Internet use and cyberbullying: Impacts on psychosocial and psychosomatic wellbeing among Chinese adolescents

The use of the internet for entertainment has increased hugely over the last decade among Chinese adolescents, but the psychosocial impacts remain unclear. The aims of this study are to explore the associations between internet use, cyberbullying and psychosocial wellbeing among Chinese adolescents. Questionnaires were completed in the classroom setting by 3378 middle school students aged 11–16 years old (M = 13.58, SD = 0.87) in three provinces representing eastern, central and western China. Key findings included: 1) Internet use of over 3 h per day was associated with higher prevalence of anxiety [OR = 1.6, 95% CI (1.1, 2.2), p = 0.006], depression [OR = 2.1, 95% CI (1.7, 2.6), p < 0.001] and psychosomatic health problems, such as abdominal pain [OR = 2.4, 95% CI (1.8, 3.3), p < 0.001]. 2) Boys were much more likely to play online games. 3) Moderate time of gaming was overall beneficial to well-being. 4) Cyberbullying was common, with 37.5% admitting involvement. 5) Bully-victims were most vulnerable to mental and psychosomatic health problems, and only-bullies were the least vulnerable group. Our findings suggest moderate internet use for entertainment is not detrimental to mental health, but excessive use is. Schools should promote adolescents’ responsible use of the internet and incorporate anti-cyberbullying programs into the curriculum

Cyberbullying prevention in schools:a literature review on cyberbullying and its supported theories and technologies

Abstract. As education is recognized as a component of wellbeing, schools play a pivotal role in fostering students’ knowledge and skills to strengthen their social and emotional wellbeing, benefiting both individuals and the wider community. To fulfil this responsibility, schools must aim to prevent conflicts that may negatively impact students’ socio-emotional wellbeing, such as cyberbullying. Cyberbullying, a modern form of bullying facilitated by digital mediums, poses a growing concern due to its potential to cause serious mental and emotional harm to young people. As a relatively new field of study, cyberbullying prevention has gained significant interest from researchers, educators, parents, and policymakers. However, the current focus of research and prevention efforts primarily revolves around traditional bullying, leaving a gap in understanding and addressing cyberbullying adequately. This thesis aims to bridge the gap between theory and practice in cyberbullying prevention by exploring different prevention strategies through the lens of various theories. By conducting a comprehensive literature review, the study examines how these theories inform and support the prevention of cyberbullying within school settings. Furthermore, the research investigates the implementation and efficacy of these prevention strategies in real-world contexts

Cyberbullying in elementary and middle school students: A systematic review

The goal of the present study was to extend the scope of previous reviews on cyberbullying to focus on elementary and middle school students, ages when research indicates that children begin to use mobile phones and social media. From 2016 to 2020, a total of 43 articles were included in the final selection, and purpose/s, sample, design/instruments, and main findings/conclusions were assessed on each one. The following topics emerged from the results and were discussed: cyberbullying/cybervictimization and psychosocial variables, students’ sociodemographic variables, connections between bullying and cyberbullying, students’ roles related to cyberbullying, external factors and students’ responses, and effectiveness of cyberbullying programs. Students experiencing cyber bullying at an early school age reported negative feelings, such as depression or anxiety. They are often linked to bullying scenarios and even to the same role (cyberbully, cybervictim or cyber witness). Different programs have been shown to positively influence cyberbullying from a young age, important to prevent it, when children begin to use mobile phones and social media. Pro tective factors, such as specific pedagogical approaches (e.g. Cooperative Learning or Teaching for Personal and Social Responsibility) or programs, as well as the joined work of different agents (e.g. psychologists, teachers, parents, peers), should be considered to promote a positive evolu tion on CB prevention. Nevertheless, more studies are needed at these grades, as well as quali tative research designs, to deepen on the students’ feelings on cyberbullyin

The Impact of Cyber-bullying on Adolescents\u27 Georgia Milestones Scores

This correlational study investigated the relationship of adolescent cyber-victimization to performance on the Georgia Milestone Assessment System (GMAS) competency test. Technology today allows students to learn how to operate various forms of digital equipment very early, but proper cyber etiquette training is not always included. This study addressed the potential that cyber-victims’ may have low performance scores on high stakes tests. A closer look at the predictive relationship between the two is an important step in the process for developing plans to resolve this issue. The participants included 100 randomly-selected Georgia middle school students. After collecting the Cyberbullying and Online Aggression Surveys (COAS) from the selected adolescents, the researcher used a bivariate regression to determine what type of impact cyber victimization has on adolescents’ competency test scores measured by the GMAS. The results, conclusion, and recommendations for further research provides others with information that can assist with the development of corrective instructional methods. Corrective instructional methods being those focused on nonaggressive online behavior

