Predicting adolescent perpetration in cyberbullying : An aplication of the theory of planned behavior. 'Cómo predecir la perpetración adolescente del ciberacoso escolar : aplicación de la Teoría de la Conducta Planificada (original) (raw)
Related papers
Psicothema
""This study aims to contribute to the research fi eld on cyberbullying by offering a comprehensive theoretical framework that helps to predict adolescents’ perpetration of cyberbullying. One thousand forty-two pupils from 12 to 18 years old in 30 different Belgian secondary schools participated in two surveys within a three-month interval. Structural equation modeling was used to test whether the overall model of theory of planned behavior (TPB) helps to predict adolescents’ self-reported perpetration in cyberbullying. Overall, the present study provides strong support for the theoretical utility of the TPB in cyberbullying research. The model accounted for 44.8% of the variance in adolescents’ behavioral intention to cyberbully and 33.2% of the variance in self-reported cyberbullying perpetration. We found a strong positive relationship between adolescents’ attitude towards cyberbullying and their behavioral intention to perpetrate it. Perceived behavioral control and subjective norm, the other two TPBconstructs, were also signifi cant albeit relatively less important predictors of adolescents’ intention to cyberbully. The finding that adolescents’ attitude is the most important predictor of perpetration, entails that prevention and intervention strategies should aim at reducing the perceived acceptability of cyberbullying among adolescents by converting neutral or positive attitudes towards this anti-social behavior into negative evaluations.""
Investigating the mechanisms of theory of planned behavior on Cyberbullying among Thai adolescents
Purpose-The purpose of this paper is to examine the etiological model of cyberbullying behaviors among Thai adolescents, testing the hypothesis that the constructs of theory of planned behavior (TPB), including self-esteem, will influence and have impact on cyberbullying intention and behaviors. Design/methodology/approach-Structural equation modeling (SEM) was used to analyze the data. Self-administered questionnaires were used among multi-stage stratified random samples from secondary schools in the Bangkok. The sample size consisting of 354 subjects included those who were victims (44.7 percent), perpetrators (33.1 percent) and witness (67.8 percent). Findings-The SEM showed subjective norm (SN) to be the most direct influential factor of cyberbullying intention and behaviors, followed by attitude toward cyberbullying (Intention β ¼ 0.31, 0.24; p ¼ 0.01, Behavior β ¼ 0.09, 0.07; p ¼ 0.012 and 0.05, respectively). However, the SEM revealed that all variables from TPB including self-esteem in the equation can explain the variation scores of intention and cyberbullying behaviors at 54 and 67 percent levels (adjusted R 2 ¼ 0.54 and 0.67), respectively. The SEM showed that model modification indices indicate a good fit to the data (χ 2 ¼ 0.00, df ¼ 0, p W0.05, CMIN/df ¼ 0, GFI ¼ 1, AGFI ¼ 1, CFI ¼ 1 and RMSEA ¼ 0). Research limitations/implications-The experiences or witness of family violence and support at school level, which is supposed to mitigate the bullying problems, were neglected from this study. Practical implications-The preventive measures for cyberbullying behaviors among adolescents should involve activities fostering self-esteem, developing proper attitude and SN to prevent cyberbullying. The initiatives and developed school supportive system for adolescents to understand how to control themselves when engaging in social network are imperative. However, for future research, family violence witness and attempt to lure the cyberbullying victims into offline meeting should be explored more.
2022
The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students' and teachers' perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13-16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens' testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.
Theory of Planned Behavior in Cyberbullying: A Literature Review
International Journal of Research and Review, 2021
The rising usage of digital devices and the internet has been linked to an increase in cyberbullying. For cyberbullying has been related to a variety of negative outcomes. Using the theory of planned behavior (TPB), this study aimed to identify determinant elements that influence people’s intentions to cyberbully others. To review applications of TPB in the domain of cyberbullying and to verify the efficiency of theory to explain and predict cyberbullying behavior. Furthermore, an application of TPB in cyberbullying prevention program was presented. Keywords: Theory of planned behavior, Cyberbullying, Attitude, Subjective norms.
