With the more pervasive use of technology, the prevalence of cyberbullying has increased. Universities and colleges have implemented more ways to reach students over the Internet and by other ...electronic means; consequently, it is important to investigate the prevalence of cyberbullying in higher education. This literature review was created to raise awareness of this continuing trend of cyberbullying among college students. Cyberbullying is defined as intent to consistently harass another individual to cause harm via any electronic method, including social media, and includes defamation, public disclosure of private facts, and intentional emotional distress. An exhaustive search of current literature was conducted using a variety of databases including Academic Search Complete, Education Source, E-Journals, ERIC, PsycArticles, Psychology and Behavioral Sciences Collection, and PsycINFO. Google, Google Scholar, and reference lists from key studies were also used to gather relevant studies for inclusion in this review. Articles were used to define cyberbullying, build a historical base of cyberbullying among adolescents, examine factors involved in cyberbullying, describe effects of cyberbullying, and examine this trend among college students. Strategies such as reporting, monitoring online interactions, and legal actions to address cyberbullying in all areas of education were included. Future research should investigate if educational programs lead to decreased cyberbullying, increased rates of reporting, and how cyberbullying may change social media etiquette.
•Cyberbullying is occurring among undergraduate students.•Cyberbullying is traditional bullying moved online.•Cyberbullying includes social media.•Undergraduates are afraid to report cyberbullying.•Education programs, reporting systems, and Internet etiquette should be studied.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
A number of systematic literature reviews have been conducted in order to understand cyberbullying phenomenon. Tertiary studies are carried out to provide a holistic view of an area by collating ...literature at a meta-level. This study appraises systematic literature reviews in cyberbullying to investigate different dimensions, trends and quality of secondary studies. The tertiary study was conducted using four databases for selecting studies published till November 2020. A total of 50 secondary studies were analysed. Different demographic and temporal trends were investigated by finding out the frequency of secondary studies in terms of publication year, publication venues and type of synthesis conducted. The thematic analysis of studies showed eight dimensions in which cyberbullying research was carried out. The quality of the systematic reviews was also measured using Database of Abstracts of Reviews of Effects (DARE) criteria and quality trends were investigated in terms of time, venue and cyberbullying dimensions. The earlier trend in the literature indicates that there had been a considerable focus on measuring the effects and prevalence of cyberbullying by using various measurement strategies. In recent years, the focus has shifted towards designing and evaluating interventions to deal with the increasing rate of cyberbullying. Furthermore, artificial intelligence techniques have also been reported for automated detection of cyberbullying. Our findings also suggest that the researchers are still trying to conceptualize the phenomenon of CB, its theoretical underpinnings and exploring its relationship with other socio-economic factors and related personality traits. The findings of this tertiary study have implications for researchers in directing new areas to conduct further studies.
•A tertiary study of CB phenomenon has been conducted to investigate demogrphic, temporal and quality trends.•Thematic analysis of 50 studies identified eight dimensions in which CB research has been conducted.•Most of the CB research has been conducted on CB prevalence and its effects.•Gaps exist in terms of consolidation of CB definitions/measurements and theory based CB research.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Research on cyberbullying amongst students has tended to be conducted separately within specific education institutional contexts, schools, further education (FE) and higher education (HE), ...neglecting a view that takes account of the entire educational lifespan. The present article addresses this gap in the literature, providing a novel take on examining its nature, social environments, legal consequences and potentially helpful interventions. To facilitate this, the article conceptualises cyberbullying in broad terms, recognising that it can take multiple forms of online and digital practice including: spreading rumours, ridiculing and/or demeaning another person, casting aspirations on the grounds of race, disability, gender, religion or sexual orientation; seeking revenge or deliberately embarrassing a person by posting intimate photos or videos about them without their consent; accessing another's social networking profiles with malicious intent and socially excluding a person from a social network or gaming site. This article demonstrates that harm from cyberbullying is a cause for concern for students at each developmental stage and that there are continuities in its appearance that need to be challenged at each point in the educational lifespan. And inaccurately, by university, the idea that 'nothing can be done' still is one of the main concerns for the victims. The article concludes with five key recommendations for future research and practice across the educational lifespan.
This book, a Special Issue of the International Journal of Environmental Research and Public Health, has been curated by three leading international experts on the topic. Following their editorial, ...there are 14 contributions on the topic of interventions against bullying, including cyberbullying, and similar abusive behaviors such as dating violence. Some contributions also assess positive or protective factors such as well-being, self-efficacy, and school climate. Eight of the contributions directly assess the effects of an intervention, with pre/post test designs and experimental and control groups. The other contributions examine a range of relevant topics, such as teacher attitudes and pupils’ confidence in intervening rather than being passive bystanders. Ten countries are represented among the authors. Most of the articles are about secondary schools (pupils, or teachers), but there are also contributions on early childhood, primary school, and university. This book will be of interest and relevance not only to researchers but also to teachers and educational practitioners concerned with pupil safety and well-being in school, and provides practical ways to reduce bullying and its harmful effects.
