Cyberbullying: The hidden side of college students

The prevalence of cyberbullying and the association between cyberbullying emotional exhaustion and perception of collective efficacy among Chinese college students

OBJECTIVE

With the rapid development of information and communications technology, the prevalence of cyberbullying and its influences on mental health among college students have received increasing attention. The purpose of this study was to survey the prevalence of cyberbullying in Chinese college students and to investigate the association between cyberbullying, emotional exhaustion and the perception of collective efficacy.

METHODS

The study sample included 5315 respondents from ten different colleges in Liaoning Province. Their demographic characteristics and characteristics of online behaviors and instruments including a Cyberbullying Scale with 12 items, the Emotional Exhaustion measuring scale, and the Perception of Collective Efficacy Scale, were employed.

RESULTS

The prevalence of cyberbullying victimization was 26.45 % (1406/5315). Younger male college students who had more active online lives were more likely to be cyberbullying victims. Binary logistic regression analysis showed that being a cyberbullying victim (odds ratio, OR = 2.188; 95%CI, 1.841-2.600, p < 0.001) was associated with emotional exhaustion. Perceptions of collective efficacy (PCE) is negatively associated with cyberbullying and, thus, alleviate emotional exhaustion and mediate the negative effect of emotional exhaustion after it occurs.

CONCLUSION

Cyberbullying occurs quite frequently among Chinese college students. Cyberbullying is a predictor of emotional exhaustion. PCE play a bidirectional role before and after cyberbullying occurs. Our study highlights the importance of the identification of potential cyberbullying victims and of the provision of early interventions in cyberbullying among Chinese college students to improve their mental health.

Relationship between cyberbullying, anxiety, and depression among university students in Jeddah, Saudi Arabia: A cross-sectional study

OBJECTIVE

Cyberbullying is online aggressive behavior that involves insulting or threatening others, and can cause severe psychological issues, particularly in students. This is often attributed to the frequency and anonymity of the bullying behaviors. Given the lack of research on this issue in Saudi Arabia, the current study sought to evaluate the prevalence of cyberbullying and its relationship with anxiety, depression, and stress among university students in Jeddah.

METHODS

This cross-sectional study involved administration of an online questionnaire to 877 university students in Jeddah. Cyberbullying and cybervictimization were assessed using the Revised Cyberbullying Inventory scale (RCBI-II) and the Depression, Anxiety, and Stress Scale - 21 Items (DASS-21).

RESULTS

The majority of students had the experience of being a cyberbully (73%), while 54% had been a victim of cyberbullying. No significant association was found between gender and cyberbullying, with both males and females reporting high rates of cyberbullying. The majority of participants (n = 498) also reported significant depressive symptoms. A significant positive association was found between cyberbullying/cybervictimization and depression, anxiety, and stress.

CONCLUSION

A considerable number of university students were found to be victims of cyberbullying, with a strong correlation between cyberbullying and anxiety, depression, and stress, indicating a potential impact on the psychological well-being of students. To address this issue, increased awareness of cyberbullying is needed, along with implementation of preventive measures such as educational campaigns and empathy-building activities among students.

A comparative analysis of adolescents' emotions and emotion regulation strategies when witnessing different cyberbullying scenarios

The search for greater popularity and acceptance by peers increases the use of social networks that may cause cyberbullying. The high number of adolescents who observe this phenomenon may help reduce the negative impact on the victims. Emotion regulation is an important predictor of adolescents' psychological adjustment and social competence to adopt a prosocial behavior. Bystanders of these incidents may misinterpret what they see, due to specific cyberbullying characteristics which may influence emotion regulation negatively. Studies about emotions and emotion regulations in bystanders are scarce. Therefore, this study aims to investigate the emotional reactions and emotional regulation strategies of bystanders while witnessing various cyberbullying scenarios (posting photographs, direct threats, offences to integrity, threats to share personal information), as well as to focus on different behavior, victim characteristics, aggressor traits, and spectator reactions. A convenience sample of 143 adolescents (from 12 to 17 years old) was used. Results showed that worry and sadness were the most expressed emotions in all scenarios (mainly for girls) and posting a photograph was considered more concerning for girls and boys both. To regulate emotions, participants used distraction (especially seven graders) and rumination strategies. Nonetheless, when posting a photo without permission, they all adopted prosocial behavior (boys and girls) because they considered it more serious. Seventh graders adopted less prosocial behavior than eighth graders. In short, girls were more prosocial than boys. Boys may have more difficulty in regulating emotions properly and it may contribute to not intervening. Also, younger adolescents may have experienced less emotional maturity. Therefore, developing programs based on socio-emotional skills, which increase awareness of the seriousness of cyberbullying, can teach youth how to deal with emotions in order to regulate them effectively, thus increasing emotional maturity.

