Cyberbullying among 11,700 Elementary School Students, 2010-2012 (original) (raw)
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Childhood Access to Technology and Cyberbullying
Journal of Pediatrics and Pediatric Medicine
Developmental factors and cyberbullying have not been a major focus in the field; most strikingly, the experiences that young children have with technology have been studied far less, relative to their adolescent peers. Prevalence estimates comparing younger and older children are problematic for several reasons; first, researchers have no consensus definition of cyberbullying, and second, prevalence estimates vary so widely that drawing conclusions is difficult. Access to technology is only another factor among several that likely influences the prevalence of cyberbullying, and it appears to vary with age. Access to cell phones and digital technology in adolescence is related to both victim availability and prevalence of cyberbullying itself. Among younger students, those under 12 years old, one study has found that cell phone ownership increases the risk of being both a cyberbully and a cyberbully/victim significantly. One factor that may mediate the impact of cell phone ownership is education on the appropriate and accurate use of digital technology. This type of education has been neglected in elementary schools, but evidence suggests it may be helpful in reducing cyberbullying.
Sexting, Texting, Cyberbullying and Keeping Youth Safe Online
Journal of Social Sciences, 2010
Problem statement: The issue of cyberbullying is one that has raised the concerns of parents, educators and law enforcement. Today children have cell phones with internet access as young as age eleven and some have cell phones as young as age eight making them all vulnerable to cyberbullying. Approach: The aim of this study was to explore differences between third, fourth and fifth graders perceptions of cyberbullying as a function of having a cell phone, by gender and grade. Data was collected from 835 third, fourth and fifth graders in Massachusetts. Results: An analysis of the data revealed that 35 % of third, fourth and fifth graders had their own cell phone, 11.4% responded that they had received mean or hurtful email or text messages about them and 45.6% of the students responded that they had been bullied in school. Differences by grade and gender were examined. Results indicate that although 27% of respondents worry about being bullied online, only 12% had someone talk to them about bullying online. Students in third grade were more in agreement that they worry about being bullied online and more strongly reported being afraid of being bullied by other students at school. Female respondents were more in agreement with the prevalence of cyberbullying or receiving hurtful emails and text messages about them and others. Conclusion: The findings suggest that students are provided with technology at young ages and receive very little guidance to protect them from cyberbullying.
The aim of this paper is to investigate which adolescents are most and least at risk of experiencing online victimization. The results of logistic regression analyses using data on 2079 adolescents attending secondary school in Bermuda indicate that not all forms of media use place adolescents at risk of experiencing cyberbullying. Adolescents who spent more time using their cell phone were more likely to report having received an aggressive or threatening electronic communication and having had someone say nasty things about them online. There was no such relationship between time on the internet and either form of online victimization. The findings also suggest that strong parent relationships and positive experiences at school are generally more protective against cyberbullying than adults' restrictions on adolescents' media use. These findings contribute important insight into strategies that hold promise for decreasing cyberbullying among adolescents.
Prevalence and Impact of Cyber Bullying among Adolescents
2009
Little research has been conducted that comprehensively examines cyber bullying with a large and diverse sample. The present study examines the prevalence, impact, and differential experience of cyber bullying among a large and diverse sample of middle and high school students (N = 2,186) from a large urban center. The survey examined technology use, cyber bullying behaviors, and the psychosocial impact of bullying and being bullied. About half (49.5%) of students indicated they had been bullied online and 33.7% indicated they had bullied others online. Most bullying was perpetrated by and to friends and participants generally did not tell anyone about the bullying. Participants reported feeling angry, sad, and depressed after being bullied online. Participants bullied others online because it made them feel as though they were funny, popular, and powerful, although many indicated feeling guilty afterward. Greater attention is required to understand and reduce cyber bullying within children's social worlds and with the support of educators and parents. T he exponential growth of electronic and computer-based communication and information sharing during the last decade has radically changed individuals' social interactions, learning strategies, and choice of entertainment. Most notably, technology has created new communication tools. The tools are particularly influential among young people, who extensively utilize websites, instant messaging, web cams, e-mails, chat rooms, social networking sites, and text messaging (Boyd, 2008; Bryant, Sanders-Jackson, & Smallwood, 2006; Palfrey & Gasser, 2008). Youth spend an average of 2-4 hr online each day (Media Awareness Network, 2005), and it has been suggested that the majority of youth view electronic communication tools as essential for their social interactions (Kowalski, Limber, & Agatston, 2008). The Internet provides innumerable possibilities for growth among children and youth, including benefits such as social support, identity exploration, and development of interpersonal and critical thinking skills, as well as educational benefits generated from expansive access to knowledge, academic support, and worldwide cross-cultural interactions (Blais, Craig, Pepler,
The study aimed to investigate the risky use of new technology among elementary school students and, more particularly, the frequency of internet addiction and cyberbullying in relation to the students' gender and academic achievement. Four hundred and fifty-two elementary school students of the 6th grade (242 boys, 210 girls) participated in the studyall students attended public schools in the civic area of Thessaloniki and Athens. The students filled in a self-report questionnaire regarding the pathological use of the internet (Internet Addiction Test, Young, 1998) and their participation in incidents of cyberbullying (based on the Cyberbullying Questionnaire, Smith, . The results showed that the students are involved in both of these situations, which are positively related to each other, however they are not related with students' academic achievement. Regarding gender, it was found that the pathological use of the internet is significantly higher among boys than girls. The results of the present study are a first step towards more relevant research on students of this particular age as well as towards the implementation of preventive programs in elementary schools aiming to the safe use of internet.
