1
|
Kreuder A, Frick U, Klütsch J, Haehn L, Schlittmeier SJ. The effect of aggressive group norms on young adults' conformity behavior in WhatsApp chats: a vignette-based experiment. Sci Rep 2024; 14:17231. [PMID: 39060401 PMCID: PMC11282315 DOI: 10.1038/s41598-024-67915-9] [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: 01/01/2024] [Accepted: 07/16/2024] [Indexed: 07/28/2024] Open
Abstract
Social networking and messaging applications, such as WhatsApp, have become an essential social environment for adolescents and young adults (AYA). While facilitating connectivity, they also bear hazards, including cyber-aggression. This study investigates the impact of (aggressive) group norms on AYA's propensity to expect cyberaggressive behaviors within different group chats. Based on a vignette scenario, realistically simulated WhatsApp group chats enabled scrutinizing, if and how exemplary reactions (funny, aggressive, friendly) of group members influence AYA's conformity to cyber-aggression (N = 500, aged 16 to 29). Additionally, we examined the effect of chat group type-close friends versus fellow students-on the anticipation of aggressive reactions. Sociodemographic, social, and developmental-psychological factors were evaluated for potential effects. Multilevel logistic regression analyses indicated that aggressive group norms significantly predict cyber-aggression anticipation, while no effect of chat group type was observed. Controlling for the size and vivacity of participant's friend group, gender, age, and educational status were significant predictors: males, younger participants, and non-university students expected higher levels of cyber-aggression conformity. This study underlines the importance of group dynamics on perceptions of cyber-aggression and hints at individual risk factors for AYA's digital communication behavior.
Collapse
Affiliation(s)
- Annika Kreuder
- Work and Engineering Psychology, RWTH Aachen University, Aachen, Germany.
- HSD Hochschule Döpfer, Cologne, Germany.
| | - Ulrich Frick
- HSD Hochschule Döpfer, Cologne, Germany
- Institute for Clinical Epidemiology and Biometry, Julius-Maximilians-University Würzburg, Würzburg, Germany
| | - Jennifer Klütsch
- Work and Engineering Psychology, RWTH Aachen University, Aachen, Germany
| | - Luise Haehn
- Work and Engineering Psychology, RWTH Aachen University, Aachen, Germany
| | | |
Collapse
|
2
|
Touloupis T. Facebook Use and Cyberbullying by Students with Learning Disabilities: The Role of Self-Esteem and Loneliness. Psychol Rep 2024; 127:1237-1270. [PMID: 36367133 PMCID: PMC11067418 DOI: 10.1177/00332941221138471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
The present study aimed to investigate the perceived intensity of Facebook use and the involvement in cyberbullying among elementary school students with learning disabilities, who attend General Education classrooms. Furthermore, the role of students' self-esteem and sense of loneliness in the manifestation of the above behaviors was examined. A self-report questionnaire, which included a scale on perceived intensity of Facebook use, cyberbullying, self-esteem, and sense of loneliness was completed by 211 sixth grade students (119 boys, 92 girls) from randomly selected schools located in economically diverse districts of Thessaloniki (Greece). Students had been diagnosed with learning disabilities in the past. According to the results, students and mainly girls seemed to make intense Facebook use and experience cyberbullying (as victims/bullies). Additionally, students' self-esteem and sense of loneliness predicted indirectly (negatively and positively, respectively) their involvement in cyberbullying, through the mediating role of their perceived intensity of Facebook use. The findings imply the need to implement school prevention actions aimed at strengthening psycho-emotional state of students with learning disabilities and promoting a prudent use of social media. These initiatives may prevent students with learning disabilities from future engagement in cyberbullying incidents.