Moral disengagement and empathy in cyberbullying: how they are related in reflection activities about a serious game

Cyberbullying is a complex phenomenon with multiple factors involved, both contextual and individual factors, such as moral disengagement and empathy. This study investigated how moral disengagement and empathy could be related, longitudinally in cyberbullying events. Specifically, two gamified tasks (one for empathy and other for moral disengagement) were analyzed. These tasks were developed attending to the specificities of the cyberbullying scenarios presented in a serious game. To accomplish this goal, data from gamified tasks (N = 208), from 4 different moments, were analyzed through multilevel linear modeling. Results suggested that there was a change in adolescents' moral disengagement over time. Participants with greater empathy revealed lower moral disengagement overall. Over time, adolescents with greater empathy revealed lower moral disengagement within their own growth rate. Overall, our results provide important information about the dynamic relationship between moral disengagement, empathy and cyberbullying, which informs future studies and interventions.

A serial cascade effect of cybervictimization and hostile rumination on the within-person change of moral disengagement

OBJECTIVE

There is a lack of clarity regarding the developmental mechanisms underlying moral disengagement (a typical moral personality) at the within-person level. To address this issue, we explore the serial cascade effect of cybervictimization and hostile rumination.

METHOD

The longitudinal relationships between cybervictimization, hostile rumination, and moral disengagement were explored among 1146 undergraduates, assessed four times (T1-T4) across 2 years.

RESULTS

The random intercept cross-lagged panel model (RI-CLPM) analysis revealed that the random intercepts of all variables were positively associated with each other. At the within-person level, cybervictimization at T2 indirectly predicted subsequent changes in moral disengagement at T4 through changes in hostile rumination at T3 (the indirect effect was 0.02); furthermore, moral disengagement at T3 predicted changes in hostile rumination at T4 (β = 0.091).

CONCLUSIONS

The within-person dynamics of moral disengagement should be partly due to the serial effect of cybervictimization and hostile rumination, whereas hostile rumination and moral disengagement may form a developmental cascade to some degree. These findings and the proposed serial cascade model of moral disengagement could expand our understanding of the developmental mechanism of moral personality. Additionally, caution must be exercised as this study exhibits seemingly small effect sizes and inconsistent results.

Prevalence of cyberbullying victimisation and its association with family dysfunction, health behaviour and psychological distress among young adults in urban Selangor, Malaysia: a cross-sectional study

BACKGROUND

Cyberbullying is a growing public health concern with clear, negative impacts on the mental, physical and social health of targeted victims. Previous research on cyberbullying has largely focused on examining its occurrence among children and adolescents. The present study aims to examine the prevalence of cyberbullying victimisation and its association with family dysfunction, health behaviour and psychological distress among young adults in Selangor, Malaysia.

METHODS

A cross-sectional study was conducted in a locality within Selangor, sampling a total of 1449 young adults. The Cyberbullying and Online Aggression Survey was used to measure cyberbullying victimisation. The Family APGAR scale, General Health Questionnaire, Pittsburgh Sleep Quality Index and single-item measures were used to assess family dysfunction, psychological distress and health behaviour, respectively.

RESULTS

The 1-month prevalence of cyberbullying victimisation among young adults was 2.4%. The most common cyberbullying act experienced was mean or hurtful comments about participants online (51.7%), whereas the most common online environment for cyberbullying to occur was social media (45.8%). Male participants (adjusted OR (AOR)=3.60, 95% CI=1.58 to 8.23) had at least three times the odds of being cyberbullied compared with female participants. Meanwhile, participants with higher levels of psychological distress had increased probability of being cyberbullied compared with their peers (AOR=1.13, 95% CI=1.05 to 1.21).

CONCLUSIONS

As evident from this study, cyberbullying victimisation prevails among young adults and is significantly related to gender and psychological distress. Given its devastating effects on targeted victims, a multipronged and collaborative approach is warranted to reduce incidences of cyberbullying and safeguard the health and well-being of young adults.

Attachment anxiety and cyberbullying victimization in college students: the mediating role of social media self-disclosure and the moderating role of gender

Backgrounds and purpose

Cyberbullying is a globally prevalent social problem that threatens the wellbeing of young people. Despite a rising call for more research focused on cyberbullying victims, our understanding of the psychological and behavioral risk factors associated with cyberbullying victimization (CV) remains limited, especially among the Chinese population. However, such information is crucial for identifying potential victims and planning targeted educational and protective interventions. In this paper, we report an empirical investigation into how attachment anxiety (AA), social media self-disclosure (SMSD), and gender interplay with each other to influence CV.

Methods

Cross-sectional survey data from 845 Chinese college students (Female = 635, Mage = 18.7) were analyzed in SPSS PROCESS using Haye's macro with the bootstrap method.

Results

Our data support a moderated mediation model. First, SMSD partially mediates the positive relationship between AA and CV, which suggests individuals with high AA tend to engage in risky and excessive self-disclosure behavior on social media, which, in turn, expose them to an increased risk of cyberbullying. Second, gender moderates the direct AA-CV path and the second stage of the mediation path, making the effect of AA on CV appear more direct in males (i.e., not mediated by SMSD) and more indirect (i.e., fully mediated through SMSD) in females.

Conclusion

The results contribute to an ongoing endeavor to better understand the psychological and behavioral mechanisms underlying CV and develop effective strategies to identify and protect vulnerable individuals.

