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Ying H, Han Y. How childhood psychological abuse affects adolescent cyberbullying: The chain mediating role of self-efficacy and psychological resilience. PLoS One 2024; 19:e0309959. [PMID: 39250436 PMCID: PMC11383216 DOI: 10.1371/journal.pone.0309959] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Accepted: 08/21/2024] [Indexed: 09/11/2024] Open
Abstract
BACKGROUND Despite the recognition of the impact of childhood psychological abuse, self-efficacy, and psychological resilience on cyberbullying, there is still a gap in understanding the specific mechanisms through which childhood psychological abuse impacts cyberbullying via self-efficacy and psychological resilience. METHODS Based on the Social Cognitive Theory, this study aims to investigate the link between childhood psychological abuse and cyberbullying in adolescents, mediated by the sequential roles of self-efficacy and psychological resilience. The sample consisted of 891 students (M = 15.40, SD = 1.698) selected from four public secondary schools in Jiangsu Province, Eastern China. All the participants filled in the structured self-report questionnaires on childhood psychological abuse, self-efficacy, psychological resilience, and cyberbullying. The data were analyzed using SPSS 24.0 and structural equation modeling (SEM) in AMOS 24.0. RESULTS The findings of this study are as follows: (1) Childhood psychological abuse is positively associated with adolescent cyberbullying; (2) Self-efficacy plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (3) Psychological resilience plays a mediating role between childhood psychological abuse and adolescent cyberbullying; (4) Self-efficacy and psychological resilience play a chain mediation role between childhood psychological abuse and adolescent cyberbullying. CONCLUSION This study contributes to a deeper understanding of the underlying mechanisms linking childhood psychological abuse to adolescent cyberbullying, shedding light on potential pathways for targeted interventions and support programs to promote the well-being of adolescents in the face of early adversity.
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Affiliation(s)
- Haihua Ying
- School of Education Science, Nanjing Normal University, Jiangsu, China
| | - Yang Han
- School of Computing, Nanjing University of Information Science & Technology, Jiangsu, China
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Chen Q, Wu Q. The roles of teacher and parental support on adolescent cyber-bystander behaviors: a path analysis. Front Psychol 2024; 15:1374071. [PMID: 38840750 PMCID: PMC11150797 DOI: 10.3389/fpsyg.2024.1374071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Accepted: 05/10/2024] [Indexed: 06/07/2024] Open
Abstract
Introduction The role of bystanders in cyberbullying situations is critical, with the potential to significantly influence outcomes. Bystanders who demonstrate positive behaviors-such as reporting incidents or supporting victims-can help to mitigate the damaging effects of cyberbullying. Based on the Social Cognitive Theory, this study seeks to address the psychosocial mechanisms that underlie positive cyber-bystander behaviors. Methods A total of 1,716 students in Grades 8-12 from three secondary schools in China participated in this study. Path analysis was utilized to delineate the relationships between internet self-efficacy, empathy, teacher and parental support, and cyber-bystander behaviors. Results Adolescents who received greater support from teachers were more likely to demonstrate increased internet self-efficacy and empathy. In contrast, higher levels of parental warmth were associated with lower levels of internet self-efficacy. Teacher support and parental warmth exerted an indirect effect on positive bystander behaviors through empathy. Discussion The importance of parental warmth paired with Internet self-efficacy in preventing online interpersonal violence and motivate active bystander behaviors is considerable. We recommend adopting a nuanced approach that differentiates between empathy and internet self-efficacy in cyber-bystander research.
