Involvement In Cyberbullying Research Articles

Prevalence of cyberbullying involvement and its association with clinical correlates among Chinese college students

BackgroundCyberbullying refers to a modern form of bullying that could be practiced electronically or on the Internet. This study conducted a cross-sectional survey to explore different types of cyberbullying involvement (CI) and the associations of CI with demographic characteristics and mental health problems among Chinese college students. MethodsA total sample of 18,578 Chinese college students were recruited (68.1 % female, mean age = 20.07 years) from October 17 to 29, 2023. All participants completed self-reported web-based questionnaires on demographic characteristics, CI, sleep disturbance, depression, anxiety, and suicidal ideation. ResultsMore than a quarter of participants (27.5 %) have been involved in cyberbullying: specifically speaking, 10.1 % cybervictims, 4.7 % cyberbullies, and 12.7 % both (cyberbully-victims). Males, younger age, left-behind experiences, individuals with poorer family economic status, adolescents with chronic physical illness, and those with family history of mental disorders are more likely to experience CI. Unlike participants without CI, cybervictims and cyberbully-victims reported a higher risk of sleep disturbance, depression, anxiety, and suicidal ideation. Cyberbullies also have a higher rate of sleep disturbance and depression than their peers who are not involved in cyberbullying. ConclusionOur findings indicate that CI is widespread among Chinese college students, and CI is associated with the high reported rates of a series of psychopathology. This study highlights the significance of implementing anti-cyberbullying interventions specifically targeted at college students. Furthermore, it underscores the importance of monitoring changes in students' mental health status throughout the intervention process.

The role of school climate on student disclosure of private information and cyberbullying: a comparison of regular and vocational school students in China.

Adolescents are experiencing an unprecedented cyber-saturated environment where the disclosure of private information should be approached with caution. This study aims to investigate the effects of school environment, including student support, teacher support, and opportunities for autonomy, on students' disclosure of private information and their experiences with cyberbullying. In September 2022, a total of 1,716 students (mean age = 14.60, SD = 1.35) from three regular and vocational schools in China participated in the survey. The results showed that 35.6% of the participants had experienced victimization by cyberbullying, and 12.6% had perpetrated cyberbullying. Vocational school students reported significantly higher rates of cyberbullying and lower levels of perceived school climate than students from regular school. Student support in the school environment was found to negatively affect both cyberbullying perpetration and victimization, with this impact appearing to be stronger in regular schools as compared to vocational schools. Opportunities for autonomy and the disclosure of private information were positively correlated with experiences of cyberbullying. This study introduces a novel perspective that perceived school climate influences adolescents' disclosure of private information and their involvement in cyberbullying. The findings could provide implications for future research and practices aimed at child protection in cyberspace.

Just as Violent: Cyberbullying and In-Person Violence Compared Among Arab Youth in Israel

AbstractThis study examined similarities and differences between adolescent involvement in cyberbullying and in-person violence from a socio-ecological perspective. It explored the associations between individual (gender, age, religiosity, and impulsivity), family (parental support, monitoring, and conflict), and contextual factors (commitment to school, affiliation with delinquent peers and exposure to community violence), on the one hand, and four types of violence: cyberbullying and three subtypes of in-person violence—severe and moderate physical violence and indirect violence—on the other. The sample included 3178 Arab students in grades 7–11 in Israel, who completed a structured survey. “In-person bullying” or face-to face violence was found to be significantly and positively associated with involvement in cyberbullying, and both bullying behaviors were found to share common predictors. Of the four types of violence, involvement in severe physical violence and cyberbullying and was the lower (28.4% and 14.1% and of students, respectively), with significantly higher rates for indirect and moderate violence (65.7% and 47.3%, respectively). The general trend found in the study was one of similarities between cyberbullying and in-person violence, especially of the severe physical type. We conclude that protecting youth against involvement in violent acts can be most effectively achieved by buffering the impact of situational and personal risk factors.

Comparing the Differences in the Main Factors Influencing High School and College Students' Involvement in Cyberbullying Behaviour - Based on Bandura's Social Cognitive Theory

The rapid development of communication technology and the economy has made it easy for everyone to access the internet to disseminate and receive information. In such a situation, people naturally express their opinions about the information they receive. Because everyone has different opinions about the received informations, which can lead to arguments, in more serious cases, cyberbullying has emerged as a natural consequence of this process. High school and university students account for a significant proportion of the occurrence of and involvement in cyberbullying. Therefore, this study collects and analyses data to compare the factors of high school and university students' involvement in cyberbullying. This study used Social Cognitive Theory (SCT) to investigate the factors that influence participation in cyberbullying, in terms of personal expectations of the outcome of violence and social norms. Questionnaire analysis was then used to obtain 420 valid responses as the data required for the study. It was found that the main factors influencing high school and college students' involvement in cyberbullying did not differ significantly.