Collapse
|
3
|
Kim YJ, Aslam MS. Unmasking the Pandemic's Hidden Challenge. ADVANCES IN HUMAN RESOURCES MANAGEMENT AND ORGANIZATIONAL DEVELOPMENT 2024:211-240. [DOI: 10.4018/979-8-3693-1139-4.ch009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/02/2024]
Abstract
In the COVID-19 pandemic, a new challenge emerges in the digital realm – a surge in cyberbullying fuelled by social isolation. This chapter explores the intricate connection between isolation measures and the alarming rise in online harassment. Lockdowns and distancing have turned the online space into both a refuge and a battlefield, revealing unique consequences of isolation. The pandemic has reshaped cyberbullying, with increased screen time, online education, and heightened social media engagement playing complex roles. As social isolation heightens vulnerability, the line between physical and digital blurs, exposing individuals to online harassers. The chapter acknowledges the profound impact of social isolation on mental health, with pandemic stressors and online anonymity fostering anxiety among cyberbullying victims. Educational settings, grappling with remote learning challenges, also experience the ripple effects of cyberbullying. Despite these challenges, coping strategies and support mechanisms emerge, aiding individuals in navigating the digital landscape safely.
Collapse
Affiliation(s)
- Yun Jin Kim
- School of Traditional Chinese Medicine, Xiamen University Malaysia, Malaysia
| | | |
Collapse
|
4
|
Sorrentino A, Esposito A, Acunzo D, Santamato M, Aquino A. Onset risk factors for youth involvement in cyberbullying and cybervictimization: A longitudinal study. Front Psychol 2023; 13:1090047. [PMID: 36743647 PMCID: PMC9893029 DOI: 10.3389/fpsyg.2022.1090047] [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: 11/04/2022] [Accepted: 12/23/2022] [Indexed: 01/21/2023] Open
Abstract
Introduction Cyberbullying and cybervictimization are spread worldwide, and due to COVID-19, an increasing number of children and adolescents have been impacted. Since the beginning of the twenty-first century, research has investigated and highlighted the key risk factors for cyberbullying and cybervictimization, and numerous anti-cyberbullying prevention and intervention programs have been developed and assessed for their efficacy. Despite this, no studies have specifically focused on the individual, relational, and contextual risk factors associated with the onset of youth involvement in cyberbullying and cybervictimization. Methods To address this lacuna, 333 Italian students aged 10-16 years (M = 12.16, SD = 1.35) were involved in a year-long longitudinal study and filled in the anonymous online actuarial Tabby Improved Checklist two times with a 6-month interval. Onset risk factors for cyberbullying and cybervictimization have been separately analyzed by excluding all students involved in cyberbullying from the original sample or in the cybervictimization baseline (T1). Results The results showed that being male, being involved in school bullying, having low levels of awareness of online risk, and having high levels of affective empathy were all significant onset risk factors for cyberbullying. Similarly, being male, being involved in school bullying and victimization, having high levels of affective empathy, and moral disengagement were onset risk factors for cybervictimization. Conclusion Given the negative psychological and behavioral consequences of cyberbullying and cybervictimization, this article includes discussions on practical and policy implications for future research, stressing the need to develop, implement, and evaluate the effectiveness of primary prevention programs addressing and managing onset risk factors for cyberbullying and cybervictimization.
Collapse
Affiliation(s)
- Anna Sorrentino
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy,*Correspondence: Anna Sorrentino ✉
| | - Alessia Esposito
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Debora Acunzo
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Margherita Santamato
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Antonio Aquino
- Department of Neuroscience, Imaging and Clinical Sciences, Chieti-Pescara University, Chieti, Italy
| |
Collapse
|
5
|
Zhang W, Huang S, Lam L, Evans R, Zhu C. Cyberbullying definitions and measurements in children and adolescents: Summarizing 20 years of global efforts. Front Public Health 2022; 10:1000504. [PMID: 36388377 PMCID: PMC9642089 DOI: 10.3389/fpubh.2022.1000504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 10/04/2022] [Indexed: 01/26/2023] Open
Abstract
Despite numerous instruments existing to assist in the measurement of specific cyberbullying behaviors or cyberbullying in general, it is still unclear their purpose, corresponding scenarios, and their effectiveness. This study, therefore, aims to provide a comprehensive review of academic efforts on cyberbullying definitions, measurements, and their effectiveness in children and adolescents in the past two decades. A systematic review was performed using ASReview, an open source machine learning systematic review system. Three bibliographic citation databases, including Web of Science core collection, PubMed, and EBSCO were adopted for all relevant literature published from January 2001 to August 2021. In total, twenty-five studies, mentioning seventeen cyberbullying measurement scales, met the study collection criteria. The results found that most failed to provide a clear definition of cyberbullying, often providing unclear and inconsistent descriptions for the youth. Similarly, studies found it difficult to clearly reflect the three key elements of bullying, namely: harmfulness, repetitiveness, and the power imbalance between bullies and victims. With regard to cyberbullying types, most presented two or three categories, including victimization, perpetration, and bystanding, while some suggested four types based on the nature of the cyberbullying behavior, including written or verbal, visual or sexual, character impersonation, and exclusion. If characteristics are considered, cyberbullying becomes more specific with multiple categories being proposed, including flaming (or roasting), harassment, denigration, defamation, outing, jokes, online sexual harassment, and cyberstalking. With regard to measurements, many scales have been proposed and frequently refined to capture specific cyberbullying experience of the youth. This study emphasizes the value and importance of providing clear cyberbullying definitions and helps scholars in youth cyberbullying choose appropriate measurement scales.