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Affiliation(s)
- Qiqi Chen
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
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Liu Y, Yu X, An F, Wang Y. School bullying and self-efficacy in adolescence: A meta-analysis. J Adolesc 2023; 95:1541-1552. [PMID: 37690104 DOI: 10.1002/jad.12245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 08/29/2023] [Accepted: 08/29/2023] [Indexed: 09/12/2023]
Abstract
INTRODUCTION Given that literature has examined the relation between school bullying and self-efficacy, findings have been mixed. This meta-analysis aimed to clarify whether school bullying is associated with adolescents' self-efficacy, a key component of social information processing essential for the evaluation of potential behavioral responses. We further examined moderators associated with heterogeneity in the above relation, including participant roles, types of school bullying, types of self-efficacy, and demographic factors (e.g., age, gender, and cultural background). METHOD This study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses Statement for searching, identifying, and screening eligible articles. A total of 53 articles (N = 71,661; Mage = 12.69 years) were included (50 in English and 3 in Chinese). Articles were coded by two graduate-level coders independently with a high inter-rater reliability (97.12%). RESULTS The results showed that (1) school bullying was negatively associated with self-efficacy (r = -.07, p < .001) among adolescents, and (2) the above relation varied by participant role (e.g., bullies, victims, bully-victims, and defenders), types of school bullying (e.g., traditional bullying, cyberbullying, and both), and types of self-efficacy (e.g., general and domain-specific self-efficacy). FINDINGS The findings highlight that school bullying is associated with disruptive cognitive processing in adolescence, low self-efficacy in particular, and the heterogeneity should be considered to fully understand the association between school bullying and self-efficacy among adolescents.
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Affiliation(s)
- Yanxi Liu
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Xiaohong Yu
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Fusen An
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
| | - Yiji Wang
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Affiliated Mental Health Center (ECNU), School of Psychology and Cognitive Science, East China Normal University, Shanghai, China
- NYU-ECNU Institute of Brain and Cognitive Science at New York University Shanghai, Shanghai, China
- Shanghai Changning Mental Health Center, Shanghai, China
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Salvo-Garrido S, Zayas-Castro J, Polanco-Levicán K, Gálvez-Nieto JL. Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile. Behav Sci (Basel) 2023; 13:516. [PMID: 37366768 DOI: 10.3390/bs13060516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 06/09/2023] [Accepted: 06/14/2023] [Indexed: 06/28/2023] Open
Abstract
Academic performance in primary students is fundamental to future school success; however, simultaneous analysis of different key individual, family, and teaching factors must be considered to improve understanding and benefit the development of students' potential. This article presents a latent regression analysis model that examines the relationship between the latent variables (self-efficacy, interest in reading, bullying, parental expectations, and discrimination/exclusion, and teacher violence/aggression) and the academic performance of first-cycle primary students. The model investigates the impact of the latent variables on the standardized endogenous variables of SIMCE Mathematics and Language test scores using a quantitative, non-experimental, correlational, and cross-sectional design. The study involved 70,778 students (53.4% female), with an average age of 9.5 years (SD = 0.6), from Chilean public (33.6%) and subsidized (66.4%) schools. The results indicate that the model accounted for 49.8% and 47.7% of the mean variability in SIMCE Mathematics and Language test scores, respectively. The goodness-of-fit indices demonstrated satisfactory fits for both models. In both tests, student self-efficacy emerged as the most significant factor explaining test score variability, followed by parental expectations. Bullying was identified as a relevant factor in reducing mean performance on both tests. The findings suggest that education decision makers should address these issues to improve student outcomes.