Description of Cyberbullying Behavior in Adolescents

Emotional enhancement as one of the characteristics of adolescence development causes adolescents vulnerable to juvenile delinquency such as bullying. In the current era of technological development, bullying is not only done directly but can also be done through social media or cyberbullying. This study aims to describe cyberbullying behavior in adolescents at Jember High School. This study aims to describe cyberbullying behavior in adolescents at Jember High School. The research method used was descriptive quantitative with 319 students in a high school in Jember Regency as a sample. The sampling technique uses proportionate stratified random sampling. The measurement tool used is The Second Revision of the Revised Cyber Bullying Inventory-II (RCBI-II) which has been translated and modified. The results showed that 13.8% of students became perpetrators, 17.9% became victims, 37.6% became both perpetrators and victims, and 30.7% were not involved. The conclusion from this study is that there is a high level of cyberbullying behavior in adolescents. There needs to be follow-up from the school to provide moral education, especially about the negative effects of cyberbullying on adolescent mental health as an effort to prevent cyberbullying behavior in students. In addition, parental supervision is also needed on adolescent activities in social media to minimize adolescent involvement in cyberbullying.

Adolescent-Caregiver Agreement Regarding the School Bullying and Cyberbullying Involvement Experiences of Adolescents with Autism Spectrum Disorder.

School bullying and cyberbullying victimization and perpetration are prevalent in adolescents with autism spectrum disorder (AASD). However, the levels of adolescent-caregiver agreement regarding the bullying involvement of AASD and the factors associated with these levels remain to be evaluated. In the present study, we evaluated the levels of adolescent-caregiver agreement on the school bullying and cyberbullying involvement experiences of AASD and the factors associated with the levels of agreement. This study included 219 dyads of AASD and their caregivers. The school bullying and cyberbullying involvement experiences of the participating AASD were assessed using the School Bullying Experience Questionnaire and the Cyberbullying Experiences Questionnaire, respectively. Attention-deficit/hyperactivity disorder, oppositional defiant disorder (ODD), depressive and anxiety symptoms, and autistic social impairment were also assessed. AASD and their caregivers had poor to fair levels of agreement regarding the school bullying and cyberbullying victimization and perpetration experiences of AASD. Severe inattention, hyperactivity-impulsivity, ODD, depressive and anxiety symptoms, and autistic social impairment were associated with high levels of adolescent-caregiver agreement. When assessing the bullying involvement experiences of AASD, mental health professionals should obtain information from multiple sources. In addition, the factors influencing the levels of agreement should be considered.

Cyberbullying perpetration during the Covid-19 pandemic: A study on the relationship between strain, angerand parental support

ABSTRACT The pandemic compelled more exposure to online media in different forms like online education, interactions, gaming, and collaboration, which aggravated the cyberbullying issue. Cyberbullying can now occur in several different mediums due to the renewed lifestyle challenges spawned by the pandemic. Hence, it is imperative to assess the antecedents of cyberbullying behaviour (CBB). General Strain Theory (GST) is taken as a grounded theory to understand the underlying mechanisms of strain and anger and their impact on deviant outcomes like CBB. The current study adds to the GST literature by investigating the association between stress and anger, leading to cyberbullying behaviour. The study also examines the extent to which parenting factors (monitoring, communication, and trust) moderate adolescents’ involvement in cyberbullying. An online survey was used to collect data from 221 high school Indian students for this purpose. As per the results, there is a direct relationship between strain, anger, and cyberbullying. The study confirms an indirect relationship between strain and cyberbullying through anger. The findings suggest that parental influences are important in moderating the relationship between strain and anger in adolescent cyberbullying behaviour. The study recommends strategies for parents, educators, and healthcare providers when dealing with cyberbullying behaviour.