Collapse
Affiliation(s)
- Wei Zhang
- School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Shiqing Huang
- School of Information Resource Management, Renmin University of China, Beijing, China
| | - Lawrence Lam
- Faculty of Medicine, Macau University of Science and Technology, Macau, China,Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia,Faculty of Health, University of Technology Sydney, Sydney, NSW, Australia
| | - Richard Evans
- Faculty of Computer Science, Dalhousie University, Halifax, NS, Canada
| | - Chengyan Zhu
- School of Political Science and Public Administration, Wuhan University, Wuhan, China,*Correspondence: Chengyan Zhu
| |
Collapse
|
6
|
Vismara M, Girone N, Conti D, Nicolini G, Dell’Osso B. The current status of Cyberbullying research: a short review of the literature. Curr Opin Behav Sci 2022. [DOI: 10.1016/j.cobeha.2022.101152] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
7
|
Aizenkot D. The Predictability of Routine Activity Theory for Cyberbullying Victimization Among Children and Youth: Risk and Protective Factors. JOURNAL OF INTERPERSONAL VIOLENCE 2022; 37:NP11857-NP11882. [PMID: 33636999 DOI: 10.1177/0886260521997433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Cyberbullying has been pervading worldwide with negative implications for victims. Therefore, there is an urgent need to better understand this phenomenon and the factors that predict it, as the basis for effective prevention and intervention efforts. The current research aims to examine routine activity theory (RAT) as a theoretical framework predictive of cyberbullying victimization (CV) among children and youth. It was hypothesized that each of the RAT measures and the convergence of all measures predict CV. Data were collected from 5,719 primary, middle, and high school Israeli students (51.9% females) during the 2019-2020 school year via online questionnaires. Regression and moderation analyses were conducted to assess the predictability of CV from RAT measures, separately and converged. All RAT measures, separately and converged, predict CV. While off-line trust negatively predicts CV, other control variables, that is, online trust, educational institution phase, and gender, do not. Implications for school programs and guidelines for parents address the risk and protective factors of CV found. This study provides support for the predictability of CV from RAT and expands the knowledge of risk and protective factors predictive of CV.
Collapse
|
8
|
Paek SY, Lee J, Choi Y. The impact of parental monitoring on cyberbullying victimization in the COVID-19 era. SOCIAL SCIENCE QUARTERLY 2022; 103:294-305. [PMID: 35602177 PMCID: PMC9115449 DOI: 10.1111/ssqu.13134] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 02/02/2022] [Accepted: 03/06/2022] [Indexed: 05/27/2023]
Abstract
Objective The purpose of the current research was to examine the predictors of cyberbullying victimization among South Korean students during a period in which the coronavirus disease was spreading worldwide. We assessed whether parental guardianship protected against victimization when most people worked from home and school instructions were shifted to online learning. Methods We analyzed nationally representative data collected between October 6 and November 13, 2020. Binary logistic regression models were developed based on the Routine Activities Theory theoretical model to investigate the correlates of cyberbullying victimization among participants. Results The results showed that respondents' routine online activities were closely related to victimization, and parental guardianship provided partial protection by reducing non-violent victimization. Conclusion Parents could play a critical role in protecting children from cyberbullying victimization. Future research should continue to investigate the impact of parenting on reducing cyberbullying victimization, specifically the effects of different parenting styles and protections.
