A longitudinal study of cyberbullying: Examining riskand protective factors (original) (raw)
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İlköğretim Online, 2020
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 (Topçu 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.
The “net” of the Internet: Risk Factors for Cyberbullying among Secondary-School Students in Greece
European Journal on Criminal Policy and Research, 2016
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Examination of Cyberbullying Experiences among Turkish Students from Different School Types
2008
The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.
Student Experiences with Cyberbullying in Northern Cyprus
Procedia - Social and Behavioral Sciences, 2014
Today, in parallel with the increase of technology use, cyberbullying began to be one of the major issues in schools affecting students' lives negatively similar to bullying. Although cyberbullying has received extensive attention all over the world, few studies have asserted the nature and extend of cyberbullying. Most research has focused on the frequency of children's use of the internet, like instant messaging, email, social network sites. In this preliminary study, the degree that students are exposed to cyberbullying, their responses to cyberbullying as victims, participators, and bystanders as well as parental and school involvements are examined. The participants form a sample of convenience drawn from the English Preparatory School of the European University of Lefke. The sample consists of 28 male and 12 female students. Selection and peer review under the responsibility of Prof. Dr. Servet Bayram
International journal of developmental science, 2017
The present paper (1) examined variables which could predict traditional bullying, cyberbullying, traditional victimization and cyber-victimization and (2) looked at persons to examine whether academic, socio-emotional and demographic characteristics differed between traditional, cyber and mixed bullies, victims and bully-victims. A sample of 2,329 gymnasium students (50% girls, Mage = 13.08, SD = .86) from 120 classes, grade 7 to 9, from six Cypriot schools, completed self-report questionnaires. Traditional bullying was predicted by cyberbullying and socio-emotional, academic and demographic variables. Cyberbullying was predicted by traditional bullying and academic variables. Traditional victimization was predicted by cyber-victimization, socio-emotional variables and being male. Cybervictimization was predicted by traditional victimization and academic variables. Compared with uninvolved adolescents, traditional, cyber and mixed bullies had lower levels of academic variables; traditional and mixed victims had higher levels of emotional problems and affective empathy; and mixed bully-victims had lower levels of both academic and socioemotional variables. Implications for intervention and prevention are discussed.
Possible common correlates between bullying and cyber-bullying among adolescents
The present study investigates possible individual characteristics associated with traditional and cyber-bullying/victimization among 146 Greek junior high school students and their contribution in the prediction of the phenomena. Participants completed a self-report questionnaire, measuring online disinhibition, personality traits, social skills, and relations, as well as Internet use. Results indicated that although some students participated with the same role in traditional and cyber-bullying/victimization and shared common characteristics, most of them participated in either one or both phenomena with opposite roles. In terms of predictive factors, cyber-bullying was predicted by being a male, online disinhibition, online activity and psychopathic traits, while traditional bullying was predicted by being a male, online disinhibition and sensation seeking. Cyber-victimization was predicted by online disinhibition, assertion, and few peer relations, while traditional victimization by Internet skills and impulsive-irresponsible traits. Findings are discussed in terms of common and differentiated prevention and intervention practices.
Cyberbullying among Turkish Adolescents
CyberPsychology & …, 2008
Cyberbullying, harassment through the use of information and communication technology such as cell phones and the Internet, is an emerging phenomenon all around the world. Extensive research on aggression and bullying is guiding educators' understanding of cyberbullying. Yet the gap between the advancement in technology and the dearth of study on cyberbullying suggests that more research is needed to understand the scope of this form of bullying. In order to fill the gap in literature, 269 secondary school Turkish students were surveyed on their engagement in and coping strategies for cyberbullying. The results show that 35.7% of the students displayed bully behaviors, and 23.8% of the students displayed bully-victim behaviors. Only 5.9% of the students were victims. More boys displayed bully, victim, and bully-victim behaviors than girls. When faced with cyberbullying, 25% of the students reported telling their peers and parents about the cyberbullying incident, and 30.6% of the students reported finding active solutions such as blocking the harasser. The implication of the study for future research is discussed. 253
The Investigation of Predictors of Cyberbullyingand Cyber Victimization in Adolescents
International Journal of Progressive Education, 2018
In this study, subjective well-being and perceived social support from family, friends, and teachers, were examined to determine how effective on the levels of cyber victimization and bullying in adolescents. The research was conducted on the basis of the relational screening model. The sample group of this study is created by high school students that continue education at the high school level in Erzincan and Ağrı provinces in 2017-2018 academic year, they have chosen by unselected sampling method, as determined by 416 (53.7%) are male and 358 (46.3%), including girls, are a total of 774 adolescents.