Cyberbullying in COVID-19 Pandemic Decreases? Research of Internet Habits of Croatian Adolescents

Online contacts and other activities on the Internet came into focus given the increased use during the COVID-19 pandemic. The online environment is a setting for problematic Internet use, including cyberbullying, and research so far shows that inclusion in cyberbullying depends on the amount of screen time. Increases in screen time during the pandemic could affect the growth of the prevalence rates of children’s involvement in cyberbullying. The aim of this paper is to compare the Internet habits, cyberbullying and parental role in children’s online activities before and during the COVID-19 pandemic, when the use of the Internet increased due to online classes and implemented measures to prevent the spread of the infection. The Institute of Public Health of Split-Dalmatia County conducted a quantitative online survey of Internet habits and problematic Internet use in two waves in 2017 and 2020 with adolescents from 12–18 (N2017 = 536; N2020 = 284). Research included adherence to ethical standards of research with children. An online activity questionnaire for children, a questionnaire of parental behaviors and the European Cyberbullying Intervention Project Questionnaire—ECIPQ were used. The results of the research point out that cyberbullying rates in the pandemic decreased. The results show that the cumulative effect of parental monitoring is medium with approximately 5% of explained variance for experiencing and 6% for committing violence. The similar set of predictors is statistically significant in both regressions. Parental actions of monitoring applications, informing children and monitoring search history are identified as protective factors for committing or experiencing cyber violence. These findings are important for understanding the effect of the general digitization of society, which leads to an extensive increase in the use of online content and various digital tools, and the role of the parents, especially as protective potential for cyberbullying among children.

Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement.

Although elementary schools are considered a fertile ground for promoting positive behaviors among students (such as safe online practices), to date, almost no study has examined the effectiveness of a cyberbullying prevention program among elementary school students of typical and non-typical development. The present study evaluated the effectiveness of such a school-based European funded preventive program (TABBY, Threat Assessment of Bullying Behavior in Youth) among sixth graders with and without special educational needs (SEN). The study also examined the predictive role of self-esteem in students’ cyberbullying involvement. Overall, 240 students from randomly selected Greek schools completed a self-report questionnaire, which included a scale on cyberbullying and self-esteem. Following an experimental longitudinal research design, the intervention was applied to the experimental (N = 120) but not to the control group of students (N = 120). Each group consisted of both students with (N = 60) and without SEN (N = 60). The evaluation was based on the completion of the self-report questionnaire before (1st phase), immediately after (2nd phase), and 6 months after the intervention was completed (3rd phase) by trained general and special education teachers. According to the findings, students’ cyberbullying engagement (as bullies/victims) decreased significantly in the second and third phase, and especially for those with SEN. Additionally, self-esteem negatively predicted students’ involvement in cyberbullying (as bullies/victims) in all three phases. The findings partially support the appropriateness of interventions within the elementary school context in order to enhance self-esteem and promote a safe online culture among students of typical as well as atypical development.

Factors Affecting Cyberbullying Involvement Among Students of Northwestern University

Cyberbullying has emerged as a timely and relevant issue. Almost all students are active in using gadgets and exposed to social media platforms, making them vulnerable to cyberbullying. This study determined the factors associated with cyberbullying involvement of students of Northwestern University. It specifically answered the demographic profile of students, perceived factors influencing students' involvement in cyberbullying, its effects, and their coping mechanisms as the basis of coming up with Information-Education-Communication material. A quantitative-descriptive method was used using IPO. A survey questionnaire was used and distributed online using Google forms. There were 351 participants from different colleges. Frequency, percentage, and weighted mean are used to analyze the data. Findings revealed that Medium and school are the most significant factors influencing students' involvement in cyberbullying. The perceived effects of cyberbullying provide a risk to mental and physical health, lack of confidentiality or privacy, and connection to real life. It also generates mood, sleep, eating habits, or low self-esteem. Being with peers, understanding one's behavior, and focusing on studies are dominant coping mechanisms. Since this study is limited only to college students in private institutions, it offers future researchers to investigate the perception of students in public institutions. Further, researchers may also study parents' perceptions of cyberbullying since they play a vital role in protecting their children in this critical issue. This study on cyberbullying was conducted during the pandemic when students were exposed to technology and social media involving college students in a private institution.

ICTs opportunities and risks: Effectiveness of a nationwide intervention

The Safer Internet Centre project aims to promote initiatives to make the Internet a better and more secure space for youths. Across the nation, schools were involved in activities aimed at raising awareness throughout a full school year. The first goal of this study is to analyze whether the project was effective, based on three aspects: (a) students’ awareness of online risks; (b) students’ perception of the schools’ policy both on ICTs risk prevention and incidents; and (c) cyberbullying involvement. The second aim is related to the evaluation of the moderating role of intervention dosage on the outcomes. Two trials of intervention were carried out, one for each goal. In the first, we involved students from control schools (N = 675) and experimental schools (N = 775). In the second, we compared two experimental groups: Higher (N = 251, online and face-to-face components) and Lower (N = 315, only the online component) dosage of intervention. Using pre/post-intervention design, we found a significant increase over time in the experimental group on the schools’ commitment to preventing and dealing with online risks. While the students in experimental schools felt themselves significantly more aware of online risks, no significant decrease over time was found in the involvement in cyberbullying. Besides, no dosage effect was found, showing that face-to-face component in our project did not have additional benefits. Implications for future implementations are discussed.