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Affiliation(s)
- Sonia Salvo-Garrido
- Departamento de Matemática y Estadística, Universidad de La Frontera, Temuco 4780000, Chile
| | - José Zayas-Castro
- Department of Industrial and Management Systems Engineering, University of South Florida, Tampa, FL 33612, USA
| | - Karina Polanco-Levicán
- Programa de Doctorado en Ciencias Sociales, Universidad de La Frontera, Temuco 4780000, Chile
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Maftei A, Măirean C. Not so funny after all! Humor, parents, peers, and their link with cyberbullying experiences. COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2022.107448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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Denche-Zamorano Á, Barrios-Fernandez S, Galán-Arroyo C, Sánchez-González S, Montalva-Valenzuela F, Castillo-Paredes A, Rojo-Ramos J, Olivares PR. Science Mapping: A Bibliometric Analysis on Cyberbullying and the Psychological Dimensions of the Self. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:209. [PMID: 36612526 PMCID: PMC9819207 DOI: 10.3390/ijerph20010209] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/01/2022] [Revised: 12/13/2022] [Accepted: 12/15/2022] [Indexed: 06/17/2023]
Abstract
Cyberbullying prevalence is increasing in the world, being a form of abuse that follows victims into their most intimate settings. Cyberbullying affects victims' mental health, self-esteem, emotions, and academic performance. Cyberbullies present low levels of self-control and empathy. This research aimed to map scientific research on Cyberbullying and the Psychological Dimensions of the Self. A bibliometric analysis of scientific documents published in journals indexed in the Web of Science (WoS) was performed. Traditional bibliometric laws were applied and VOSviewer was used to generate visualizations. The annual publications followed exponential growth. Computers in Human Behaviour was the journal with the most publications. Researchers from the USA and Spain were the most prolific. Sameer Hinduja and Justin Patchin were the most cited authors. Hence, there is a growing interest among researchers in Cyberbullying and the emotional aspects of children and adolescents. The USA and Spain were the leading countries in research on this subject. Rosario Ortega-Ruiz, Sameer Hinduja and Justin Patchin were the most prolific and influential authors.
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Affiliation(s)
- Ángel Denche-Zamorano
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
- Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva, 21007 Huelva, Spain
| | - Sabina Barrios-Fernandez
- Occupation, Participation, Sustainability and Quality of Life (Ability Research Group), Nursing and Occupational Therapy College, University of Extremadura, 10003 Cáceres, Spain
| | - Carmen Galán-Arroyo
- Promoting a Healthy Society Research Group (PHeSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
| | | | - Felipe Montalva-Valenzuela
- Laboratorio de Fisiología del Ejercicio y Metabolismo, Escuela de Kinesiología, Universidad Finis Terrae, Providencia 7501015, Chile
| | - Antonio Castillo-Paredes
- Grupo AFySE, Investigación en Actividad Física y Salud Escolar, Escuela de Pedagogía en Educación Física, Facultad de Educación, Universidad de Las Américas, Santiago 8370040, Chile
| | - Jorge Rojo-Ramos
- Physical Activity for Education, Performance and Health, Faculty of Sport Sciences, University of Extremadura, 10003 Caceres, Spain
| | - Pedro R. Olivares
- Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva, 21007 Huelva, Spain
- Facultad de Educación, Universidad Autonoma de Chile, Talca 3480094, Chile
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Yosep I, Pramukti I, Agustina HR, Kurniawan K, Agustina HS, Hikmat R. Triple-P e-Parenting to Improve Awareness of Psychiatric Nurses on Preventing Cyberbullying in Adolescents. Healthcare (Basel) 2022; 11:healthcare11010019. [PMID: 36611479 PMCID: PMC9818670 DOI: 10.3390/healthcare11010019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 12/14/2022] [Accepted: 12/18/2022] [Indexed: 12/24/2022] Open
Abstract
The impact of cyberbullying includes mental health problems and an increased risk of suicide. Psychiatric nurses play an important role in reducing the impact of cyberbullying on students. Nurses, educators, and counselors also play a role to prevent cyberbullying by improving awareness. The purpose of this study is to explore the awareness and involvement of mental nurses and their motivation and confidence in preventing cyberbullying. The research method used in this study was a quasi-experimental pre-post tests study. The sample in this study included 192 respondents. Data analysis used a t-test (pair t-test). This study shows that seminars about cyberbullying and Triple-P e-Parenting are effective in increasing nurses’ awareness regarding the incidence of cyberbullying in adolescents (p < 0.001). The aspects that influence the increase in awareness of mental nurses are attitude (p < 0.001) and parenting (p < 0.001). Awareness of nurses as parents related to cyberbullying is important to prevent cyberbullying in adolescents. Seminars about cyberbullying, the role of parents, and how to prevent cyberbullying are effective in preventing cyberbullying in adolescents by paying attention to the experiences of parents who have children affected by cyberbullying.
