1,132 research outputs found

    The role of self-blame and resilience in psychosocial outcomes in college students who engage in cyberbullying

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    Bullying behaviors (traditional and cyber) are often associated with adverse long-term consequences. As a result of an increase in technology use, traditional bullying has gradually expanded to include cyberbullying. While research in the area of cyberbullying is relatively new, current evidence suggests that cyberbullying is a pervasive problem from childhood into adulthood, and is associated with long-term detrimental effects for bullies, victims, and bully-victims. Research also suggests that self-blame, the tendency to view life events as being within an individual’s control may exacerbate the development and intensity of psychological symptoms (e.g., anxiety, depression) that may result from experiencing stressful events. (Feinauer & Stuart, 1996). Resiliency has been suggested as a buffer against the development of symptoms of anxiety and depression. Resiliency has been defined as a measure of stress coping ability that encompasses personal competence, trust in one’s instincts, positive acceptance of change, control, and spiritual influences (Conner & Davidson, 2003; Masten, 2001; Rutter, 2006). The purpose of the present study was to examine the relationships among cyberbullying, self-blame, resilience, and psychological well-being in college students. Participants were 543 undergraduates from a public university in the southeastern United States. Participants included 155 males and 388 females ranging in age from 18 to 30 plus years. It was hypothesized that the experience of cyberbullying (X) would negatively predict psychosocial outcomes (Y) as mediated through level of self-blame (M). Additionally, given the rationale that resilience could potentially act as a protective factor against engaging in self-blame, it was hypothesized that (W) would serve as a moderator of the relationship between cyberbullying (X) and self-blame (M). Using “Model 7” by Hayes (2013), a moderated-mediation analysis was conducted. Contrary to predictions, the overall indirect of self-blame (M) in the analysis of psychosocial outcomes (Y) regressed on Cyberbullying (X)- by-Resilience (W) interaction was not significant. However, as expected, self-blame mediated the relationship between cyberbullying and psychosocial outcomes. Results and implications of findings are discussed

    Some Men Just Want To Watch The World Burn: The Role Of Sensation Seeking, Impulsivity, And Empathy In Cyberbullying

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    This study explored the potential role of sensation seeking, impulsivity, and empathy in cyberbullying behavior directed towards known and unknown persons. Sensation seeking is one’s propensity to desire novel situations and stimuli. Impulsivity is one’s tendency to engage in behavior without regard for potential consequences. Empathy is conceptualized as one’s ability to understand the experiences and emotions of others. Cyberbullying is the act of intentionally aggressing against another individual via some form of technology. University of Mississippi students (N=393) participated in an online survey and completed measures of the aforementioned variables. Cyberbullying behavior was measured in the context of aggressing towards both known and unknown persons. When sensation seeking was examined as a mediator between impulsivity and cyberbullying of known persons, a significant indirect path was found, indicating mediation. A similar trend relationship was observed for cyberbullying of unknown persons. Results and implications of findings are discussed

    Childhood emotional trauma and cyberbullying perpetration among emerging adults: a multiple mediation model of the role of problematic social media use and psychopathology

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    Research suggests that a small minority of social media users experience problems as a result of their online use. The purpose of the present study was to examine the association of cyberbullying perpetration and problematic social media use with childhood emotional trauma, Cluster B (narcissistic, histrionic, antisocial, and borderline) personality traits, dissociative experiences (DEs), depression, and self-esteem in a nonclinical undergraduate sample. A total of 344 university students volunteered to complete a questionnaire that included measures on the aforementioned dimensions. Thirty-eight percent of the participants had emotional neglect and 27% had emotional abuse, while 44% of them demonstrated at least one cyberbullying perpetration behavior. Results indicated that cyberbullying perpetrators had higher scores on problematic social media use, dissociative experiences, Cluster B traits, depression and childhood emotional trauma, and lower on self-esteem. Path analysis demonstrated that, while adjusting for gender and age, childhood emotional trauma was directly and indirectly associated with cyberbullying perpetration via Cluster B traits. Moreover, depression and dissociation were directly associated with problematic social media use. The findings of this study emphasize the important direct role of childhood emotional trauma and pathological personality traits on cyberbullying perpetration

    Media use during adolescence: the recommendations of the Italian Pediatric Society.

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    BACKGROUND: The use of media device, such as smartphone and tablet, is currently increasing, especially among the youngest. Adolescents spend more and more time with their smartphones consulting social media, mainly Facebook, Instagram and Twitter because. Adolescents often feel the necessity to use a media device as a means to construct a social identity and express themselves. For some children, smartphone ownership starts even sooner as young as 7 yrs, according to internet safety experts. MATERIAL AND METHODS: We analyzed the evidence on media use and its consequences in adolescence. RESULTS: In literature, smartphones and tablets use may negatively influences the psychophysical development of the adolescent, such as learning, sleep and sigh. Moreover, obesity, distraction, addiction, cyberbullism and Hikikomori phenomena are described in adolescents who use media device too frequently. The Italian Pediatric Society provide action-oriented recommendations for families and clinicians to avoid negative outcomes. CONCLUSIONS: Both parents and clinicians should be aware of the widespread phenomenon of media device use among adolescents and try to avoid psychophysical consequences on the youngest