The Relations Between School Climate, Peer Preference, Peer Victimization, and Adjustment Difficulties in Chinese Middle School Students

This study utilized a cross sectional model to examine the relation between peer victimization and adjustment difficulties in middle school aged youth in China. Furthermore, this study explored the role of school climate and peer preference in the relation between peer victimization and adjustment difficulties. It specifically examined how different types of victimization (physical, verbal, relational, cyber) can lead to adjustment difficulties and whether school climate and peer preference moderates this relation

Olhar a escola: preceção de clima escolar e sentimento de pertença. Um estudo com alunos/as de 3º ciclo do ensino básico

O presente estudo tem como principais objetivos aprofundar os estudos de duas escalas, adaptadas para português, a Escala de Clima da Escola (Guerra & Melo, 2017) versão portuguesa do Delaware School Climate Survey – Student (Bear, Hoslt, Lisboa, Chen, Yang & Chen, 2015) e a Escala de Avaliação do Sentimento de Pertença à Escola (Nobre Lima & Duarte Ventura, 2016), versão portuguesa da escala Psychological Sense of School Membership (Goodenow,1993); e analisar a perceção de Clima de Escola e Sentimento de Pertença junto de alunos/as que frequentem o 7º, 8º e 9º ano de 4 escolas da região de Évora em função de variáveis sociodemográficas como o sexo, a idade, o ano de escolaridade, as reprovações em anos anteriores e a participação em atividades extracurriculares. Os resultados da análise psicométrica das escalas permitiram verificar que medem os constructos de forma válida e fiável. Os resultados da análise inferencial mostram o impacto do Clima de Escola na perceção de segurança, cumprimento das regras e respeito pela diversidade, apontando ainda para a influência da relação professor-aluno na promoção de um clima de escola positivo. Relativamente ao Sentimento de Pertença à escola, os resultados principais indicam que quando os/as alunos/as participam em atividades extracurriculares, têm um maior sentimento de pertença; Abstract: A Look at school: perception of School Climate and Feeling of School Membership . A study with students of the 3rd Cycle The present study has as main objective to deepen the studies of adaptation of two scales adapted to Portuguese, Escala de Clima da Escola (Guerra & Melo, 2017) Portuguese version of the Delaware School Climate Survey - Student (Bear, Hoslt, Lisboa, Chen, Yang & Chen, 2015) and the Escala de Avaliação do Sentimento de Pertença à Escola (Nobre Lima & Duarte Ventura, 2016), Portuguese version of the Psychological Sense of School Membership (Goodenow, 1993); and analyze the perception of Clima da Escola e Sentimento de Pertença with students who attend the 7th, 8th and 9th grade of 4 schools in the region of Évora, according to sociodemographic variables such as gender, age, school year, disapprovals in previous years and participation in extracurricular activities. The results of the psychometric analysis of the scales allowed to verify that they measure the constructs validly and reliably. The results of the inferential analysis show the impact of school climate on the perception of safety, compliance with rules and respect for diversity, also pointing to the influence of the teacher-student relationship in the promotion of a positive school climate. Regarding the sense of school membership, the main results indicate that when students participate in extracurricular activities, when students participate in extracurricular activities, they have a biggest sense of belonging

Διερεύνηση φαινομένων σχολικού και διαδικτυακού εκφοβισμού, ψυχοκοινωνικής επάρκειας και στρατηγικών αντιμετώπισης αγχογόνων καταστάσεων μαθητών προεφηβικής και εφηβικής ηλικίας με και χωρίς Διαταραχή Ελλειμματικής Προσοχής-Υπερκινητικότητα

