Exploratory Research to Identify the Characteristics of Cyber Victims on Social Media in New Zealand

Cyberbullying is omnipresent among all sections of society who have access to the internet. Vast research has been carried out on this topic around the world however there has not been enough research that is New Zealand based. The objective of this research is to identify the characteristics of cyber victims on social media in New Zealand. We scrutinize the prevalence of cyberbullying in New Zealand among university students based on age, gender and personality. The survey was designed stating the hypotheses developed as a result of the literature review. We gathered the data of sample size n = 158. We conclude that students with openness to experience are more likely to be cyberbullied compared to the other personalities. Whereas, we found no correlation of age and gender with the cyber bullying on a university level. The results from this study can have a positive application in counter cyberbullying programs in New Zealand. This study will a give an impetus for further analytical research in the field of cyber bullying in New Zealand

Victimización múltiple (bullying y ciberacoso) en la Educación Primaria en España desde una perspectiva de género

Los estudios demuestran que la agresión cara a cara se extiende a otros tipos de comportamientos de acoso escolar a través de tecnologías digitales. La investigación actual es limitada en educación primaria y contradictoria en términos de género. Este estudio analizó la prevalencia del bullying y el ciberacoso en España a una edad temprana, identificando grupos de víctimas desde una perspectiva de género. También asoció las variables escolares (sentido de pertenencia a la escuela, absentismo o confianza delestudiantado en las materias STEM) a perfiles más vulnerable. En un segundo análisis, 4756 alumnos españoles de educación primaria de cuarto grado completaron la encuesta estandarizada TIMMS 2015. Los resultados mostraron cuatro grupos de víctimas, dos caracterizadas por la victimización múltiple (bullying y cyberbullying). Hubo diferencias significativas de género entre los grupos. El porcentaje de niñas en el perfil de víctimas de acoso severo fue mayor. Sin embargo, en general, hubo una mayor presencia de niños en los diferentes grupos de víctimas. Las variables escolares consideradas se asociaron de forma diferencial según el género. El sentido de pertenencia del estudiantado en la escuela no era el mismo para niñas y niños, ni tenían la misma actitud hacia el absentismo. Los resultados se discuten en relación con otros estudios, junto con conclusiones sobre el diseño de intervenciones educativas y futuras investigaciones.Studies show that face-to-face aggression extends to other types of bullying behaviours through digital technologies. Current research is limited in primary education and contradictory in terms of gender. This study looked at the prevalence of bullying and cyberbullying in Spain at an early age, identifying groups of victims from a gender perspective. It also associated school variables (sense of belonging at school, absenteeism or student confidence in STEM subjects) to the most vulnerable profile. In a second analysis, 4756 Spanish 4th grade Primary Education pupils completed the TIMMS 2015 standardized survey. The results showed four groups of victims, two characterized by multiple victimization (bullying and cyberbullying). There were significant gender differences between the groups. The percentage of girls in the profile of victims of severe harassment was higher. However, overall there was a greater presence of boys across the different groups of victims. The school variables considered were associated differentially according to gender. The student sense of belonging at school was not the same for girls and boys, nor did they have the same attitude towards absenteeism. The results are discussed in relation to other studies together with conclusions regarding the design of educational interventions and future researc

Misuse of ICTs among Turkish children and youth: A study on newspaper reports

This study investigated the misuse of Information and Communication Technologies (ICTs) among children and youth. The data source was newspaper reports obtained from three Turkish daily newspapers, between January 2006 and December 2012. In that seven years period, a total of 66 ICT misuse incidents were reported in the selected newspapers. Document analysis was performed on the newspaper reports. Themes and codes were entered as variables to manage the data quantitatively. Results revealed that ICT misuse was most commonly conducted through cell phones, social networking sites, instant messaging and web pages. Young people’s involvement of ICT misuse had three forms; from young perpetrator/s to the young victim/s, from young perpetrator/s to adult victim/s and from adult perpetrator/s to young victim/s. ICTs were commonly misused for sexual abuse, insulting or taking revenge. While perpetrators were mostly males whose ages ranged between 14 and 52, a great majority of ICT misuse victims were females, with an age range from 8 to 46. Negative psychological and physiological impacts were reported by the victims

