PENGARUH ANONIMITAS TERHADAP CYBERBULLYING PADA PENGGEMAR K-POP TWITTER

Penelitian ini bertujuan untuk melihat pengaruh anonimitas terhadap cyberbullying pada penggemar K-Pop twitter. Penelitian ini menggunakan jenis penelitian kuantitatif. Subjek berjumlah 102 yang merupakan penggemar K-Pop dan aktif menggunakan twitter. Pengambilan sampel menggunakan non probability sampling dengan jenis purposive sampling. Pengambilan data menggunakan kuisioner yang disebar secara online menggunakan googleform. Kuisioner penelitian ini menggunakan alat ukur anonimitas dan cyberbullying  yang menggunakan skala likert. Penelitian menggunakan alat ukur anonimitas yang disusun Chairunnisa (2018) dan alat ukur cyberbullying yang disusun oleh Buelga, Postigo, Martínez-Ferrer, Cava & Ortega-Barón (2020).yang kemudian ditranslasi dan adaptasi oleh peneliti. Analisis penelitian ini menggunakan uji regresi yang dibantu dengan SPSS. Hasil analisis menunjukan bahwa nilai F hitung 14.738 > F tabel (2.70), dapat disimpulkan bahwa dimensi anonimitas (unlinkability, unobservability dan pseudonymity) secara simultan mempengaruhi cyberbullying dikalangan penggemar K-Pop yang aktif menggunakan twitter. Serta koefisien determinasi sebesar 0.311 yang berarti pengaruh anonimitas (pseudonymity, unobservability, unlinkability) terhadap cyberbullying sebesar 31%

Content Analysis of Tweets by People with Traumatic Brain Injury (TBI): Implications for Rehabilitation and Social Media Goals

In this Twitter research, 6874 tweets of six adults with traumatic brain injury (TBI) were analyzed qualitatively and quantitatively using content classification [1], inductive coding of content themes, socio-linguistic analysis, and computational analysis in KH Coder. The results reflected that participants used Twitter for: (i) supporting others, including people with TBI; (ii) discussing society and culture, popular issues, news, and personal interests; (iii) connecting with others; (iv) sharing their experiences of life after TBI; (v) knowledge via exchanging information; and (vii) advocacy. ‘Emotional expression’, and ‘connection’ were common threads running across themes. Attending to the expressions of people with TBI on Twitter provides important insights into their lived experiences and could inform the development of user-centered cognitive-communication and social participation goals for people with TBI

Myths and imaginaries of feminist digital activism. Meme analysis of the #FuckGenderRoles cybercampaign

Este artículo ha sido realizado en el marco del proyecto I+D+i, Ciberactivismo, Ciudadanía Digital y Nuevos Movimientos Urbanos (CSO2016- 78386-P), financiado por el anterior Ministerio de Economía, Industria y Competitividad, actual Ministerio de Ciencia, Innovación y Universidades, dentro del Plan Estatal de Investigación Científica y Técnica e Innovación 2013-2016.Internet y las redes sociales son herramientas esenciales para el ciberfeminismo contemporáneo. A través de las Tecnologías de la Información y la Comunicación (TIC), los feminismos expresan y comparten ideas, propuestas y emociones además de fomentar un sentimiento de pertenencia y una identidad colectiva. Esta investigación realiza una etnografía virtual sobre memes digitales para estudiar el lenguaje profundo –mitologías, imaginarios, símbolos y narrativas– propuesto en la cibercampaña #FuckGenderRoles. A partir del estudio de caso de la cibercampaña lanzada en España en 2019, se utiliza el análisis crítico del discurso y el análisis multimodal. Se concluye que existe una co-implicación entre posicionamientos de corte lógico y estructuras míticas que proponen el feminismo como vía para integrar la diversidad y que se hacen eco de personajes míticos tradicionales en sus modos de explicación.The Internet and social media are essential tools for contemporary cyberfeminism. Through New Information and Communication Technologies (ICTs), feminisms express and share ideas, proposals, and emotions, as well as creating a feeling of belonging and collective identity. A virtual ethnography on digital memes was conducted to study discursive structures –mythologies, imaginaries, symbols, and narratives– in the #FuckGenderRoles cyber campaign. Critical Discourse Analysis and Multimodal Analysis are used to carry out a case study of a cyber campaign launched in Spain in 2019. The study concludes that there is an interdependence between logical positions and mythical structures that promote feminism as a way to integrate diversity and that echo traditional mythical characters in their modes of explanation.Ministerio de Economía, Industria y Competitividad CSO2016-78386-

Digital Identities of Young People from the South of Spain: An Online Sexual Differentiation

Through a mixed methodological approach, we want to know how adolescents aged between 14 and 16 years from the south of Spain express and identify themselves on social networks, with respect to their sex. As such differences can determine gender inequality, we will analyse differences between females and males regarding the expression of identity on social networks. Analysis of obtained results demonstrates that many relevant attributes still emerge such as the socio-cultural representation of gender as sex in social networks. Differences emerged between the identity expressions of females and males which can generate inequalities favouring females and males. This implies a series of repercussions and, ultimately, defines the so-called digital gender divide. Taking into account these results we could intervene in the population of children to carry out prevention activities focused on social network