Σκοπός της παρούσας έρευνας ήταν η διερεύνηση της σχέσης της σχολικής και διαδικτυακής θυματοποίησης και των στρατηγικών αντιμετώπισης αγχογόνων καταστάσεων (προσέγγισης, συναισθήματος, αποστασιοποίησης) με την ψυχοκοινωνική επάρκεια σε μαθητές με και χωρίς Διαταραχή Ελλειμματικής Προσοχής/ Υπερκινητικότητα (ΔΕΠ-Υ). Στην έρευνα συμμετείχαν 682 μαθητές Πρωτοβάθμιας (Ε΄ και Στ΄ Δημοτικού) και Δευτεροβάθμιας (Α΄, Β΄ και Γ΄ Γυμνασίου) Εκπαίδευσης (Μ.Ο. ηλικίας: 12,74 έτη, Τ.Α.=±1,48 , 46% αγόρια) εκ των οποίων οι 107 είχαν διάγνωση ΔΕΠ-Υ. Για τις ανάγκες της έρευνας χορηγήθηκαν: Το Ερωτηματολόγιο Εκφοβισμού/Θυματοποίησης (The Revised Olweus Bully/Victim Questionnaire, [OBVQ], (Olweus, 1996, 2006. Solberg &amp; Olweus, 2003), το Ερωτηματολόγιο Διαδικτυακού Εκφοβισμού (Cyberbullying Questionnaire, Smith, Mahdavi, Carvalho, &amp; Tippett, 2006), το Εργαλείο Ψυχοκοινωνικής Προσαρμογής παιδιών σχολικής ηλικίας ή Τεστ Ψυχοκοινωνικής Προσαρμογής (Χατζηχρήστου, Πολυχρόνη, Μπεζεβέγκης, &amp; Μυλωνάς, 2008α), το Ερωτηματολόγιο Στρατηγικών Αντιμετώπισης Αγχογόνων Καταστάσεων (Self-Report Coping Scale, [SRCS], Causey &amp; Dubow, 1992. Kochenderfer-Ladd &amp; Skinner, 2002) και ένα ερωτηματολόγιο δημογραφικών στοιχείων. Πιο συγκεκριμένα, για τον έλεγχο των υποθέσεων της έρευνας, στην περίπτωση των μαθητών χωρίς τη διαταραχή (Ομάδα Ελέγχου-ΟΕ) δημιουργήθηκε ένα δομικό μοντέλο εξίσωσης με εξαρτημένη μεταβλητή την ψυχοκοινωνική επάρκεια και ανεξάρτητες μεταβλητές τη σχολική και διαδικτυακή θυματοποίηση. Στο πλαίσιο αυτό, επιχειρήθηκε η εξέταση του διαμεσολαβητικού ρόλου των επιμέρους στρατηγικών αντιμετώπισης αγχογόνων καταστάσεων. Το μοντέλο είχε καλή προσαρμογή στα δεδομένα, καθώς με βάση τους δείκτες καλής προσαρμογής που μελετήθηκαν, παρατηρήθηκε ότι οι τιμές του μοντέλου ήταν ικανοποιητικές (χ2/df = 4,12 &lt; 5, df = 56, CFI =0,96 ≥ 0,90, RMSEA =0,07 &amp; SRMR =0,04 &lt;0,08). Η έρευνα εντόπισε ότι η σχολική και διαδικτυακή θυματοποίηση για τους μαθητές της ΟΕ προέβλεπε αρνητικά την ψυχοκοινωνική επάρκεια τόσο άμεσα όσο και έμμεσα, διαμέσου των στρατηγικών προσέγγισης και συναισθήματος. Παράλληλα, οι στρατηγικές προσέγγισης αποτέλεσαν θετικό προβλεπτικό παράγοντα της ψυχοκοινωνικής επάρκειας. Τα ευρήματα αυτά επισημαίνουν τον σημαντικό ρόλο που ενδέχεται να διαδραματίζει η επιλογή και η αποφυγή συγκεκριμένων στρατηγικών στην ψυχοκοινωνική επάρκεια των μαθητών. Παράλληλα, στην περίπτωση των παιδιών με ΔΕΠ-Υ, προκειμένου να ελεγχθούν οι παραπάνω σχέσεις, πραγματοποιήθηκε διαμεσολαβητική ανάλυση παλινδρόμησης. Τα ευρήματα επιβεβαιώνουν και για τους μαθητές με ΔΕΠ-Υ τη διαμεσολαβητική επίδραση των στρατηγικών και ειδικότερα τη θετική επίδραση των στρατηγικών προσέγγισης στην ψυχοκοινωνική επάρκεια και τη δυσπροσαρμοστικότητα των στρατηγικών συναισθήματος και αποστασιοποίησης στην εν λόγω μεταβλητή. Επίσης, οι ομάδες του δείγματος συγκρίθηκαν ως προς τον σχολικό και διαδικτυακό εκφοβισμό, τις στρατηγικές και την ψυχοκοινωνική επάρκεια. Τα αποτελέσματα της έρευνας αναδεικνύουν την ανάγκη πρόληψης και αντιμετώπισης φαινομένων σχολικού και διαδικτυακού εκφοβισμού για την ψυχοκοινωνική επάρκεια όλων των μαθητών, ενώ παράλληλα υπογραμμίζουν τη σημασία της διδασκαλίας των κατάλληλων στρατηγικών αντιμετώπισης αγχογόνων καταστάσεων. Ιδιαίτερη μέριμνα θα πρέπει να δοθεί στους μαθητές με ΔΕΠ-Υ, λόγω της υψηλής εμπλοκής στο φαινόμενο και της αναποτελεσματικής διαχείρισης του αγχογόνου παραγοντα.The purpose of the present study was to investigate the relationship between school and cyber victimization with coping strategies (approach, emotional, distancing) and psychosocial adjustment on students with and without Attention Deficit Hyperactivity Disorder (ADHD). The sample group consisted of 682 primary and secondary school students (average age 12.74 years, S.D.= ±1.48, 46% boys), out of those 107 were diagnosed with ADHD. The students completed the following measures: 1. the Revised Olweus Bully/Victim Questionnaire, [OBVQ], (Olweus, 1996, 2006. Solberg &amp; Olweus, 2003), 2. the Cyberbullying Questionnaire, (Smith, Mahdavi, Carvalho, &amp; Tippett, 2006), 3. the Psychosocial Adjustment Test (Chatzichristou, Polychroni, Bezevegis, &amp; Mylonas, 2008α), 4. the Self-Report Coping Scale, [SRCS], Causey &amp; Dubow, 1992. Kochenderfer-Ladd &amp; Skinner, 2002) and 5. a demographic questionnaire. More specifically, a Structural Equation Model was constructed for the students without the disorder (Control Group-CG) with psychological adjustment being the dependent variable, while school and cyber victimization being the independent variables. Moreover, it was examined the mediating effect of the individual coping strategies. An inspection of the fit indices of the structrural equation model revealed that the theoretical model fitted well to the data (χ2/df = 4,12 &lt; 5, df = 56, CFI =0,96 ≥ 0,90, RMSEA=0,07 &amp; SRMR =0,04 &lt;0,08). The results showed that school and cyber victimization of the CG students negatively predicted psychosocial adjustment both directly and indirectly through strategies of approach and emotion. In addition, approach strategies constituted a positive predictor of psychosocial adjustment. These findings showcase the significant role that the choice or avoidance of specific coping strategies in stressful situations might play, on the psychosocial adjustment of students. Moreover, mediation analysis was conducted with a view to verify the above relationships on students with ADHD. The findings confirm the mediating effect of strategies, in particular the positive effect of approach strategies on psychosocial adjustment and the negative effect of emotional and distancing strategies to this variable. Furthermore, the sample groups were compared with regard to school and cyber bullying, coping strategies and psychosocial adjustment. The results of the research highlight the need to prevent school and cyber bullying by implementing suitable programs and to reinforce the psychosocial adjustment of all students in need of support, while at the same time emphasize the importance of teaching appropriate strategies for dealing with stressful situations. Special care should be given to students with ADHD, due to their high involvement in this phenomenon and their inefficient management of the stressor