Cyberbullying and empathy among elementary school students: Do special educational needs make a difference?

The present study investigates involvement in cyberbullying and empathy skills, as well as the relationship between the two among general education sixth grade elementary school students with and without special educational needs (SEN). Specifically, 120 students with SEN (Autistic Spectrum Disorder-ASD, Attention Deficit Hyperactivity Disorder-ADHD, learning disabilities) and 120 students without SEN from 29 randomly selected schools of the second biggest city in Greece completed a self-report questionnaire, which included a short version of the "Cyberbullying Questionnaire" (Smith etal., An investigation into cyber bullying, its forms, awareness and impact, and the relationship between age and gender in cyber bullying. A report to the Anti-Bullying Alliance. Unit for School and Family Studies, 2006) and the "Basic Empathy Scale"-BES (Jolliffe & Farrington, 2006, J Adolesc, 29:589, 2006). The results showed that, regardless of gender, involvement in cyberbullying (as victims/bullies) concerned primarily students with SEN, mainly those with ASD and ADHD. Accordingly, students with SEN and mostly those with ASD expressed lower affective and cognitive empathy compared to the rest of the students. Finally, for all the participating students both affective and cognitive empathy negatively predicted engagement in cyberbullying (as victims/bullies). Implications for preventive actions in elementary education, and especially for children with SEN, are discussed in detail.

Bullying and cyberbullying in a modern school

Introduction. One of the aspects of digitalisation of education is the transfer of interpersonal relations and group processes into a virtual environment. Bullying, one of the biggest problems in school communities, is also relevant when communicating on the Internet. The danger of both bullying and cyberbullying is that the bullying processes can be hidden from the eyes of adults, which makes it difficult to counteract, because from the outside the situation may seem favourable. For the same reason, the scope of the phenomenon needs to be assessed and clarified.Aim. The current research aimed to investigate students’ subjective perceptions of the manifestations and experiences of bullying and cyberbullying in educational and online environment.Methodology and research methods. To study the problem, a questionnaire was developed to identify the type and form of participation in school bullying and cyberbullying. The questionnaire survey was carried out among 1762 middle-level students of educational organisations of general secondary education and secondary vocational training in Ekaterinburg and the Sverdlovsk region.Results. The presence of both school bullying and cyberbullying in the educational organisations of the Sverdlovsk region was revealed. The most common forms of both types of persecution and distribution by type of participation were identified. Distribution in school bullying: victims – 35.5%, instigators – 15.7%, ordinary participants – 11.5%, witnesses – 42.0%. In school cyberbullying: victims – 20.4%, aggressors – 7.7%, instigators – 4.7%, ordinary participants – 6.4%, witnesses – 20.4%. The transformation of school bullying in the digital space preserves the structure, types of participation, but adapts the forms of bullying and the degree of involvement of the participants. It can be argued that the involvement in cyberbullying (in all roles) is lower than the involvement in school bullying. The research results make it possible to start a study of the dependence of the forms and motivation of the persecutors on the space, in which these relations are realised.Scientific novelty. The present research demonstrates a cross-cutting comparison of various forms of bullying and cyberbullying in school communities, recorded in representatives by different forms of bullying (victim, stalker, witness).Practical significance. The questionnaire proposed in this paper can be used for the further analytical research on bullying and cyberbullying in school communities.

The Buffering Effect of Perceived Parental Social Support in the Longitudinal Relationship Between Homophobic Cyberbullying and LGBTQIA Adolescents’ Health Outcomes

This 1-year longitudinal study examined the moderating effect of perceived parental social support in the associations between homophobic cyberbullying involvement (victimization and bystanding) and suicidal ideation, non-suicidal self-harm, and subjective health complaints among 467 adolescents ( Mage = 13.81 years; 59% female) who identified as LGBTQIA. Results showed that homophobic cyberbullying involvement were both related positively to suicidal ideation, non-suicidal self-harm, and subjective health complaints 1 year later. Parental support did not moderate the relationship between homophobic cyberbullying involvement and subjective health complaints. However, parental support moderated the relationship between homophobic cyberbullying involvement (both victimization and bystanding) and suicidal ideation and non-suicidal self-harm. Hence, the present study highlights the need for more research on homophobic cyberbullying, the crucial role parents can play in mitigating negative outcomes of involvement in homophobic cyberbullying, and the development of inclusive anti-cyberbullying prevention programs that acknowledge the needs of LGBTQIA adolescents.