Previous studies demonstrate that cyberbullying perpetration and sleep quality likely have vital linkages to each other and to emotional distress. In this article, we examine the bidirectional ...association between cyberbullying perpetration, sleep quality, and emotional distress in a longitudinal data set with two waves of data collection (T1 and T2, 8 months apart). The participants included 661 Chinese junior high school students (n = 661; mean age, 14.02; 61.4% male) who filled out the Revised Cyber Bullying Inventory–Cyberbullying Subscale, Pittsburgh Sleep Quality Index, and Depression Anxiety Stress Scales. Results revealed that cyberbullying and sleep quality would predict each other over time, and significant bidirectional relationships were found between sleep quality and emotional distress across T1 and T2. Cyberbullying at T1 would not predict the emotional distress at T2, whereas emotional distress at T1 was associated with cyberbullying at T2.
In recent years, cyberbullying on social media sites has increased among adolescents and even adults. While there are many factors and forms of cyberbullying, schoolchildren are vulnerable groups ...that are exposed to cyberbullying threats to their mental and emotional health. On the other hand, teachers have the responsibility in the place of the parent while at school, and they need to manage the issue at bay. This study focuses on the identification and analysis of teachers' advice about cyberbullying, thus leading to the conceptualization of a decision-making model for the school to guide other teachers on this matter. This study is an explorative case study conducted in a prominent, semi-private international school in Lingyi, Shandong Province, China. With the purposive sampling approach, thirty-two teachers volunteered in this study; to recap and describe their encounters through writing in an online survey form. As analysis, their responses were validated for trustworthiness, while codes are checked through member checking, and eventually thematically analyzed to address the research questions. Findings from this study revealed a list of tactics that were categorized into three themes: (a) Preventive measures; (b) Counter-measures, and (c) Corrective measures. Each of these categories highlights specific ways that teachers suggest their students to when confronted with cyberbullying. Thereafter, each category was integrated as a model of decision-making in cyberbullying for improvements to the standard operating protocol of the researched school. In addition, this study proposes more similar research in other school settings so that more advisory tactics can be accumulated to enable education policymakers, school administrators, and teachers to make better decisions to manage issues associated with cyberbullying.
Cyberbullying has become a critical social issue, which severely threatens children and adolescents’ physical and psychological health. The current research systematically examined the predictors of ...cyberbullying from the social cognitive and media effects approach. Specifically, this study identified 16 predictors of cyberbullying perpetration and victimization and examined the magnitude of the effects of these predictors by meta-analyzing 81 empirical studies, which represented a total sample of 99,741 participants and yielded 259 independent correlations. The results revealed that risky information and communications technology (ICT) use, moral disengagement, depression, social norms, and traditional bullying perpetration were the main predictors of cyberbullying perpetration, while risky ICT use and traditional bullying victimization were the major contributors of cyberbullying victimization. According to the moderator analyses, country of the sample, sampling method, age, and media platform were significant moderators of the relationships between some specific predictors and cyberbullying perpetration and victimization. Implications for future cyberbullying research were discussed.
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El bullying es un problema social relevante debido a su impacto negativo en la salud y bienestar de los afectados; por ende, es crucial llevar a cabo una revisión sistemática en el Perú que ...abarque la investigación previa en esta área. Por ello, sus objetivos son identificar, evaluar y sintetizar todos los estudios relevantes sobre bullying realizados en el Perú entre el 2017 y 2021. Para su presentación se emplearon las directrices Prisma 2020, respaldándose en las bases de datos Web of Science, Scopus, ScienceDirect, Scielo, Redalyc y PubMed. Luego de completar las búsquedas y aplicar los criterios, se seleccionaron 11 artÃculos. Los resultados se agruparon en tres factores: ambientales, personales y psicológicos, los cuales proporcionan una comprensión integral del bullying en el contexto peruano. Se discuten las posibles implicaciones para futuras investigaciones.
Cyberbullying is a highly prevalent online misbehavior that has recently received public attention due to its potentially devastating consequences. In response to the call to understand the mechanism ...leading to cyberbullying perpetration, this study draws on I3 theory to understand the decisions of young adults to engage in cyberbullying. Furthermore, it examines the influence of gender on various determinants of cyberbullying perpetration. The results of an online survey involving 208 university students reveal that both cyberbullying victimization and perceived online disinhibition enhance the intention to perpetrate cyberbullying, whereas self-control is a critical buffer that represses the propensity to cyberbully others. Our findings also show that the factors influencing cyberbullying differ in strength for male and female students. We believe that these findings not only provide a theoretical explanation of cyberbullying perpetration but also offer valuable insights for combatting cyberbullying among university students.
•Drew on I3 theory to explain individuals' decisions to perpetrate cyberbullying.•Explored the role of gender in strengthening/mitigating the different forces.•Extended the applicability of I3 theory to the cyberbullying context.•Differentiated three distinct determinants of cyberbullying perpetration.•Found the effects of instigating and impelling forces are differed across gender.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
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