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Affiliation(s)
- Iyus Yosep
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
- Correspondence: ; Tel.: +628-139-466-5577; Fax: +022-877-93411
| | - Iqbal Pramukti
- Department of Community Nursing, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Hana Rizmadewi Agustina
- Department of Fundamental Nursing, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | - Kurniawan Kurniawan
- Department of Mental Health, Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
| | | | - Rohman Hikmat
- Faculty of Nursing, Universitas Padjadjaran, Bandung 40132, Indonesia
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Jia Y, Wu Y, Jin T, Zhang L. How Are Bystanders Involved in Cyberbullying? A Latent Class Analysis of the Cyberbystander and Their Characteristics in Different Intervention Stages. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16083. [PMID: 36498159 PMCID: PMC9740610 DOI: 10.3390/ijerph192316083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 11/28/2022] [Accepted: 11/29/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Cyberbullying is a phenomenon that occurs by means of digital devices in virtual environments. Although research reveals the relevant role played by bystanders in stopping cyberbullying, the patterns of cyberbullying bystanders among Chinese college students is not clear. DATA Participants were 1025 Chinese college students (62.0% girls, 38.0% boys). The present analyses empirically explored the roles of cyberbystanders (passive outsider online, defender of the cybervictim online, reinforcer of the cyberbully online, passive face-to-face outsider, face-to-face defender of the cybervictim, and face-to-face reinforcer of the cyberbully) using latent class analysis. RESULTS (1) Five latent classes were identified: defensive bystander (17.9%), indifferent bystander (10.1%), low-involved bystander (10.2%), medium-involved bystander (45.7%), and high-involved bystander (16.0%). (2) The cyberbystander patterns varied significantly for all stages of bullying intervention, among which the defensive bystander had the lowest score in the notice stage but the highest scores in the other stages. (3) There was a graded relationship between the five latent classes and the level of social network site use and cyber-victimization experience. College students with high usage of social network sites and high cyber-victimization experience were more likely to engage in diverse bystander behaviors.
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Modeling of variables related to parents’ awareness in Cyberbullying Prevention. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03837-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Li W, Peng H. The impact of strain, constraints, and morality on different cyberbullying roles: A partial test of Agnew's general strain theory. Front Psychol 2022; 13:980669. [PMID: 36324793 PMCID: PMC9619098 DOI: 10.3389/fpsyg.2022.980669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 09/27/2022] [Indexed: 11/23/2022] Open
Abstract
The strain has been well studied in traditional bullying, and recent research has begun to explore it in cyberbullying behavior. Drawing from General Strain Theory, the current study empirically examined the relationship between strain and the cyberbullying behavior of perpetrators and bully-victims, respectively. Meanwhile, this study also considered the influences of the protective variables (e.g., constraints and morality) on the strain, which may potentially reduce the risks of participating in cyberbullying. The sample comprised 928 Chinese internet users (Male = 490, Female = 438) aged between 16 to 50. We identified the prevalence of cyberbullying in China, in which the percentages of cyberbullying perpetrators, cyberbullying victims, and cyber bully-victims were 23.40, 23.20, and 37.40%, respectively. This study mentioned a noteworthy phenomenon: cyberbullying victims quickly became cyberbullying perpetrators when they were cyberbullied. Secondly, according to the binary logistic regression, we hold that the strain was significantly related to cyberbullying behaviors, as individuals with low levels of self-control showed a higher tendency to participate in cyberbullying. As for protective factors, the results showed that constraints and morality can reduce the negative consequences of strain and then against cyberbullying, exploring the possibilities of using constraints and morality as variables to decrease strain and prevent cyberbullying. Thus, the unique values of this study are using the GST theory to investigate the empirical link between strain and cyberbullying between different roles in a new cultural and social background, demonstrating that negative emotion and low self-control had influences on strain and cyberbullying behaviors. Meanwhile, this study also contributes by discussing the implications for future research and practicing efforts targeting how to decrease the risks of cyberbullying engagement, for example, we suggest that the prevention and intervention of cyberbullying should adopt a cross-sectoral response to help individuals to view cyberbullying, vent dissatisfaction and relieve strain in the right way.