Psychological Correlates of Cyberbullying and Cyber-Victimization
The International Journal of Human and Behavioral Science
Technology use is increasing rapidly in today's world. Technological advances created new medium for aggression. Cyber bullying is one type of these behaviors which is defined as bullying via electronic communication tools. Although bullying is not an old issue, cyber bullying is a new concept which has similarities and differences between bullying in real life. Researchers found that cyber bullying and victimization have psycho-social correlates. This research aims to investigate cyberbullying and victimization along with their relationship with anxiety, depression, hostility, negative self-concept, impulsivity, empathy and internet addiction. The sample consists of 198 university students between 18 and 25 years of age. 65% of participants are female and the other 35% are male. In this study, The Turkish version of Short Symptom Inventory is used to measure depression, anxiety, somatization, hostility and negative self-concept. The Barratt Impulsivity Scale is used to measure impulsiveness and Basic Empathy Scale is used to measure empathy. Both cyberbullying and cyber victimization positively correlate with anxiety, depression, somatization, hostility, impulsivity and internet addiction. On the contrary, cyber bullying negatively correlated with empathy. As a result, it was concluded that cyberbullying and cyber victimization go hand in hand. The results showed that both variables show similar correlations with same psychological aspects.
Cyberbullying and Bullying: Impact on Psychological Symptoms and Well-Being
Child Indicators Research
Related, but with different impacts on psychological symptoms and well-being, bullying and cyberbullying have been the subject of numerous studies. The present study analysed the associations between cyberbullying and bullying, specifically: 1) gender, school grade and age associations with cyberbullying and bullying; 2) the impact of cyberbullying and bullying on psychological, social and contextual symptoms and well-being according to cyberbullying involvement, and 3) a combined bullying context was compared to single bullying contexts and to non-involvement for psychological, social and contextual factors, and well-being, among a cross-sectional and randomly assigned sample based on the 2014 Health Behaviour in School-aged Children Portuguese Study, a World Health Organization collaborative study (HBSC/ WHO). Composed by 6026 adolescents (47.7% male), aged between 10 and 19.92 years old (M = 13.77; SD = 1.68), in the 6th, 8th, and 10th grades, results showed that 10.9% of the participants reported being involved in cyberbullying, as cybervictims, cyberbullies or cyberbully-victims, and 47.9% in bullying. Most of the cybervictims reported being involved as victims and bully-victims in bullying; cyberbullies as bully-victims in bullying, and most of the cyberbully-victims reported having the same role in bullying. Frequently, cybervictims were females and most of the cyberbullies and cyberbully-victims were males. No significant associations were found for age and for Body Mass Index. Comparisons between groups, based on the participants' role in cyberbullying, showed significant differences for substances use, emotional symptoms, school context, fights and friends. Further comparisons (according to participant's role, not involved, or involved in single or combined bullying) evidenced the cumulative effect of combined bullying. In conclusion, given the different characteristics and impact of cyberbullying on cybervictims, cyberbullies and cyberbully-victims, is crucial to consider the interrelations between the groups and focus on a more engaging perspective, based on an ecological intervention model. Results will be discussed from a public policy perspective. Keywords Cyberbullying. Bullying. Psychological symptoms. Well-being. Adolescents Inseparably related, sharing in their definition the pattern of aggressive and intentional behavior repeated over time, in interpersonal relations characterized by an imbalance of