Cyberbullying: What Middle School Students Want You to Know
Alabama Counseling Association Journal, 2012
Cyberbullying is a growing concern because youth are technologically savvy. Much is to be learned about this pervasive phenomenon, especially during the middle school years when cyberbullying often peaks. This focus group study examined cyberbullying attitudes, beliefs, and opinions among middle school students in Alabama and describes conversations middle school students shared in the interviews. Cyberbullying: What Students Want You to Know Cyberbullying is an emergent 21st century dilemma, largely because of the increased use of online and mobile technologies among school-aged youth (
Cyberbullying in Early Adolescence: Is There a Difference Between Urban and Rural Environment
American Journal of Biomedical Science & Research, 2019
Abstract Introduction: Thanks to the availability and possibilities of modern communication technology, new paths of violence have been discovered, which we call cyber bullying. Cyber bullying today represents a serious public health problem.Study goal: To investigate the frequency of internet and cell phone use among urban and rural children and show the extent of bullying among children from 12 to 14 via Internet and mobile phones.Study design: A cross-sectional study.Subjects and methodology: Survey included 1295 children from Brodsko-Posavska County. The respondents were students of the sixth, seventh and eighth grade of elementary schools from 12 to 14 years. An anonymous questionnaire related to the children’s experience in using the Internet and mobile phones was used.Results: Internet uses 93.4% of respondents, of which 59.8% use the internet on a daily basis. 87.9% respondents had internet communication. Even 8% of respondents experienced putting photos on the internet with unpleasant comments. Personal cell phone has 90.1% of children. 8.3% of respondents received disturbing and threatening messages via mobile phones. Pornographic or sexual content on the mobile phone was received by 9.3% of respondents while 15.8% of respondents photographed or recorded peers in a fight or some other violent behavior.Conclusion: Research shows the existence of peer violence through the internet and mobile phones. This fact points to the need for prevention that involves systematic education of children, parents and all who work in contact with children.
Cyberbullying in the Digital Age: A Common Social Phenomenon
Proceedings of the 2nd International Conference Innovation in Education (ICoIE 2020), 2020
Bullying, defined as the violence of any kind including verbal intimidation, frequently occurs in the school environment around the world and is most often seen among young people aged 11-13, or more broadly among middle school students. Bullying does not only occur among younger and older students, but it is a more significant phenomenon among pre-and early teenagers. In the past, bullying mostly took place among students who knew each other or at least were in the same school environment. Today, however, the existence of the online environment means that a child who tends to bully others often makes use of social media (Facebook, WhatsApp, and other application.) to intimidate his or her peers. Majorities of children in the age group most susceptible to bullying regularly use social media to interact with their friends, and they generally have access to their cell phones, tablet, or computer. It is dramatically facilitates bullying behaviour and allows the aggressor to bully other...
Review: Responsible use of technology to combat Cyberbullying among adolescents
Australasian Journal of Information Systems, 2020
Cyberbullying has become a major challenge for authorities, parents, guardians and schools in particular, especially in the era of the digital world. This paper reviews available empirical research to examine the issues such as the responsible use of technology amongst young people, parents and schools responsibility to protect against Cyberbullying. The analysis revealed that the responsible use of technology provides better practices to encourage comparisons because of these new digital technologies. Parents and educators are the key to Cyber ethics, therefore teaching the responsible use of technology whilst focusing on Cyber ethics at the start of young people’s exposure to technology use may be an excellent strategy to reduce the growth and impact of Cyberbullying. The paper will also review good practices for young people, school communities and parents to prevent and manage Cyberbullying and unethical behaviours online. These claims are examined using current literature to en...
3rd Malaysia – International Conference on Social Science & Humanities (ICSSH), 27-28 December 2019 The Regency Scholar’s Hotel, Universiti Teknologi Malaysia (UTM), Kuala Lumpur, Malaysia, 2019
Despite progresses made in the research on the array of dangers and threats that children are exposed to on the internet in Malaysia, this article seeks to provide further understanding on the incidence of the phenomenon by reporting the findings of a study performed in the Malaysian state of Selangor to determine the level and types of cyberbullying incidents prevalent among schoolchildren. A questionnaire was administered to 375 respondents selected using stratified random sampling from a population of 6,671 primary and secondary school pupils aged 9 to 16 years. Factor analysis was employed, and the key findings revealed that most children have been involved in cyberbullying; most of them were aware of online threats but did not know that it is a bad behaviour; and, most of them were rarely involved in a sex-related cyberbullying incident. A collective approach to guarantee the internet safety of children and balance their online prospects and risks is recommended to ensure children’s online safety.