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Affiliation(s)
| | - Huaxin Peng
- School of Media and Communication, Shenzhen University, Shenzhen, Guangdong, China
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Iotti NO, Menin D, Jungert T. Early Adolescents' Motivations to Defend Victims of Cyberbullying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:8656. [PMID: 35886508 PMCID: PMC9324175 DOI: 10.3390/ijerph19148656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2022] [Revised: 07/12/2022] [Accepted: 07/14/2022] [Indexed: 12/10/2022]
Abstract
The aim of this study was to investigate how different types of motivation to defend victims of bullying would be associated with various bystander behaviors in cyberbullying situations among early adolescents in Sweden. Data were collected from 460 Swedish adolescents aged between 11 and 15 years who completed a survey in their classroom. Results showed that autonomous motivation to defend was positively associated with defender behavior and negatively associated with pro-bully and passive behavior, while extrinsic motivation was positively associated with pro-bully and passive behavior. Age was positively associated with increased passive behavior and dampened defensive behavior, while no effect of gender was found on defender behavior. Our findings suggest that students' autonomous motivation to defend victims is important in cyberbullying situations.
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Affiliation(s)
| | - Damiano Menin
- Department of Human Studies, University of Ferrara, 44121 Ferrara, Italy;
| | - Tomas Jungert
- Department of Psychology, Lund University, 222 41 Lund, Sweden;
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Rajbhandari J, Rana K. Cyberbullying on Social Media: an Analysis of Teachers' Unheard Voices and Coping Strategies in Nepal. INTERNATIONAL JOURNAL OF BULLYING PREVENTION : AN OFFICIAL PUBLICATION OF THE INTERNATIONAL BULLYING PREVENTION ASSOCIATION 2022; 5:1-13. [PMID: 35474760 PMCID: PMC9027022 DOI: 10.1007/s42380-022-00121-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/14/2022] [Indexed: 06/14/2023]
Abstract
Teachers can be potential victims of cyberbullying, particularly targeted by their students at their workplaces. The growing use of social media has been observed promoting cyberbullying in addition to face-to-face bullying. Often neglected by academic organisations and policymakers, cyberbullying has become one of the biggest challenges for teachers to manage normal teaching and learning. This article reports an examination of teachers' experiences of how they were cyberbullied by students particularly on social media and their coping mechanisms. This qualitative study utilised online semi-structured interviews with twenty teachers and observation of their Facebook account to explore their familiarities with the digital era agitations. Findings indicate how teachers on social media become victims of trivial belittling, unethical requests, uninvited sexual advances made by students and colleagues, insolence, sabotaging of shared contents and trolling of manipulative contents. While this article explored individual coping strategies of sharing, ignoring and enhancing self-efficacy to handle technology strongly and confidently, it concludes with the implications of collaborative coordination necessary for the development of strong policies and strict cyber laws for ensuring teachers' cybersecurity in similar contexts.
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Affiliation(s)
- Jyotshna Rajbhandari
- Faculty of Social Sciences and Education, Nepal Open University & St. Lawrence College, Kathmandu, Nepal
| | - Karna Rana
- Faculty of Social Sciences and Education, Nepal Open University, Lalitpur, Nepal
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He D, Liu QQ, Jiang F. How is cybervictimization associated with Chinese adolescent suicidal ideation? A moderated mediation analysis. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03044-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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Özdemir EZ, Bektaş M. The Effects of Self-Efficacy and Locus of Control on Cyberbully/Victim Status in Adolescents. J Pediatr Nurs 2021; 61:e15-e21. [PMID: 33892999 DOI: 10.1016/j.pedn.2021.04.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/10/2020] [Revised: 04/06/2021] [Accepted: 04/06/2021] [Indexed: 10/21/2022]
Abstract
PURPOSE This study adopted a descriptive and correlational investigation of the effect of self-efficacy and locus of control on becoming a cyberbully and victim in adolescents. DESIGN AND METHODS Data were collected through the Socio-Demographic Data Collection Form, Middle School Self-Efficacy Scale, Internal-External Locus of Control Scale, and Cyberbully/Victim Scale. Whether self-efficacy and locus of control levels predicted becoming a cyberbully and victim was analyzed through multiple linear regression analysis. RESULTS This study found that the sub-dimensions of self-efficacy and locus of control scales significantly predicted cyberbully and victim becoming. Self-efficacy and locus of control explained 16.8% and 12.8% of the variance in becoming a cyberbully, respectively. The sub-dimension of protective healthcare and family relationships significantly predicted the becoming of both a cyberbully and a cyber victim. Furthermore, it predicted that peer relationships and interpersonal predicted cyberbully status (p < 0.05). CONCLUSIONS This study found that self-efficacy and locus of control significantly affected the becoming of a cyberbully and victim. PRACTICE IMPLICATIONS Interventional studies involving self-efficacy and locus of control to prevent cyberbullying are recommended.