Collapse
Affiliation(s)
- Seung Yeop Paek
- Department of Criminal JusticeCalifornia State University, East BayHaywardCaliforniaUSA
| | - Julak Lee
- Department of Industrial SecurityChung‐Ang UniversitySeoulKorea
| | - Yeon‐Jun Choi
- Department of Aviation Security ProtectionKwangju Women's UniversityGwangjuKorea
| |
Collapse
|
9
|
Wang P, Wang X, Lei L. Gender Differences Between Student-Student Relationship and Cyberbullying Perpetration: An Evolutionary Perspective. JOURNAL OF INTERPERSONAL VIOLENCE 2021; 36:9187-9207. [PMID: 31354014 DOI: 10.1177/0886260519865970] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
With the development of Internet technology, cyberbullying has become a serious social issue and public concern in modern society. Based on the general aggression model and an evolutionary psychological perspective, the present study aimed to examine (a) whether student-student relationship would be significantly related to cyberbullying, (b) whether materialism would mediate the link between student-student relationship and cyberbullying, (c) whether boys would be more likely to engage in cyberbullying than girls, and (d) whether there would be gender differences among the links between student-student relationship and cyberbullying. The research hypotheses were tested among 712 Chinese middle school students (M age = 13.66 years, SD = 1.36; 50% of the participants were boys) with a moderated mediation model. The results showed that student-student relationship was negatively related to cyberbullying, with their link mediated by materialism. Furthermore, boys were more likely to engage in cyberbullying than girls. Moderated mediation analyses indicated that gender moderated the path between materialism and cyberbullying, with the effect being significant only among the male participants. Gender did not moderate the link between student-student relationship and materialism, and between student-student relationship and cyberbullying. This study highlighted the importance of uncovering the links between adolescents' offline interpersonal relationships and cyberbullying, as well as the benefits of applying the evolutionary psychological perspective to study cyberbullying.
Collapse
Affiliation(s)
| | | | - Li Lei
- Renmin University of China, Beijing, China
| |
Collapse
|
10
|
Zhu C, Huang S, Evans R, Zhang W. Cyberbullying Among Adolescents and Children: A Comprehensive Review of the Global Situation, Risk Factors, and Preventive Measures. Front Public Health 2021; 9:634909. [PMID: 33791270 PMCID: PMC8006937 DOI: 10.3389/fpubh.2021.634909] [Citation(s) in RCA: 112] [Impact Index Per Article: 37.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2020] [Accepted: 02/10/2021] [Indexed: 01/29/2023] Open
Abstract
Background: Cyberbullying is well-recognized as a severe public health issue which affects both adolescents and children. Most extant studies have focused on national and regional effects of cyberbullying, with few examining the global perspective of cyberbullying. This systematic review comprehensively examines the global situation, risk factors, and preventive measures taken worldwide to fight cyberbullying among adolescents and children. Methods: A systematic review of available literature was completed following PRISMA guidelines using the search themes "cyberbullying" and "adolescent or children"; the time frame was from January 1st, 2015 to December 31st, 2019. Eight academic databases pertaining to public health, and communication and psychology were consulted, namely: Web of Science, Science Direct, PubMed, Google Scholar, ProQuest, Communication & Mass Media Complete, CINAHL, and PsycArticles. Additional records identified through other sources included the references of reviews and two websites, Cyberbullying Research Center and United Nations Children's Fund. A total of 63 studies out of 2070 were included in our final review focusing on cyberbullying prevalence and risk factors. Results: The prevalence rates of cyberbullying preparation ranged from 6.0 to 46.3%, while the rates of cyberbullying victimization ranged from 13.99 to 57.5%, based on 63 references. Verbal violence was the most common type of cyberbullying. Fourteen risk factors and three protective factors were revealed in this study. At the personal level, variables associated with cyberbullying including age, gender, online behavior, race, health condition, past experience of victimization, and impulsiveness were reviewed as risk factors. Likewise, at the situational level, parent-child relationship, interpersonal relationships, and geographical location were also reviewed in relation to cyberbullying. As for protective factors, empathy and emotional intelligence, parent-child relationship, and school climate were frequently mentioned. Conclusion: The prevalence rate of cyberbullying has increased significantly in the observed 5-year period, and it is imperative that researchers from low and middle income countries focus sufficient attention on cyberbullying of children and adolescents. Despite a lack of scientific intervention research on cyberbullying, the review also identified several promising strategies for its prevention from the perspectives of youths, parents and schools. More research on cyberbullying is needed, especially on the issue of cross-national cyberbullying. International cooperation, multi-pronged and systematic approaches are highly encouraged to deal with cyberbullying.