Does childhood psychological maltreatment encourage you to become a cyberbullying perpetrator? The mediating role of negative affect and the moderating role of meaning in life

Objective

With the development of information and communication technology, cyberbullying among Chinese college students has become more frequent, bringing many negative consequences to both society and students themselves. Childhood psychological maltreatment may be one of the influencing factors of cyberbullying, but its internal mechanism remains poorly understood. This study aimed to explore the relationship between childhood psychological maltreatment and cyberbullying among college students and to further explore the mediating effect of negative emotion and the moderating effect of meaning in life.

Methods

In this study, 656 college students (48.7% males) were recruited to complete anonymous questionnaires assessing their perceptions of child psychological maltreatment, negative affect, meaning in life and cyberbullying. SPSS23.0 and Hayes PROCESS macro for SPSS were used to conduct statistical analysis.

Results

(1) Childhood psychological maltreatment was significantly positively associated with cyberbullying; (2) Negative affect played a partially mediating role between childhood psychological maltreatment and cyberbullying; and (3) Meaning in life moderated the direct association between childhood psychological maltreatment and cyberbullying and moderated the association between negative affect and cyberbullying.

Conclusion

In this study, a moderated mediation model was constructed and the internal mechanism of childhood psychological maltreatment and cyberbullying among college students was found. The results provided both theoretical contributions and practical suggestions for preventing cyberbullying.

Cyberbullying: A study of its extent, coping resources, and psychological impact among college students

Introduction

Bullying is an aggressive act with a hostile intent to dominate, abuse, or intimidate an individual(s) with a lesser social or physical power, repeatedly over a period of time. Though bullying can manifest in any social situation, its pernicious presence in the educational institutions has become a source of concern to all stakeholders. With their self-esteem and world view entwined in cyberspace, the present generation of young adults derive their social status and self-worth through affirmations through the internet via social networking sites. Cyberspace is an ideal environment for bullies as it is relatively anonymous, allows the participation of a large audience, and is almost impossible to supervise.

Aim

To estimate the extent, coping resources, and psychological impact of cyberbullying among Indian college students.

Methodology

This cross-sectional study was carried out among undergraduate medical students of Sikkim. Cyberbullying, cybervictimization, coping strategies used by students, self-esteem, and levels of depression, anxiety, and stress were estimated using standardized self-report scales.

Results

Out of 213 medical students, more than half of the college students (60.6%) were victims of cyberbullying. Coping strategies commonly used by cybervictims were technical coping, support from friends, and assertively confronting the bully online. Victims of cyberbullying had significantly more depression, anxiety, stress, and lower self-esteem (p values <0.05) compared to students who did not experience cyberbullying.

Conclusion

This study illuminates the extent and nature of cyberbullying among Indian medical students. The negative mental health consequences of cyberbullying are worrying. Mental health professionals and stakeholders need to create an awareness and formulate strategies to combat cyberbullying in colleges.

The longitudinal relation between violence exposure in daily life, hostile automatic thoughts, and cyber-aggression

Cyber-aggression is a serious social problem worldwide. Its risks have been frequently explored, and violence exposure in daily life has been regarded as an important risk factor of cyber-aggression. However, the longitudinal association between violence exposure in daily life and cyber-aggression has not yet been examined, and the mechanisms underlying the link between violence exposure and cyber-aggression remain largely unclear. Based on the General Aggression Model and Script Theory, we explored the circular relation between violence exposure in daily life, hostile automatic thoughts, and cyber-aggression. The current study adopted a longitudinal design to address these issues among 941 college students. The results indicated violence exposure in daily life predicted hostile automatic thoughts and cyber-aggression 6 months later; hostile automatic thoughts predicted violence exposure and cyber-aggression 6 months later; and cyber-aggression predicted hostile automatic thoughts and violence exposure 6 months later. Moreover, each of them plays a mediating role in the association between the other two variables. These results support and expand the General Aggression Model and Script Theory that violence exposure, aggressive cognition, and aggression facilitate each other. This also provides theoretical guidance on reducing cyber-aggression in daily life.

Relational model of relative deprivation, revenge, and cyberbullying: A three-time longitudinal study

Cyberbullying is a new form of aggression and can have serious consequences. Although the influencing factors of cyberbullying have been explored in the literature, less is known of the longitudinal effects of relative deprivation on cyberbullying and the mediating mechanisms underlying the effect. In this study, we explored these problems. A total of 1143 undergraduates (62.9% women, mean age = 19.46, standard deviation [SD] = 0.95) participated in three rounds of a longitudinal survey with an interval of 6 months and completed a series of self-reported questionnaires assessing relative deprivation, revenge, and cyberbullying. The results of random intercept cross-lagged panel model showed that at between-person level, the random intercepts of relative deprivation, revenge, and cyberbullying were positively associated with each other. At within-person level, relative deprivation and revenge could predict each other over time, and revenge longitudinally predicted cyberbullying. Moreover, revenge mediated the longitudinal effect of relative deprivation on cyberbullying. The results support and develop the view of the general aggression model and deepen our understanding of the development mechanism of cyberbullying.