International Journal of Environmental Research and Public Health 19(18), 2022
The purpose of this article is to present the results of the study on the specific aspects of cyberbullying and prevention measures viewed from both the students' and teachers' perspectives. Cyberbullying is a severe threat to the individual and social well-being of young people. For this reason, it is important to understand how they perceive the phenomenon of cyberbullying, how they identify its causes, what they think about support, and the preventive measures offered through the lens of their own cyberbullying experiences. The study was conducted in a qualitative research paradigm. Students (N = 55) aged 13-16 from 25 junior high schools located in different regions of (blinded for the review) who had experienced cyberbullying incidents as victims, perpetrators, or bystanders, and their teachers (N = 45) were interviewed. They provided in-depth answers regarding cyberbullying incidents they had experienced and presented their attitudes and interpretations concerning those cases. The raw data were analysed by competent judges who defined a posteriori important categories that were useful for understanding the psychosocial mechanisms of cyberbullying and important dimensions of its prevention. The results proved a clear connection between participation in offline and online peer violence. The analysis of the statements showed that public/private types of cyberbullying involve different psychological and social mechanisms. Our findings confirm the importance of empathy as the buffering factor in cyberbullying perpetration. In addition, the limitations and inadequacy of the support and interventions offered by adults in cyberbullying cases have been emphasised in teens' testimonies. The results may constitute grounds for formulating recommendations on the prevention of cyberbullying in the school context, taking into account the perspective of all actors involved.
Students' Involvement in Cyberbullying
International Journal of Social and Educational Innovation, 2019
The present study sets up to investigate possible changes in the manner of manifesting violence involving middle school and high school students in Suceava county. Taking into consideration the tremendous impact of social networks on establishing means of communication and of free time, it is inevitable for the cybernetic environment to be a place where certain forms of violence can manifest themselves. By applying a questionnaire adapted by A.N.Grigore (2016) and used on the Romanian school population, we have proposed to investigate the incidence of the cyberbullying phenomenon in middle schools and high schools from Suceava county. Once finished, the study confirms cyberbullying isn't a pseudo phenomenon, which justifies the need for nonformal education and school counselling programs to take into cyberbullying into account, as a form of violence in which students might be involved.
Cyberbullying prevalence, stability, and risk factors during adolescence
Although research on cyberbullying has recently begun to emerge, few researchers have used longitudinal data to explore this phenomenon in Canada. Using 1-year longitudinal data from the Health Behavior in School-Aged Children Study conducted by the World Health Organization, we investigated the prevalence and stability and risk factors associated with cyberbullying, cybervictimization, and simultaneous cyberbullying and cybervictimization among 1,972 adolescents. Risk factors associated with cyberbullying included higher levels of antisocial behaviors and fewer prosocial peer influences. Risk factors associated with cybervictimization included being in the transition year for high school, as well as higher levels of traditional victimization and depression. Higher levels of traditional victimization were also associated with simultaneous cyberbullying and cybervictimization. Gender differences and implications of the findings are discussed. Résumé Depuis peu, on note l'émergence d'une recherche portant sur la cyberintimidation mais rares sont les chercheurs ayant étudié ce phénomène au Canada à partir de données longitudinales. Fondée sur les données longitudinales recueillies dans le cadre de l'étude Health Behavior in School-Aged Children Study menée par l'Organisation mondiale de la santé, notre recherche conduite auprès de 1972 adolescents porte sur la prévalence, la stabilité et les facteurs de risqué associés à la cyberintimidation, à la cybervictimisation de même qu'à la présence simultanée de la cyberintimidation/ cybevictimisation. Parmi les facteurs de risque associés à la cyberintimidation, on note un taux plus élevé de comportements antisociaux et une moindre influence prosociale
The Factors Influencing Cyberbullying and the Effects on Adolescents
NYP statistical research methods assignment, 2022
A literature review was conducted on the factors that influence cyberbullying among Singaporean adolescents. The research shows that cyberbullying is becoming more prevalent, especially among 10- to 15-year-olds, as adolescents use technology more frequently to stay connected with others 24/7. Anonymity also plays a large role in cyberbullying, as it encourages cyberbullying behaviours online. Similar to bullying, cyberbullying is a significant problem that can make the victim feel inadequate and unduly self-conscious, as well as increase the risk of suicide. The purpose of this paper is to raise awareness against cyberbullying and educate the readers about the factors that influence cyberbullying, as well as, the danger of cyberbullying to adolescent's mental health. The paper was co-authored by: Karthik, Jay, Jun Ming, Pin Shien
An Analysis of the Attitudes of Secondary School Students on Cyber Bullying Behaviors
Revista Romaneasca pentru Educatie Multidimensionala, 2021
The utilization of ICT in education has led to the widespread use of these technologies by students. Accordingly, traditional peer bullying has shifted from the school playgrounds to the virtual world and thus created an updated form of bullying called cyber bullying. The purpose of this study is to look into Cyber Bullying Behaviors of Secondary School Students in Northern Cyprus. The randomly selected sample consisted of a total 1206 students attending junior high school, high school and vocational high schools in the 2018-2019 academic year. A descriptive research method of the general survey model was applied in this research. The students were given a questionnaire form that included a ‘Cyber bullying Scale’ and a ‘Personal Information Form’ during the data collection process. The results determined that the students of secondary and vocational secondary education engaged in low level cyber bullying behaviors. It is believed that the results obtained will contribute to the prev...