Cyber-culture points out the life in cyberspace and goes beyond national cultures. It is particularly attractive for the young people who use Information and Communications Technologies (ICT) to express their attitudes, values, beliefs and thinking. Those do not need to be necessarily in accordance with the standards of an individual society. Cyberculture becomes dangerous. Great risk lies in cyberbullying that represents negative impact of cyber-culture on human behavior. The aim of the study is to detect cyberbullying as a negative impact of cyber-culture among of Slovak children and adolescents. The research was carried out on a sample of 1619 11-18-year old respondents (average age was 14.51). Results of cyberbullying research carried out using Latent Class Analysis (LCA) have proved the appropriateness of 3-latent-class module. Relative entropy of the module reached 0.915. It was demonstrated that 52.9% of respondents belonged to the group of uninvolved, 42.7% were victims and 4.4% were victims-aggressors. Being a negative consequence of cyber-culture, cyberbullying is a challenge that educators -including other assisting professions -face when educating children and adolescents to orientate in cyberspace, behave responsibly, express themselves in a way that would not interfere others' integrity and identity (personal and virtual). The study was written under VEGA MŠVVaŠ SR a SAV č. 1/0244/15: "Detekcia a riešenie kyberšikany".

Th e presented study presents results of research conducted in 2015 within the project of the Ministry of Education, Science, Research and Sport of the Slovak Republic VEGA No. 1/0244/15 Detection and Resolving Cyber-Bullying. Th e aim of the research was to fi nd out and analyze levels of cyber-bullying severity. Participants in the research were 1118 respondents 11-18 years old (average age 15.25, SD 2.55) across the Slovak Republic. Th e severity of cyber-bullying was assessed through the GRM (Graded Response Model). Th e most severe forms of cyber-bullying were posting a mean video, creating a hurtful web-page and threats of bodily injury sent through a text message. Th e least severe forms were mean comments on the Internet, spreading rumours and posting mean or hurtful photographs of others.

The present study maps different types of adolescent sexting in the Slovak Republic, i.e. primary and secondary sexting, as well as self- and peer-sexting. Our research has been focused on the investigation and comparison of motives that make the adolescents of different ages and genders decide for voluntary, forced, primary, secondary, self- or peer-sexting. The research sample included 790 Slovak adolescents aged 12–18, of which 376 were boys (47.6%) and 414 were girls (52.4%). The gender-based comparison provided us with statistically significant differences in pursuing various types of sexting. The most frequent form of sexting is peer sexting. In terms of motivation, the research shows that most adolescents use individual sexting forms to seek attention or entertain themselves. Secondary sexting (as the most dangerous form of this behavior) is most often driven by entertainment, retaliation, revenge and jealousy. All these motives were also statistically more significant for male respondents.

Sexting as a risky behavior of adolescents is determined by the family environment, by the family structure and by the quality of mutual relations in the family. The aim of the study was to explore the relation between the frequency of self and peer sexting and parental monitoring from the perspective of adolescents. The research involved 790 respondents-(adolescents aged 12-18 years) who were administered the modified questionnaire "Cyberbullying and sexting" (modified by K. Holla). The results suggest that adolescents who do not talk to their parents about online risky behaviour are more likely to report that they engage in peersexting. There is a relationship between parental monitoring of adolescents' online activity and sending and receiving erotic and sexual material from their friends.

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