Cyberbullying during COVID-19 lockdowns: prevalence, predictors, and outcomes for youth

The COVID-19 pandemic posed additional challenges to the safety and well-being of young people who were forced to engage in online learning, spending more time than ever online, and cyberbullying emerged as a notable concern for parents, educators, and students. Two studies conducted online examined the prevalence, predictors, and outcomes of cyberbullying episodes during the lockdowns due to the outbreak of COVID-19 in Portugal. Study 1 (N = 485) examined the prevalence of cyberbullying among youth during the first lockdown period in 2020, focusing on predictors, symptoms of psychological distress and possible buffers of the effects of cyberbullying. Study 2 (N = 952) examined the prevalence of cyberbullying, predictors, and symptoms of psychological distress during the second lockdown period in 2021. Results revealed that most participants experienced cyberbullying, symptoms of psychological distress (e.g., sadness and loneliness) during the lockdowns were higher for those who experienced than for those who did not experience cyberbullying, and those who experienced cyberbullying with higher levels of parental and social support showed lower levels of symptoms of psychological distress (i.e., suicidal ideation). These findings contribute to the existing knowledge on online bullying among youth, specifically during COVID-19 lockdowns.

Supplementary information

The online version contains supplementary material available at 10.1007/s12144-023-04394-7.

Cyberbullying among college students in a Chinese population: Prevalence and associated clinical correlates

Objectives

Cyberbullying is quite common in adolescents and college students, and it influences mental health in many aspects. The purpose of this study was to investigate the prevalence of cyberbullying in Chinese college students and to look for related factors.

Methods

Eight thousand and ninety-eight college students aged 17-26 were enrolled in this cross-sectional study. We collected information of their sociodemographic data, depression (evaluated by Self-Rating Depression Scale), anxiety (evaluated by Self-Rating Anxiety Scale), lifetime suicidal behaviors (including suicidal ideation, suicidal plans, and suicide attempts), and experiences of cyberbullying for the past 12 months by online questionnaires.

Results

The prevalence of cyberbullying for the past 12 months was 7.82% (633/8,098) among college students. Binary logistic regression analysis showed that sex (odds ratio, OR = 0.522, 95%CI = 0.433-0.629, p < 0.001), suicide attempts (OR = 2.164, 95%CI = 1.589-2.948, p < 0.001), depression (OR = 2.372, 95%CI = 1.602-3.512, p < 0.001), and anxiety (OR = 1.911, 95%CI = 1.305-2.800, p = 0.001) were independently associated with cyberbullying.

Conclusion

Cyberbullying is very common among college students in Hunan Province, China. Besides, being male, suicide attempts, depression and anxiety were independently associated with cyberbullying, which highlights the importance of paying attention to cyberbullying and addressing anxiety, depression, and suicidal behaviors among college students to better improve their mental health and prevent suicide.

Measuring empathy online and moral disengagement in cyberbullying

This investigation intends to explore how adolescents report empathy in online contexts and moral disengagement in cyberbullying incidents, and how these two constructs are related. To accomplish this goal, three studies were conducted considering the need to develop new instruments to uncover this new approach of measuring empathy and moral disengagement. In the first study, we adapted the Portuguese version of the Empathy Quotient-short form to online contexts, which resulted in the Empathy Quotient in Virtual Contexts (EQVC). We also developed the Process Moral Disengagement in Cyberbullying Inventory (PMDCI), in order to assess moral disengagement in these specific situations. In the second study we conducted exploratory factor analyses (N = 234) of these instruments. Finally, in the third study, we conducted confirmatory factor analyses (N = 345) of both instruments. These results showed how adolescents reported empathy in online contexts and moral disengagement in cyberbullying incidents. Specifically, empathy revealed a bi-dimensional structure including difficulty and self-efficacy in empathizing (Cronbach's α = 0.44, 0.83, respectively), whereas process moral disengagement revealed four unidimensional questionnaires including locus of behavior, agency, outcome, and recipient (Cronbach's α = 0.76, 0.65, 0.77, 0.69, respectively). Furthermore, a correlational analysis was also performed of both constructs, and we also considered the variable sex. Results showed that difficulty in empathizing was negatively associated with sex (with girls revealing more difficulty than boys) and all moral disengagement mechanisms except for behavior. Moral disengagement was positively correlated with sex, suggesting boys morally disengaged more from cyberbullying. The instruments provided new insights on how empathy and moral disengagement can be specific to online contexts and cyberbullying situations, and how they can be used in educational programs to promote empathy and gain insight on moral disengagement within this phenomenon.

