An analysis of multiple factors of cyberbullying among junior high school students in Taiwan

Huang, Yidan; Chou, Chien

doi:10.1016/j.chb.2010.06.005

Cited by 363 publications

(299 citation statements)

References 26 publications

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“…Previous studies report inconsistent results regarding gender differences. This result is in line with authors who claim that girls are more likely to be victims of cyberbullying (Beckman et al, 2013;Connell et al, 2013;Garaigordobil & Aliri, 2013;Lee & Shin, 2017;Stewart et al, 2014), but it does not match those indicating that there are more male victims (Gá-mez-Guadix et al, 2014;Huang & Chou, 2010;Pelfrey & Weber, 2013;Popovic-Citic et al, 2011;Yang et al, 2014). This may be due to the fact that more women use the Internet for communication than men (Fundación Telefónica, 2016) or because girls tend to be more involved in cases of indirect bullying .…”

Section: Discussionsupporting

confidence: 71%

“…For cyberbullying, in the various studies undertaken, the data obtained differs substantially in relation to gender (Connell, Schell-Busey, Pearce, & Negro, 2013). Thus, in some studies, women suffer more harassment than men (Beckman et al, 2013;Connell et al, 2013;Garaigordobil & Aliri, 2013;Lee & Shin, 2017;Stewart, Drescher, Maack, Ebesutani, & Young, 2014), while in others, the opposite is the case, with men being the most victimised (Gámez-Guadix, Villa-George, & Calvete, 2014;Huang & Chou, 2010;Pelfrey & Weber, 2013;Popovic-Citic, Djuric, & Cvetkovic, 2011;Yang, Lin, & Chen, 2014). There are other examples where no differences between the sexes have been found (Coelho, Sousa, Marchante, Bras, & Romao, 2016;Fletcher et al, 2014;Palermiti, Servidio, Bartolo, & Costabile, 2017).…”

Section: Gender Differencesmentioning

confidence: 99%

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Victims of cyberbullying in the Region of Murcia: a growing reality

Calatayud

2018

J. New Approaches Educ. Res.

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The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to "hide" from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11-13; 14-15; 16-18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.

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Section: Discussionsupporting

confidence: 71%

Section: Gender Differencesmentioning

confidence: 99%

Victims of cyberbullying in the Region of Murcia: a growing reality

Calatayud

2018

J. New Approaches Educ. Res.

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“…However, studies in Asia tend to agree that boys are more involved in cyberbullying than girls. In a recent review on the moderating role of culture on risk factors of cyberbullying, most studies under review have found that male teenagers tend to cyberbully and be cyberbullied more than their female counterparts (e.g., Huang & Chou, 2010;Wong, Chan, & Cheng, 2014;Yang et al, 2013;Zhou, Tang, Tian, Wei, Zhang, & Morrison, 2013). Moreover, among the 26 studies reviewed, none found evidence that girls perpetrate more than boys in cyberbullying (Wong, in press).…”

Section: Discussionmentioning

confidence: 99%

To Use Facebook for Good: Usage, Cyberbullying Involvement, and Perceived Social Support

Wong¹,

McBride²

2016

Child Studies in Asia-Pacific Contexts

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“…An early research focus in this area was on 'flaming' or the deliberate use of hostile textual communication (e.g., aggressive language, negative comments) and specific linguistic formats (e.g., mixed of fonts, capitalisation, colours) to express hostility 2,14 , Spears, Postmes, Lea and Wolbert 15 found that anonymity in online interactions led to more flaming incidents than F2F communication. Flaming and aggressive communications have been identified as common behaviours in a variety of online environments (e.g., YouTube, gaming sites) 16,17,18 . This is consistent with research suggesting that lack of F2F interaction and perceived anonymity in the online environment encourages young people to behave in ways that would not be acceptable offline (e.g., harassment, bullying) 19,20 .…”

Section: Anonymity and Disinhibitionmentioning

confidence: 99%

Cyberpsychology and Human Factors

Bryce

2015

Engineering &Amp; Technology Reference

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The online environment has become a significant focus of the everyday behaviour and activities of individuals and organisations in contemporary society. The increasing mediation of communication has led to concerns about the potential risks and associated negative experiences which can occur to users, particularly children and young people. This is related to the emergence of the online environment as a location for criminal and abusive behaviour (e.g., harassment, sexual exploitation, fraud, hacking, malware).One of the key aspects of understanding online victimisation and engagement in criminal behaviours is the characteristics of online communication that are related to the affordances of the technologies, services and applications which constitute digital environments. The aim of this paper is to examine the influence of these characteristics on individual and group behaviour, as well as the associated opportunities for victimisation and criminal behaviour. These issues are of relevance for those involved in the design and implementation of technologies and services, as the ability to assess their potential use in this way can enhance strategies for improving the security of systems and users. It can also inform educational strategies for increasing user understanding of potential informational, privacy and personal risks, and associated steps to improve their security and privacy. Each of the main characteristics of mediated communication is examined, as well as their potential impact on individual and group behaviour, and associated opportunities for victimisation and offending. The article ends by considering the importance of recognising these issues when designing and implementing new technologies, services and applications.

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An analysis of multiple factors of cyberbullying among junior high school students in Taiwan

Cited by 363 publications

References 26 publications

Victims of cyberbullying in the Region of Murcia: a growing reality

Victims of cyberbullying in the Region of Murcia: a growing reality

To Use Facebook for Good: Usage, Cyberbullying Involvement, and Perceived Social Support

Cyberpsychology and Human Factors

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