Describing Disclosure of Cybervictimization in Adolescents from the United Kingdom: The Role of Age, Gender, Involvement in Cyberbullying, and Time Spent Online

ABSTRACT Disclosing experiences of cybervictimization is an important first step in many anti-bullying interventions. Gender, age, cybervictimization experiences, cyberbullying behaviors, and time spent online were examined as factors that describe: (a) disclosing cybervictimization and (b) perceptions of helpfulness following disclosure. The sample comprised 750 (384 boys and 365 girls, M age = 12.57 years, SD age = 1.25 years) 11- to 15-year-olds recruited from two schools. Participants completed self-report measures of cybervictimization experiences, cyberbullying behaviors, intent to disclose cybervictimization, who they thought would be helpful following disclosing cybervictimization, and technology use. Over 88% of the sample reported that they would disclose cybervictimization. Girls and those experiencing low levels of cybervictimization reported they would disclose cybervictimization. Those who were older, and girls reported that they thought friends would be helpful following a disclosure of cybervictimization, whereas those who were younger reported that parents and the police would be helpful. A Gaussian graphical model was used to further explore perceptions of helpfulness following disclosure of cybervictimization and highlighted a complex pattern between targets. The findings add to the growing evidence of the complexity around adolescents’ propensity to disclose experiences of cybervictimization which has implications for anti-bullying interventions.

Cyberbullying Involvement, Resilient Coping, and Loneliness of Adolescents During Covid-19 in Rural China.

Cyberbullying involvement can lead to internal health issues, especially mental health problems. Different coping strategies may reduce or enhance the strengths between cyberbullying experience and mental health problems. In this study, we examined the correlations between cyberbullying involvement and loneliness among a group of children and adolescents during the Covid-19 pandemic in China, focusing on investigating the protecting effect of the resilient coping strategy. The results demonstrated that 86.68% of the students were not involved in cyberbullying activities, 8.19% were victims only, 1.89% was perpetrators only, and 3.24% were both victims and perpetrators. Compared with the non-involved, the victims-only group had a significantly higher degree of reported loneliness and a lower score of resilient coping, while the differences of the other groups were not significant. Resilient coping strategy can significantly reduce loneliness and play a mediating role between cyberbullying victimization and loneliness, but such mitigating effect was relatively weak. Besides, peer relations were the primary protective factors, and age was the primary risk factor of loneliness among the controlled variables. This study can enrich current knowledge of cyberbullying involvement and the psychological health among children and adolescents, especially in the context of the pandemic.

Do the face-to-face actions of adults have an online impact? The effects of parent and teacher responses on cyberbullying among students

ABSTRACT Research on bullying underlines the role of significant adults: the way teachers and parents respond to offline bullying has the potential to reduce bullying behaviours, but whether they have an influence on cyberbullying is unknown. This study delves into what effects parent and teacher responses to offline bullying have on cyberbullying. The sample was composed of 1.406 middle and high school students (F = 41%; M age = 13.1, SD = 1.4). We developed ad hoc measures to simultaneously estimate teacher and parent responses to offline bullying, i.e. non-intervention, disciplinary methods and supportive/relational interventions. Using a SEM model, we found that parents’ supportive/relational interventions are associated with lower levels of cyberbullying behaviours. At the same time, teachers’ non-intervention in offline bullying episodes was associated with higher involvement in cyberbullying. Findings highlight the critical and complementary role that parents and teachers play in preventing cyberbullying.

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.

Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background

The aim of this study is to discover the prevalence of cyberbullying among adolescents from Ecuador and Spain, and identify any differences by gender, school year, and ethnic-cultural background. A culturally-diverse group of 33,303 adolescents took part in the study (Ecuador = 10,918; Spain = 22,385). Our results show that in Ecuador, one in four, and in Spain, one in five teenagers were involved in cyberbullying. In both countries, teenagers in the higher school years were more commonly involved. Significant differences in gender and role of involvement were detected in both countries. In Ecuador, no differences were noted between the different ethnic-cultural groups as regards to the roles of involvement in cyberbullying. However, in Spain, these differences do exist. In this paper, these findings are discussed, and proposals for how to prevent cyberbullying are given.

The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents

The influence of the family in children’s involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children’s involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents’ Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents’ educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent’s involvement in bullying and cyberbullying, is discussed.