Dynamic assessment of self-regulated learning in preschool

The assessment of self-regulated learning is a relevant research topic in early childhood development. However, there are few ecologic measures to assess self-regulated learning in preschool as a dynamic and multidimensional process. This study aims to fill this gap by presenting the development and validation of the Dynamic Assessment of Self-regulated learning in Preschool (DASP) method. A dynamic assessment of the construct may constitute an important contribution as it enables the acquisition of cross observational, verbal, and performance data. The DASP method was developed within a theoretical framework of self-regulation, including all cyclical phases, namely, forethought, performance, and self-reflection. Specifically, this method requires children to be questioned in the forethought and self-reflection phases, and observed in the performance phase, as the researcher notes their strategies. This method is used while children engage in authentic preschool tasks. To achieve the study's aim, 214 preschool children were asked to participate. In this research, children performed the Clown task (cognitive task) and the Head-Toes-Knees-Shoulders task (motor task). Item Response Theory analyses provided good item fit for the DASP method (forethought: .99, performance: 1.00, self-reflection: .99), good values of the tasks' reliability (Clown: .92; HTKS: .85), and evidence of the participants' difficulty level in completing the tasks. Results indicated that the children experienced more difficulty in the performance phase, as opposed to the other phases. The potentialities, constraints, and practical implications of the DASP method will be discussed in terms of contributions for theory and practice.

Difficulties in Emotion Regulation and Cyberbullying Among Chinese Adolescents: A Mediation Model of Loneliness and Depression

Recent research has ascertained some risk factors for cyberbullying. However, few studies have investigated the potential influence of difficulties in emotion regulation (DER) on cyberbullying, and there is little knowledge about the mediating mechanisms underlying this association. This study investigated whether DER would be significantly related to adolescent cyberbullying and whether loneliness and depression would sequentially mediate the link between DER and adolescent cyberbullying. A sample of 719 Chinese middle school students completed measures regarding demographics, DER, loneliness, depression, and cyberbullying. After controlling for the demographic covariates, the results showed that (a) DER was positively associated with adolescent cyberbullying; (b) loneliness and depression sequentially mediated the relation between DER and adolescent cyberbullying. This study emphasizes the underlying mediating mechanisms between DER and adolescent cyberbullying, which is of great significance for the prevention and intervention of adolescent cyberbullying in the digital age.

Prevalencia y características del acoso y ciberacoso entre adolescentes

En el presente artículo, se analizan experiencias de acoso y ciberacoso con el propósito de conocer tanto las características que las envuelven como su prevalencia. Participaron 220 estudiantes desde sexto de educación primaria a primero de bachillerato, escolarizados en centros educativos de la provincia de Granada, seleccionados mediante un muestreo incidental no probabilístico. Para el diseño de la investigación, se optó por un enfoque metodológico cuantitativo no experimental, amparado bajo la técnica de encuesta, utilizando una versión adaptada del cuestionario Ciberbull, utilizado por Giménez et al. (2015). Los resultados mostraron una propensión elevada en ambas manifestaciones de acoso (23.6 % acosadores y 14.1 % victimas), detectando que estas situaciones tendían a disminuir conforme al aumento de la edad del alumnado. Además, se hallaron diferencias, por un lado, en el sexode los sujetos que perpetran acoso (Mhombres = 1.2; DE = 0.4 vs. Mmujeres = 1.09; DE = 0.29) y, por otra parte, en la prevalencia de victimización (β = 0.542, p < 0.05), poniéndose de manifiesto que el hecho de ser acosado, puede ser un valor predictivo de ser víctima de ciberacoso. Por último, se recomienda continuar el estudio, realizando un análisis factorial exploratorio del instrumento, así como ampliando la muestra de participantes.

An investigation of the relationship between cyberbullying, cybervictimization and depression symptoms: A cross sectional study among university students in Qatar

Background

Cyberbullying is a modern form of bullying that could be practiced electronically or on the internet. It is related to different mental health issues such as depression, which can affect both the cyberbully and the victim. Although a few studies have been conducted regarding the prevalence of cyberbullying and cyber-victimization among the younger generation in Qatar, no studies have been conducted among young adults despite studies showing that they are also prone to cyberbullying.

Methods

This is a cross-sectional study to investigate the prevalence and the relationship between cyberbullying, cyber-victimization, and depression symptoms among Qatar University students. A self-administered close-ended electronic questionnaire was used to assess student’s cyberbullying/cyber-victimization behaviors and depression symptoms. The Revised Cyberbullying Inventory scale (RCBI-II) and Patient Health questionnaire-9 (PHQ-9) were utilized to measure involvement in cyberbullying and depression symptoms, respectively. A total of 836 students participated in the study. Pearson Chi-Square test and binary logistic regression were conducted to analyze the data.

Results

Results indicated the majority of students have been involved in cyberbullying as follows: 6.8% cyberbullies, 29.2% cybervictims, 35.8% cyberbully-victims, and 28.2% not involved in either. Approximately 50% of the students scored a ten or higher on the PHQ9 test indicating symptoms of depression. Moreover, significant associations were found between cyberbullying experiences and gender (p = 0.03), depression and gender (p = 0.046), and between cyberbullying experiences and depression (p<0.001).

Conclusion

Our findings indicate that among Qatar University students, cyberbullying and cyber-victimization are prevalent behaviors that could be associated with the high reported rates of depression symptoms.