The role of motifs in understanding behavior in social and engineered networks

Within networks one can identify motifs that are significant recurring patterns of interaction between nodes. Here motifs are sub-graphs that occur more frequently than would be explained by random connections. Graphs can be used to model internal network structures of human groups, or links between groups, with group dynamics being governed by these structures. Graphs can also model behavior in engineered systems, and internal network structures can significantly affect dynamic behavior. A graph may only be partially visible (such as in hostile or coalition environments), however detectable network motifs may in some cases be reflective of the entire graph. We outline a research plan and describe basic network motifs and their properties, along with current analytic techniques for static and dynamic settings. We offer suggestions as to how network motif techniques can be applied to intra- or inter- group behavior, for example to detect whether multiple groups behave as a co-operative alliance, or whether coalition networks inter-operate in positive ways. As an example, we examine a complex time-series graph dataset relevant to coalition focused aspects of the class of networks under study, specifically related to the social network resulting from the authorship of academic papers within a coalition. We provide details of the basic analysis of this network over time and outline how this can be used as one of the datasets for our planned network motif research activities, especially with regards to the temporal and evolutionary aspects

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

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

Adol-Safety: A Framework for Empowering Parents to be Aware of Social Network Threats Affecting Adolescents

The use of social networks has grown so much that adolescents have become active members of various social networks such as Twitter, Facebook, and Instagram, etc. The gradual change in how people choose to communicate, socialize and share ideas today has influenced adolescents to an extent that they find themselves wanting to engage more on social networks than they really should due to peer pressure. Whenever a person joins social networks or browses the Internet, they by default are exposed and become vulnerable to many cyber threats. Cyber threats are driven by users that have negative intentions on the Internet or social networks. Adolescents are no exception to these cyber threats. The findings of this research reveal that threats such as cyberbullying, harassment, and online predators to name a few are often designed to abuse and affect adolescents). Therefore, this research aims to prevent such threats from prevailing by empowering parents to be aware of the threats that affect their adolescents in an online environment, which typically includes social networks. To achieve this, this research starts by investigating the cyber threats that affect adolescents and then explores ways that can be used to empower parents. A framework is developed to handle this. The framework includes strategies that parents can adopt and ways in which safety on social networks can be increased, as well as guidelines that can be followed in order to prevent cyber threats. The framework also aims to enhance a parent-child relationship that can help in preventing social network threats. Lastly, the framework is implemented as a knowledgesharing website that can be used by parents to receive and give an insight into social network threats that influence adolescents on social networks

Lise rehber öğretmenlerine yönelik tüm okul yaklaşımına dayalı sanal zorba farkındalığı ve sanal zorbalıkla başa çıkma stratejilerini kazandırma programının etkililiği