Exploring the perception, interpretation, and role of humour in cyberbullying from the perspective of adolescents and emerging adults

Cyberbullying is a pervasive form of online aggression that can lead to considerably negative and harmful consequences. Previous research with adolescents and emerging adults has identified a range of motivations for cyberbullying perpetration. A frequently reported motive to cyberbully others is for humorous entertainment. The overall aim of the research program was to explore the role of humour within cyberbullying from the perspective of young people and emerging adults and to explore the factors which mediate the severity perception of humoristic cyberbullying. A sequential exploratory mixed methods approach with three studies was employed. Study 1 utilised seven focus groups with 28 adolescents (aged 11-15) to gain insight into the attitudes, understandings, and perspectives of young people concerning the role of humour within cyberbullying. Using Reflexive Thematic analysis (Braun & Clarke, 2006; 2021), Study 1 identified a number of core factors related to severity perceptions of humoristic cyberbullying, which were incorporated into 96 hypothetical vignettes for experimental studies 2 and 3. Study 2 explored 356 adolescents aged 11-16 (Mean age = 13.24, SD = 1.28) severity perception of online aggressive humour. For the purpose of rigour and exploration of age differences in severity perceptions, Study 3 was designed to replicate the design of Study 2. Study 3 was conducted with an older sample population of 417 participants aged between 16-21 (Mean age = 17.14, SD = 1.11). Additionally, Study 3 incorporated three covariates, cyberbullying victimisation and perpetration experiences and aggressive humour style, which were added to the design with the aim to account for potential confounding effects. Findings from multilevel modelling indicated that severity perceptions of the humoristic cyberbullying vignettes were influenced by range of factors in Study 2 and 3. Key findings were found to be attributed to gender differences, the influence of repetition and audience and social context across both studies. A final key finding from covariate analysis reported from Study 3 indicated a relationship between aggressive humour style and lower severity perceptions. Aspects of these findings challenge and support the cyberbullying definition, and therefore substantially contribute to the growing body of literature that is building a theoretical framework around cyberbullying. Implication and the prospects of future research leading from the findings of this thesis are expansive and are imperative to the future understanding of the role of humour within cyberbullying behaviours