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic

The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers’ productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage=51.05, SD=7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher’s productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers’ burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

Motives Behind Cyberbullying Perpetration: A Test of Uses and Gratifications Theory

Drawing from Uses and Gratifications Theory (UGT), this study explored the interplay between personality traits (online disinhibition, moral disengagement, narcissism, and aggression) and cyberbullying perpetration motives (entertainment, revenge, harm, and dominance) through structural equation modeling. The participants were a convenience sample of 598 cyber bully-victims who were Turkish university students (229 females, 362 males, and seven unknown). The findings empirically supported UGT for conceptualization of cyberbullying perpetration. Almost half of the participants (49.7%) cyberbullied someone twice or more during the preceding 6 months, and males cyberbullied others significantly more than females. In terms of the structural interrelationships, (a) online disinhibition was the only personality trait related to cyberbullying others for entertainment; (b) moral disengagement and aggression were the two variables associated with the revenge motive of cyberbullying perpetration; (c) although online disinhibition was negatively related to cyberbullying others for harm, moral disengagement and aggression were positively linked to harm; and (d) moral disengagement and narcissism were the two personality trait variables associated with the dominance motive of cyberbullying perpetration. Results imply that UGT offers a new understanding about cyberbullying perpetration to researchers, theorists, and practitioners. Personality traits play an important role in cyberbullying perpetration motives and behaviors. Thus, personality traits should be considered in prevention and intervention efforts against cyberbullying. The earlier the personality characteristics of the young individuals are identified, the earlier they can be prevented from engaging in cyberbullying perpetration. Also, sports activities, social events, competitive contests, or leisure and recreational activities offered by university managements can help the university youth to keep away from cyberbullying perpetration and to satisfy motives in more appropriate ways.

Cyberbullying in Social Media and Online Games among Chinese College Students and Its Associated Factors

Cyberbullying can have a terrible impact on the physical and mental health of those involved. In severe cases, some of those involved develop anxiety, depression, and suicidal tendencies. However, few studies focus on cyberbullying among Chinese college students. We aimed to understand the incidence of cyberbullying in social media and online games and its associated factors among college students in China. A cross-sectional STAR questionnaire survey was conducted for college students from the end of June to the beginning of July 2019. Selected via the method of cluster random sampling, students graded 1-5 (college) from two colleges in Shantou were invited to participate in the survey. Information was collected regarding respondents' socio-demographic information, cyberbullying in social media and online games, self-esteem, anxiety symptoms, Internet addiction, etc. A binary logistic regression model was employed to use all significant variables tested using χ² test or t-test for estimating the effect of potential factors on cyberbullying among college students. Participants were 20.43 ± 1.513 (X ± SD) years old, and the age range was 15 to 25 years old. 64.32% college students reported that they had suffered from cyberbullying, and 25.98% reported bullying others online during the semester. Gender, anxiety symptoms, Internet addiction, game time, and violent elements in games were associated with cyberbullying in social media and online games among college students in China. In conclusion, cyberbullying in social media and online games is prevalent among college students in China. The above data provided insights that targeted and effective measures should be taken to prevent college students from cyberbullying.

Cyberbullying, social stigma, and self-esteem: the impact of COVID-19 on students from East and Southeast Asia at the University of Jordan

The spread of the COVID-19 pandemic has transformed the way people live, work, and socialize, and has perhaps even altered the reasons why they harass one another. To our knowledge, the present study is one of the first studies to address cyberbullying among university students during the COVID-19 pandemic. Additional objectives were to reveal the causes and types of cyberbullying that university students from East and Southeast Asia have experienced because of COVID-19, and to explore the relationship between cyberbullying and self-esteem. Of the 525 university students from different East and Southeast Asian countries and varied academic backgrounds who were invited to participate in the study, 310 students agreed and were included. Moreover, a sample of 400 Jordanian undergraduate students, who participated in cyberbullying against East and Southeast Asian students on social media, answered a questionnaire to reveal their reasons for engaging in bullying during the COVID-19 pandemic. This study also examined the relationship and differences between sex and nationality. The findings revealed that cyberbullying contributed to low self-esteem in students of East and Southeast Asian descent who were victims of bullying. Men were more likely to be bullies and cyberbullies than women. The bullies admitted that the main reason for cyberbullying was humor, and that they were unaware that their harsh or aggressive behaviors could be categorized as bullying. This study aimed to make a positive contribution to the scant literature on cyberbullying/cyber racism among university students in an Arab country. We believe our findings can help guide the formulation of policies and solutions that address cyberbullying, especially between resident and foreign students.

Distinguishing online academic bullying: identifying new forms of harassment in a dissenting Emeritus Professor's case

The shift of academic discourse to an online space without guardians gives motivated academic cyberbullies an opportunity to harass susceptible recipients. Cyberbullying by higher education employees is a neglected phenomenon; despite the dangers it poses to academic free speech as well as other negative outcomes. In the absence of an adequate definition for Online Academic Bullying (OAB) as a surfacing threat, its’ targets cannot readily gauge its severity or confidently report that they are victims. Nor do their attackers have a reference point for understanding and, perhaps, correcting their own incivility.

To remedy this, we propose an analytical framework grounded in Routine Activity Theory (RAT) that can serve as an appropriate reporting instrument. The OABRAT framework is illustrated with an Emeritus Professor's case and the varied examples of cyber harassment that he experienced. This scientific influencer was relentlessly attacked on social media platforms by varied academics for expressing contrarian, but evidence-based, opinions. Spotlighting OAB's distinctive attacks should raise awareness amongst researchers and institutional policy makers. The reporting instrument may further assist with identifying and confronting this threat.