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Affiliation(s)
- Emine Zahide Özdemir
- Dokuz Eylul University Health Sciences Institute, Dokuz Eylul University Faculty of Nursing, Department of Pediatric Nursing, Turkey.
| | - Murat Bektaş
- Dokuz Eylul University Faculty of Nursing, Department of Pediatric Nursing, Turkey.
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Leung ANM. To Help or Not to Help: Intervening in Cyberbullying Among Chinese Cyber-Bystanders. Front Psychol 2021; 12:483250. [PMID: 34335343 PMCID: PMC8316681 DOI: 10.3389/fpsyg.2021.483250] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2019] [Accepted: 06/07/2021] [Indexed: 01/26/2023] Open
Abstract
Cyberbullying has become a serious concern among Internet users worldwide. However, relatively little is known about individuals who witness cyberbullying and how they behave. A bystander is someone who sees bullying or other forms of aggressive or violent behavior that targets someone else and who may choose to respond by either being part of the problem (a hurtful bystander), or part of the solution (a helpful bystander). Few studies examined the phenomena of cyber-bystanders in Chinese populations. Guided by the five-step bystander theoretical model and the theory of planned behavior, this study, addressed this gap to understand how the characteristics of cyber-bystanders explained their intervention in cyberbullying in a Chinese population. This study tested two preregistered hypotheses: (1) controlling for age and gender, awareness of cyberbullying, attitudes, subjective norm and perceived behavioral control to intervene; plus past experience with cyberbullying (measured as past experience in cyberbullying perpetration and victimization), felt responsibility, and self-efficacy to intervene with regard to cyberbullying would explain the intention of cyber-bystanders to intervene in cyberbullying, and (2) the intention of cyber-bystanders to intervene cyberbullying would positively explain their intervening behavior. A total of 581 college students with experience of witnessing cyberbullying were included in the analysis. Applying structural equation modeling with observed variables, a path analysis model was built to test the hypotheses; this study also conducted exploratory analyses by including direct paths from the characteristics of cyber-bystanders to explain intervening behavior. Results found that only awareness of cyberbullying, a subjective norm, and self-efficacy to intervene positively explained intention to intervene cyberbullying; therefore, hypothesis 1 was partly supported. Also, intention to intervene cyberbullying positively explained intervening behavior; therefore, hypothesis 2 was supported. For the exploratory analysis, intention to intervene partially mediated the relation between a subjective norm to intervene and intervening behavior; and intention to intervene also partially mediated the relation between self-efficacy to intervene and intervening behavior. In addition, past experience in cyberbullying victimization also positively and directly predicted intervening behavior. Findings provided a foundation for designing future intervention programs to mobilize cyber-bystanders to become “upstanders.”
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Affiliation(s)
- Angel Nga Man Leung
- Department of Psychology, The Education University of Hong Kong, Hong Kong, China
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PEKER A, EROĞLU Y, NEBİOĞLU YILDIZ M. Does High Self-Efficacy in Adolescents Minimize Cyber Bullying Behaviour? CLINICAL AND EXPERIMENTAL HEALTH SCIENCES 2021. [DOI: 10.33808/clinexphealthsci.864038] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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