Exploring the effects of cyber-bullying on student's attitude in online learning: A case study of UUM

Nowadays, the massive use of information technology services in different learning fields has led to more cyber-bullying in return. There are few studies conducted to measure or examine the effects of cyber-bullying activities on individual‘s behavioral aspects within the university context. Therefore, this study aimed at determining the types of cyber-bullying exist in online learning environment in UUM and its effect on student‘s attitude to use online tools. Questionnaire was administrated among 280 respondents, only 207 questions were found to be valid for data analysis. An exploratory factor analysis was used to determine the key factors contributing to UUM students‘ cyber-bullying. A total of three factors were resulted 1) Receiving emails and instant messages with different identities, 2) Asking for access without permission, and 3) Use of webcam images. The result also showed that there were a significant correlation between these factors and students‘ attitude. The regression analysis result showed that students‘ attitude were affected by two factors which believed to favor their intention to use learningzone as an online learning tool. Recommendation and future studies are discussed in this research

Cyberbullying: incidence, trends and consequences

Bullying, including cyberbullying, affects a high percentage of children at different stages of their development, often severely undermining their health, emotional wellbeing and school performance. Victims may suffer sleep disorders, headaches, stomach pain, poor appetite and fatigue as well as feelings of low-self-esteem, anxiety, depression, shame and at times suicidal thoughts; these are psychological and emotional scars that may persist into adult life. Bullying is a key concern for children. It is one of the most frequent reasons why children call a helpline. It gains centre stage in surveys conducted with school children, and generates a special interest when opinion polls are conducted through social media with young people. The recent U-Report initiative supported by UNICEF with more than 100,000 children and young people around the world illustrates this well: nine in every ten respondents considered that bullying is a major problem; two thirds reported having been victims; and one third believed it was normal and therefore did not tell anybody, while many did not know whom to tell or felt afraid to do so. Serious concerns were equally expressed by the childrenwho participated in a Latin American Regional Consultation on bully

HUBUNGAN HARGA DIRI DENGAN CYBERBULLYING PADA REMAJA DI SMK KOSGORO 1 PADANG TAHUN 2018

41-50% remaja di Indonesia mengalami cyberbullying. Remaja dengan harga diri rendah lebih mudah menjadi target cyberbullying. Penelitian ini bertujuan untuk melihat hubungan antara harga diri dengan cyberbulllying pada remaja di SMK Kosgoro 1 Padang tahun 2018. Jenis penelitian ini adalah analitik dengan pendekatan cross sectional. Penelitian dilaksanakan pada bulan Januari sampai dengan Juli 2018. Sampel penelitian ini berjumlah 114 orang, dipilih dengan teknik proportional random sampling. Pengumpulan data menggunakan dua jenis kuesioner yaitu Rosenberg Self Esteem Scale untuk harga diri dan Revised Cyber Bullying Inventory untuk cyberbullying. Data dianalisis menggunakan uji korelasi Pearson. Hasil penelitian menunjukkan rerata harga diri remaja sebesar 23,07, rerata pelaku cyberbullying sebesar 11,79 dan rerata korban cyberbullying sebesar 9,41. Terdapat hubungan yang bermakna antara harga diri dengan pelaku cyberbullying, p=0,000 kekuatan hubungannya sedang r= -0,606, dengan arah hubungan negatif, juga terdapat hubungan bermakna antara harga diri dengan korban cyberbullying, p=0,000 kekuatan hubungan kuat r= -0,726 dengan arah hubungan negatif. Hubungan harga diri dengan pelaku maupun korban cyberbullying memiliki arah negatif, yang artinya semakin rendah harga diri maka semakin tinggi pelaku maupun korban cyberbullying. Diharapkan perawat dapat bekerja sama dengan pihak sekolah untuk membantu meningkatkan harga diri siswa, salah satunya dengan cara menggali aspek positif diri, dalam upaya mencegah siswa terlibat cyberbullying. Daftar Pustaka : 118 (1965 – 2017) Kata Kunci : Harga Diri, Cyberbullying, dan Remaj