Collapse
Affiliation(s)
- Chengyan Zhu
- School of Political Science and Public Administration, Wuhan University, Wuhan, China
| | - Shiqing Huang
- School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Richard Evans
- College of Engineering, Design and Physical Sciences, Brunel University London, Uxbridge, United Kingdom
| | - Wei Zhang
- School of Medicine and Health Management, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| |
Collapse
|
11
|
Socioeconomic Effects in Cyberbullying: Global Research Trends in the Educational Context. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124369. [PMID: 32570762 PMCID: PMC7345214 DOI: 10.3390/ijerph17124369] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 06/05/2020] [Accepted: 06/17/2020] [Indexed: 12/26/2022]
Abstract
Nowadays, cyberbullying has become a problem of social harassment in numerous educational centres worldwide. New communication technologies have provided the perfect support for the development of this type of harassment in peer relationships, in addition to being linked to broad social and economic circumstances. In this study, the global trends of the socioeconomic implications of cyberbullying in the educational context have been analysed, from 2004 to 2019. Thus, a bibliometric analysis has been applied to 1128 articles, obtaining results of the evolution of scientific activity in this period. The articles are mainly associated with the thematic areas of Social Sciences, Psychology, Medicine and Computer Science. Seven main thematic axes have been detected, highlighting those related to the psychological aspect, adolescence, and the school environment. Likewise, the link of the main authors, institutions, and countries to these lines of research has been detected. The evidence has shown the interest and relevance of this topic at the international level. Future research lines propose different analyses about how certain socioeconomic factors influence this psychological harassment inside and outside the classroom.
Collapse
|
12
|
Bishop SA, Okagbue HI, Odukoya JA. Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country. Heliyon 2020; 6:e03377. [PMID: 32072060 PMCID: PMC7013197 DOI: 10.1016/j.heliyon.2020.e03377] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 12/09/2019] [Accepted: 02/04/2020] [Indexed: 02/07/2023] Open
Abstract
The article show the pattern of externalizing behavior across age, gender, school type, and school level, with reference to aggression, delinquency, and hyperactivity. The study samples were primary school pupils and secondary school students from three selected Local Government Areas (LGA) in Ogun State, Nigeria [Ado-Odo/Ota, Ifo, and Yewa South]. Their ages ranged from 10 to 20 years. The student/pupil sample was 1770 in all. The instrument used was an adapted version of Achenbach's child behavior checklist and youth self-report. Basic descriptive statistics like frequency, percentage, mean, standard deviation, as well as non-parametric statistics like Phi-coefficient, Chi-square, Goodman and Kruskal's gamma, Mann Whitney U test and Kruskal Wallis H test were utilized. Inferential parametric statistics like Pearson r, analysis of variance and simple regression were also utilized. Four major findings were reported. Firstly, the private schools irrespective of age, gender and level, scored higher than the public school in aggression, delinquency, and hyperactivity. Secondly, aggression is higher in secondary schools, while delinquency and hyperactivity are more prevalent in primary schools. Thirdly, school level and school type are the strongest predictors of externalizing behavior. Lastly, correspondence analysis showed a similar behavioral pattern for the three behaviors and three distinct behavioral patterns. i). Respondents aged 10 and below and those in primary schools (ii). Male, public and between 16 and 20. iii). Private, secondary, female and between 11 and 15. Implications of the study are discussed.
Collapse
|