    Cyberbullying Victimization and Corresponding Distress in Women of Color

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    Online discrimination towards women and people of color has reached epidemic levels (Fox, Cruz, & Young Lee, 2015). Any woman or person of color who uses the internet runs the risk of attracting online users who would engage them in demeaning ways. As such, it is important that researchers are able to assess and understand these experiences and the possible effects on their well-being. In Chapter 1, I conducted a systematic review of cyberbullying measures. Although studies have documented the link between cyberbullying experiences and stress (i.e., psychological distress or perceived stress), there is a need to explore factors, such as intersectional identities, that may amplify this relationship. Using minority stress theory and intersectionality theory as a guiding framework, in Chapter 2, I examined three moderators of the relationship between cybervictimization experiences and stress—namely, attributing offenses to one’s race, gender, or both (i.e., being a woman of color). Data were collected from a sample of 275 adult women of color recruited from a large urban university in the southeast and through electronic listservs and social media platforms. Results from the study revelated that cybervictimization experiences were significant and positively related to both measures of stress. My primary hypotheses were partially supported. Attributions of cybervictimization to gender or race were associated with both psychological distress and perceived stress. These results held even after controlling for neuroticism. I did not, however, find that the interaction of race and gender attributions amplified the relationship. I discuss implications for future research and practical implications for practitioners

    Loneliness and Social Internet Use: Pathways to Reconnection in a Digital World?

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    With the rise of online social networking, social relationships are increasingly developed and maintained in a digital domain. Drawing conclusions about the impact of the digital world on loneliness is difficult because there are contradictory findings, and cross-sectional studies dominate the literature, making causation difficult to establish. In this review, we present our theoretical model and propose that there is a bidirectional and dynamic relationship between loneliness and social Internet use. When the Internet is used as a way station on the route to enhancing existing relationships and forging new social connections, it is a useful tool for reducing loneliness. But when social technologies are used to escape the social world and withdraw from the “social pain” of interaction, feelings of loneliness are increased. We propose that loneliness is also a determinant of how people interact with the digital world. Lonely people express a preference for using the Internet for social interaction and are more likely to use the Internet in a way that displaces time spent in offline social activities. This suggests that lonely people may need support with their social Internet use so that they employ it in a way that enhances existing friendships and/or to forge new ones

    Creating a Digital Community in Colleges Through an Interactive Theater Intervention: Guidelines for Cyberbullying Prevention During Freshmen Orientation Week

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    Creating a Digital Community in Colleges Through an Interactive Theater Interventio

    A Systematic Literature Review on Cyberbullying in Social Media: Taxonomy, Detection Approaches, Datasets, And Future Research Directions

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    In the area of Natural Language Processing, sentiment analysis, also called opinion mining, aims to extract human thoughts, beliefs, and perceptions from unstructured texts. In the light of social media's rapid growth and the influx of individual comments, reviews and feedback, it has evolved as an attractive, challenging research area. It is one of the most common problems in social media to find toxic textual content.  Anonymity and concealment of identity are common on the Internet for people coming from a wide range of diversity of cultures and beliefs. Having freedom of speech, anonymity, and inadequate social media regulations make cyber toxic environment and cyberbullying significant issues, which require a system of automatic detection and prevention. As far as this is concerned, diverse research is taking place based on different approaches and languages, but a comprehensive analysis to examine them from all angles is lacking. This systematic literature review is therefore conducted with the aim of surveying the research and studies done to date on classification of  cyberbullying based in textual modality by the research community. It states the definition, , taxonomy, properties, outcome of cyberbullying, roles in cyberbullying  along with other forms of bullying and different offensive behavior in social media. This article also shows the latest popular benchmark datasets on cyberbullying, along with their number of classes (Binary/Multiple), reviewing the state-of-the-art methods to detect cyberbullying and abusive content on social media and discuss the factors that drive offenders to indulge in offensive activity, preventive actions to avoid online toxicity, and various cyber laws in different countries. Finally, we identify and discuss the challenges, solutions, additionally future research directions that serve as a reference to overcome cyberbullying in social media

    Conflict Competence Among Undergraduates: Exploring the Impact of Fear of Negative Evaluation

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    According to a study by the Bureau of Labor Statistics, workplace conflict costs employers up to $359 billion annually (as cited by CPP Global, 2008). Considering this cost, teaching the current generation of college students to effectively manage conflict is a charge for colleges and universities who aim to prepare students to successfully enter the workforce after graduation. Current methods of conflict resolution training, however, lack consistency and show varying levels of success. Developing effective tools depends on a clear understanding of barriers students face in learning to effectively resolve conflicts. In looking to examine these barriers, this study explored whether Fear of Negative Evaluation (FNE) correlates with avoidance among undergraduate students across the United States. While the correlation between FNE and conflict avoidance was only found to be moderate, correlations to other styles of conflict resolution demonstrate that FNE may play some moderating role in the conflict resolution styles that students most use. The difference in findings between LGBTQ+ participants and other participants with similarly high BFNE-S scores demonstrates that other factors besides FNE must also influence conflict resolution style. These findings strengthen the call for a better understanding of the multiple factors that impact conflict competence
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