed, PsycArticles, PsycINFO, Scopus, and Web of Science. There were 837 papers in total, 410 of which were non-duplicated, and 15 were ultimately included. Based on the current empirical findings, it has been observed that a heightened perception of online disinhibition corresponds with an increased likelihood of engaging in cyberbullying activities. In addition to the direct effect of online disinhibition on cyberbullying, research also found that online disinhibition functioned through moral disengagement and low self-control to influence cyberbullying. Furthermore, the effects of specific characteristics of online disinhibition on cyberbullying were also investigated. However, most studies (six out of seven) merely focused on the effects of anonymity on cyberbullying, and the results were inconsistent. Additionally, the effects of perception of invisibility and asynchrony on cyberbullying were also examined in limited research. The results showed that online invisibility had no effect on cyberbullying. Asynchrony contributed to cyberbullying directly and indirectly through moral disengagement. Further research is required to investigate the impacts of solipsistic introjection, dissociative imagination, and minimizing authority on the occurrence of cyberbullying. These findings are discussed, and practical as well as policy implications and guidelines for future studies are proposed.

The Relationship Between Internet Pornography and Adolescent Cyberbullying Behavior

The internet plays a pivotal role in facilitating human communication, education, and entertainment. Internet users reach 4,7 million out of a total world population of 7,8 million. Nonetheless, the influence of internet is twofold, as it engenders adverse consequences for adolescents. Cyberbullying and internet pornography, in particular, have been indentified as significant contributor to the deterioration of mental health. A cross-sectional analytic descriptive study had done. There was a ninety-two respondent who fulfilled the online questioner from January 20th to 27th 2023. SPSS version 26, chi-square test and multiple logistic regression test done to do statistical analysis. Around 47.8% respondent accessed internet pornography and 22.8% had done cyberbullying. There was a relationship between internet pornography with adolescent cyberbullying behavior (p &lt;0.05). Internet pornography risked around four times higher than adolescent cyberbullying behavior. Internet can easily connect to pornography by 3A: accessibility, affordability and anonymity. Wrigth and Donnerstein (2014) stated nearly 42% of adolescent watched pornography on internet, which around 27% watched it accidentally. Pornography can change someone’s mind or behavior. Shek and Ma (2014) concluded that cyberbullying person were more likely to access internet pornography. Adolescent is an aged of growth and taking risk. They do not fully understand about their actions and consequences of what they have done

The Mediating Role of Parenting Styles in the Relationship Between Family Adaptability and Cohesion and Cyberbullying in Adolescents

Background: Excessive use of cell phones in adolescents is associated with injuries and behavioral deviations. Cyberbullying is one of these behavioral deviations which involves deliberate and repeated aggression. Family and parenting factors are considered to have an essential role in cyberbullying. Among these factors, the cohesion and flexibility of the family have garnered considerable attention. Objectives: The present study examined the relationship between family adaptability, cohesion, and cyberbullying and the mediating role of parenting styles in this relationship. Materials and Methods: Cross-sectional design and structural equation modeling (SEM) were used in this study. The statistical population included students using mobile phones in Tehran. A sample of 220 students was selected via convenience sampling. The Family Adaptability and Cohesion Evaluation Scales, Cyber-Bullying/Victimization Experiences Scale, and the Parental Authority Scale were used to collect data. Statistical data analysis was done using the Pearson correlation test and structural equation path analysis in SPSS 26 and AMOS 26. Results: The results showed that There was a significant correlation between family cohesion and cyberbullying (r =- 0.246) (P &lt; 0.01), family adaptability and cyberbullying (r = -0.167) (P &lt; 0.01), family adaptability and cohesion and parenting styles (r = 0.433) (P &lt; 0.01), authoritarian, indulgent, authoritative parenting style and cyberbullying (r = 0.289) (r = 0.124) (r = -0.143) (P &lt; 0.01). These direct and indirect effects were created through the mediation of parenting styles. Conclusions: Generally, the results showed that family adaptability and cohesion significantly negatively correlate with cyberbullying. The model showed family adaptability and cohesion, and cyberbullying did not have a direct relationship. However, perceived parenting styles can play a mediating role in this relationship.

청소년 사이버 폭력 예방 프로그램 독일 ‘미디어 핼덴’에 관한 고찰

This paper examines Media Helden, an adolescent cyberbullying prevention program in Germany, as a solution to increasingly serious adolescent cyberbullying. The goal of the Media Helden program is to lead to reduction of victims and perpetrators as well as prevention of cyberbullying through empathy enhancement. Through role-playing, students practice and train their empathy skills by focusing on their actions and their changes as bystanders, rather than focusing only on the role of perpetrator-victim in a cyberbullying situation. Adolescent cyberbullying is not an individual problem, but occurs when social power is misused in social relationships. It is hoped that this program will spread awareness that cyberspace is also a social space with ethics and rules, and become a solution to prevent cyberbullying among adolescent.

The relationship between parental conflict and adolescent cyberbullying: the roles of parent-child attachment and core self-evaluation

The relationship between parental conflict and adolescent cyberbullying: the roles of parent-child attachment and core self-evaluation

The relationship between early adolescent cyberbullying victimization and later emotional wellbeing and academic achievement

AbstractThis study addresses a knowledge gap in the literature about early adolescent cyberbullying victimization and the related positive and negative emotional wellbeing and academic achievement outcomes experienced over time. The study examines 9139 South Australian students (aged 10–13 years) who reported on cyberbullying status in Grade 6, and explores the relationship with emotional wellbeing and academic achievement outcomes measured in Grade 7 and Grade 9, while accounting for range of child, peer, school, and community covariates. Using mixed effects modeling, the results show that cyberbullying victimization is associated with significantly lower levels of happiness, life satisfaction, and higher levels of sadness, and worries over the shorter term (Grade 7), and significantly lower levels of reading and numeracy sustained across the longer term (Grades 7 and 9), compared to non‐victimization. The results indicate that early adolescent cyberbullying may be associated with poor emotional wellbeing and academic achievement as one progresses through formal school and highlights the importance of considering the outcomes of bullying victimization beyond the immediate instance.