This article also flags ethical concerns related to dissident scholars’ usage of online platforms for informal, public debates. Such scholars may face an asymmetrical challenge in confronting cyber harassment from hypercritical academics and cybermobs on poorly moderated platforms. Universities should therefor consider appropriate countermeasures to protect both the public and their employees against victimisation by academic cyberbullies.

Awareness, Policy, Privacy, and More: Post-Secondary Students Voice Their Solutions to Cyberbullying

This paper discusses solutions to cyberbullying posed by post-secondary students from four Canadian universities. The qualitative data used in this analysis were drawn from one open-ended question on an online student survey completed by 1458 undergraduate students, as well as 10 focus group transcripts involving a total of 36 students. Seven key themes emerged: awareness and education; policy; protecting one's privacy; technology-based solutions; empowering better choices and responses; university culture; and disciplinary measures. The findings show that post-secondary institutions need to make preventing and curtailing cyberbullying more of a priority within their campus communities, including engaging in responsive consultation with key stakeholder groups, such as students, to develop meaningful solutions.

Assessing risk factors and impact of cyberbullying victimization among university students in Myanmar: A cross-sectional study

Background

Cyberbullying is a global public health concern with tremendous negative impacts, not only on the physical and mental health of students but also on their well-being and academic performance. However, there are very few studies on cyberbullying among university students, especially in Myanmar. This study aims to determine the percentage of university students who suffered cyberbullying victimization in the last 12 months, and the association between students’ socio-demographic characteristics, adverse events following cyberbullying and cyberbullying victimization.

Methods

A cross-sectional study was conducted among university students aged 18 years and older at one medical university in Magway, Myanmar. A total of 412 students (277 males and 135 females) participated in the study. Data were collected from August to September, 2018 using a self-administered questionnaire. Multiple logistic regression analyses (models I and II) were performed to estimate the unadjusted (UOR) and adjusted odds ratios (AOR), and 95% confidence intervals (CI).

Results

In total, 40.8% of males and 51.1% of females in the study had suffered cyberbullying victimization in the past 12 months. In model I, students who had been studying at the university for 3 years or less (AOR = 1.81; 95% CI 1.14–2.85), and who had witnessed psychological, physical or sexual violence, or cyberbullying in their neighborhoods, (AOR = 2.95; 95% CI 1.48–5.91) were more likely to have suffered cyberbullying victimization in the past 12 months. In model II, being a victim of cyberbullying was associated with difficulties in concentrating and understanding lectures (AOR = 3.96; 95% CI 1.72–9.11), and substance abuse (AOR = 2.37; 95% CI 1.02–5.49). Non-resident students were at a higher risk of being cyberbullying victims than their resident peers (AOR = 1.86; 95% CI 1.04–3.34).

Conclusion

Two out of five students had suffered cyberbullying victimization in the past 12 months, and only half of the victims discussed their experience(s) with someone else. Students who suffered cyberbullying victimization faced academic difficulties and started or increased smoking, betel chewing or alcohol drinking. Counter measures to prevent and mitigate the adverse events related to cyberbullying victimization are urgently needed among university students in Myanmar. Periodic screening for cyberbullying, counseling services, cyber-safety educational programs, and awareness raising campaigns should be implemented.

Cyberbullying and depression among Chinese college students: A moderated mediation model of social anxiety and neuroticism

BACKGROUND

Cyberbullying is a serious social issue that can cause a number of psychological and behavioral problems for perpetrators and victims. Previous studies have shown that adolescent victims of cyberbullying are more likely to exhibit depressive symptoms. However, few studies have investigated the relationship between the perpetration of cyberbullying and depression, or the mediating and moderating mechanisms underlying this relationship.

METHODS

A questionnaire survey was conducted among 476 college students to investigate the relationships between cyberbullying perpetration and depression, the mediating role of social anxiety, and the moderating role of neuroticism.

RESULTS

The results showed that cyberbullying perpetration had a significant and positive predictive effect on depression. Social anxiety partially mediated this relationship. The direct predictive effect of cyberbullying perpetration on depression, and the relation between social anxiety and depression, were both moderated by neuroticism. Cyberbullying perpetration had a greater impact on depression for college students with lower levels of neuroticism and the predictive function of social anxiety on depression was stronger for individuals with low levels of neuroticism too. But neuroticism did not moderate the association between cyberbullying perpetration and social anxiety.

LIMITATIONS

This study focused only on the individual variables influencing the relationship between cyberbullying perpetration and depression, and did not examine interpersonal or environmental variables. Also, the cross-sectional research design means that causality cannot be deduced from the results.

CONCLUSIONS

Cyberbullying perpetration can predict depression directly, and also indirectly via the mediating role of social anxiety. Neuroticism moderates the relation both between cyberbullying and depression, and between social anxiety and depression. These findings provide new perspectives for the treatment and prevention of depression among college students.