Cybervictimization among secondary students: social networking time, personality traits and parental education

BackgroundCyberbullying among children and adolescents is a major public health concern. However, research has not yet definitively identified the risk factors associated with cybervictimization. The purpose of this study was to determine the association of cybervictimization with use of social networks, personality traits and parental education in secondary students.MethodsThe study population consisted of 765 secondary students (56.5% girls) from Majorca (Spain) who were aged 15.99years (grade 4). The data were from the 16 secondary school centers that participated in the ITACA Project, a multi-center, cluster randomized controlled trial. Cybervictimization was measured by the Garaigordobil Cybervictimization Scale, and the Big Five Questionnaire for Children was used to assess personality traits.ResultsResults showed that 39.9% of the students were cybervictims. Univariate analysis indicated that more girls than boys were cybervictimized (43.1% vs 35.7%). Cybervictims spent more time in social networking sites than non-victims (6h 30min vs. 5h 16min) and had greater emotional instability (0.16 vs. -0.23) and extraversion (0.11 vs. -0.09) and were less conscientious (-0.001 vs. 0.20). Multivariable analysis indicated that social networking time was not significantly associated with cybervictimization after controlling for personality traits, but the same personality traits remained significantly associated.ConclusionsOur findings indicate that cyberbullying is a frequent and relevant problem in adolescents. Big Five personality traits are related with cybervictimization. Possible ways to design interventions include promoting social leisure activities, encourage responsible attitudes and provide stress coping tools.This study was funded by the Spanish Ministry of Health, Health Research Funds of the Carlos III Health Institute (PI12/01813)

What makes a bully a cyberbully? Unravelling the characteristics of cyberbullies across twenty-five European countries

The characteristics of bullies who act face-to-face and those who do so in cyberspace were compared directly in one sample across twenty-five countries. The role of cross-country differences in technological infrastructure was also explored. Cyberbullies compared to face-to-face bullies were more likely to engage in risky online activities, spend more time online, and found it easier to be themselves online. Private access to the internet did not make a difference. Gender differences showed girls more likely to be cyber- than face-to-face bullies if they have a profile on a social networking site. Age and internet ability beliefs were also positively but not independently associated with cyberbullying. Cross-country differences were small and patterns remained mostly stable across countries, suggesting that individual and not country-level characteristics are pivotal in explaining cyberbullying

Cyberbullying among Children and its Comparison to Traditional Forms of Peer Violence

In addition to traditional forms of peer violence (physical, verbal, relational, sexual, economic and cultural), children are increasingly involved in cyberbullying through electronic media. We present a literature review on peer violence in order to determine the similarities and specifics of cyberbullying, in comparison with traditional forms of peer violence. Similarities of these forms of bullying are manifested in the overlap of core elements in most conceptualizations of peer bullying and the correlation between being involved in the electronic and the traditional bullying perpetration, as well as in the correlation between both types of bullying victimization. On the other hand, some studies suggest that cyberbullying utterly differs from traditional forms of peer bullying in crucial elements of conceptual definitions of bullying, possible anonymity of perpetrators, wide audience and high spatio-temporal accessibility of violent content. In addition, we compare risk and protective factors for the involvement in traditional and electronic violence among peers (on individual, family, school and peer level). Despite the fact that the prevalence of traditional forms of peer victimization still exceeds the electronic forms of violence, both worldwide and in Croatia, due to cyberbullying specifics, it is essential for the current bullying prevention programs to implement certain activities specifically aiming at reducing cyberbullying among children

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.Open access journal.This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]