06.03.2018 tarihli ve 30352 sayılı Resmi Gazetede yayımlanan “Yükseköğretim Kanunu İle Bazı Kanun Ve Kanun Hükmünde Kararnamelerde Değişiklik Yapılması Hakkında Kanun” ile 18.06.2018 tarihli “Lisansüstü TEZlerin Elektronik Ortamda Toplanması, Düzenlenmesi ve Erişime Açılmasına İlişkin Yönerge” gereğince tam metin erişime açılmıştır.Bu araştımanın amacı, tüm okul yaklaşımına dayalı olarak hazırlanan sanal zorbalıkla başa çıkma stratejileri ve sanal zorba farkındalığını kazandırma programının rehber öğretmenler ve öğrenciler üzerindeki etkisini incelemektir. Çalışma grubunu 2017-2018 Eğitim-Öğretim yılı Bolu ilinde çalışan 24 Rehber Öğretmen ile yine Bolu'daki iki Mesleki ve iki Anadolu Lisesi'ne devam eden 675 öğrenci oluşturmuştur. Çalışma verilerinin toplanmasında Rehber Öğretmen boyutunda Öğretmenler için Sanal Zorbalıkla Başa Çıkma Stratejileri Ölçeği (ÖSZBÇSÖ) ile Öğretmenler için Sanal Zorba Farkındalık Ölçeği (ÖSZFÖ), öğrenci boyutunda ise Sanal Zorba Farkındalık Ölçeği (SZFÖ) ile Sanal Zorbalıkla Baş Etme Ölçeği (SZBEÖ) kullanılmıştır. Ayrıca her iki gruba yönelik olarak hazırlanan Kişisel Bilgi Formu ile temel betimsel bilgiler elde edilmiştir. Veriler, istatistik paket programları yardımıyla analiz edilmiştir. Verilerin analizinde ise ölçüm yapılan değişkenlere bağlı olarak temel betimsel testlerin yanında Shapiro-Wilk testi, Kolmogorov-Smirnov testi, Levene testi, t-testi, tekrarlı ölçümler için iki faktörlü varyans analizi (ANOVA) ile ölçümler arası farkları karşılaştırmak amacıyla Bonferroni çoklu karşılaştırma testleri kullanılmıştır. Çalışmanın ilk aşaması olan Rehber öğretmen boyutunda, tüm okul yaklaşımına dayalı olarak hazırlanan sanal zorbalıkla başa çıkma stratejileri ve sanal zorba farkındalığını kazandırma programının rehber öğretmenlerin sanal zorbalıkla başa çıkma stratejileri ile sanal zorba farkındalığı üzerindeki etkisi incelenmiştir. 12'si deney ve 12'si kontrol grundaki rehber öğretmenlerden deney grubundaki rehber öğretmenlere dört oturumluk eğitim programı uygulanmıştır. Ancak kontrol grubuna herhangi bir işlem yapılmamıştır. Yapılan analizler sonucunda deney grubundaki rehber öğretmenlerin sanal zorbalıkla başa çıkma stratejileri ile sanal zorba farkındalık puanlarının deneysel işlem sonrasında arttığı ve iki ay sonra yapılan izleme ölçümünde de bu düzeyin korunduğu görülmüştür. Bunun yanında kontrol grubundaki Rehber öğretmenlerin her iki ölçek için de son test ve izleme testi ölçümlerinde istatistiksel açıdan anlamlı bir fark olmadığı bulunmuştur. Çalışmanın diğer grubu olan öğrenciler ise deney ve kontrol grubundaki Rehber öğretmenlerin çalıştıkları okullardan seçilmiştir. Deney okullarında ise tüm okul yaklaşımına dayalı olarak yıllık rehberlik programına sanal zorbalık konusu eklenmiştir. Bu kapsamda öğrenci, öğretmen ve velilere eğitim verilmiştir. Yine öğrencilere yönelik grup rehberliği yapılmış, öğrenci ve velilere yönelik afiş ve broşür çalışmaları yapılmıştır. Kontrol okullarına ise herhangi bir işlem yapılmamıştır. Dönem sonunda deney ve kontol okullarında yapılan son test ölçümleri neticesinde deney grubunun sanal zorbalıkla baş etme ve sanal zorba farkındalık puanlarında anlamlı bir artış olduğu görülmüştür. Kontrol grubunda ise anlamlı bir değişim olmadığı bulunmuştur. Ancak deney grubundaki öğrencilerin sanal zorbalıkla baş etme puanlarında anlamlı bir değişim olmakla birlikte bu değişime ilişkin etki büyüklüğü küçük düzeyde kalmıştır. Anahtar Kelimeler: Sanal zorba farkındalığı, sanal zorbalıkla başa çıkma, rehber öğretmen, tüm okul yaklaşımı.This research aimed to investigate the effect of the program for bringing coping strategies with cyberbullying and cyberbullying awareness based on the whole-school approach on high school counselors and students. The study group was composed of 24 high school counselors working in Bolu and 675 students attending two Vocational and two Anatolian High Schools in Bolu in the 2017-2018 academic year. Scale of Coping Strategies with Cyberbullying for Teachers (SCSCT) and Cyberbullying Awareness Scale for Teachers (CAST) and the Cyberbullying Awareness Scale (CAS) and Coping With Cyberbullying Scale (CCS) for students were utilized to collect data. Basic descriptive information was obtained with a Personal Information Form prepared for both groups. The data were analyzed with a statistical software package. Along with the basic descriptive tests depending on the variables that were measured, Shapiro-Wilk test, Kolmogorov-Smirnov test, Levene test, t-test, two-factor variance analysis (ANOVA) for repeated measures and Bonferroni post-hoc test to compare the differences between measures were utilized in the data analysis. In the first step of the study which addressed the school counselors, the effect of the whole-school-based program for bringing coping strategies with cyberbullying and cyberbullying awareness on school counselors' coping strategies with cyberbullying and cyberbullying awareness was examined. With 12-individual experimental and 12-individual control groups included in the study, the four-session training program was applied to the school counselors in the experimental group. No procedures were followed in the control group. The analyses concluded that the school counselors had higher scores of coping strategies with cyberbullying and cyberbullying awareness after the experimental procedure, and it was observed in the follow-up measure conducted two months later that the scores remained on the same level. Moreover, no statistically significant difference was found between the control group school counselors' posttest and follow-up test scores of both scales. The participant students were selected from the schools of the school counselors in the experimental and control group. In the experimental schools, the topic of cyberbullying was added to the annual counseling program in accordance with the whole-school approach. Accordingly, students, teachers and parents were provided with training. Group counseling was carried out with the students and poster and leaflet activities was performed for students and parents. No procedures were followed in the control schools. At the end of the term, a significant increase was observed in the experimental group's scores of coping with cyberbullying and cyberbullying awareness in the posttests performed in the experimental and control schools. No significant difference was found in the control group. While there was a significant difference in the experimental group's scores of coping with cyberbullying, the effect size was found to be small. Keywords: Awearness of cyberbullying, coping with cyberbullying, guidance teacher, whole school approach