General and ICT Self-Efficacy in Different Participants Roles in Cyberbullying/Victimization Among Pakistani University Students

The study examines both general and Internet and Communication Technology (ICT) self-efficacy in cyber-victims, cyber-bullies, and cyber bully victims in comparison to un-involved students. Gender differences were also examined. A total of 1115 Pakistani university students from six universities participated in the study. Analyses were conducted on 950 complete cases (371 males, and 579 females). Data were collected on cyberbullying/victimization, general self-efficacy (GSE), ICT self-efficacy, traditional bullying/victimization, ICT usage, social desirability, and demographics. Multinomial logistic regression analysis indicated that ICT self-efficacy significantly decreased the probability of being a cyber-victim and significantly increased the chances of being a cyber-bully whereas GSE appeared to have no role in predicting participant roles in cyberbullying after controlling for covariates (i.e., age, gender, traditional bullying, traditional victimization, social desirability, Internet usage, time spent on the Internet, and social networking sites (SNS). Findings of the study have important implications for developing and enhancing interventions with respect to the inclusion of ICT related skills in anti-cyberbullying programs. With respect to gender, findings showed that females reported a higher level of victimization while males reported higher perpetration on both traditional and cyberbullying.

Cybervictimization and suicidality among French undergraduate Students: A mediation model

BACKGROUND

Most of the scientific literature on cyberbullying and psychosocial consequences associated is based on samples of adolescents. Also, despite their contributions, the few studies with emerging adults were conducted with small or single-site samples. The present study aimed to document the prevalence of cyberbullying among college students in France and the association between cybervictimization, psychological distress and suicidality.

METHODS

The sample included 4 626 French undergraduates. Participants answered to a cyberbullying scale that measured the frequency of victimization and distress associated. Suicidal ideations and attempts and emotional abuse from parents were also assessed.

RESULTS

The prevalence of cybervictimization was higher in male students than female students. Cybervictims of both genders reported more suicidal ideations and suicidal attempts than non-victims. Mediated model shows a complete mediation effect of psychological distress associated to cybervictimization on the relationship between cyberbullying and suicidality.

LIMITATIONS

The study relied on a cross-sectional design, and as such it is impossible to observe neither developmental trajectories of cybervictimization, nor the causality between the variables. Also, a more comprehensive questionnaire assessing different forms of cybervictimization would have allowed to examine further forms of cybervictimization and their impacts.

CONCLUSION

This study with a large sample leads to important cues for prevention and intervention programs. It highlights that cyberbullying is not only an adolescence concern; but also a young adult issue associated with negative consequences.

Família e escola: Perspetivas sobre a utilização de meios tecnológicos e segurança

Pretende-se compreender como os jovens reportam a utilização de meios tecnológicos e conhecer a perceção que encarregados de educação e professores têm acerca dessa utilização. Propôs-se perceber se estes monitorizam a utilização que os jovens fazem dos meios tecnológicos e que práticas de sensibilização utilizam. Foram aplicados o Inventário de Incidentes Observados de Cyberbullying a 269 adolescentes e o Inventário sobre Segurança Online e Cyberbullying a 155 encarregados de educação e 28 professores. Evidenciam-se diferenças significativas entre a utilização reportada pelos alunos e as perceções dos encarregados de educação e professores.

Adolescent cybervictimization - Who they turn to and their perceived school climate

The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th^, and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying.

Education in Conflict Resolution Using ICT

Education in today's society has meant that new challenges arise, including training on coexistence and a culture of peace in technological media. This article presents the results of a study that aimed to identify how information and communications technology (ICT) can support training in conflict resolution in Colombian public education. To address the use of technology for training in conflict resolution in this experience, the authors took into account the following categories of analysis: peaceful strategies or techniques for conflict resolution; methods and models for conflict resolution; and best practices with ICT. The research results helped identify the relevance of the use of technological tools for education in conflict resolution at an early age and the importance of providing training for teachers in these cross-sectional areas of school contexts.

Cyber Victimization, Psychological Intimate Partner Violence, and Problematic Mental Health Outcomes Among First-Year College Students

Both cyber victimization and psychological intimate partner violence (IPV) have been associated with negative mental health outcomes among adolescents and young adults. The present study examined relations among cyber victimization, psychological IPV, and mental health outcomes (depressive symptoms, antisocial behavior) among first-year college students. Consistent with polyvictimization theory, we hypothesized that cyber victimization and psychological IPV would be related to each other. We also hypothesized that each would uniquely contribute to depressive symptoms and antisocial behavior, after accounting for the other. Participants (N = 342, M age = 18.33 years; 50% male) completed questionnaires during a single lab visit. Results indicated that cyber victimization and psychological IPV were related to each other, and both contributed uniquely to depressive symptoms, but only cyber victimization contributed uniquely to antisocial behavior. Exploratory analyses indicated that experiencing both cyber victimization and psychological IPV was necessary for increased depressive symptoms and antisocial behavior. This study is the first to establish a unique relation between cyber victimization and mental health problems, after accounting for psychological IPV. The findings also suggest a need to consider multiple forms of victimization when considering relations between specific types of victimization and mental health problems.