Anonymity and roles associated with aggressive posts in an online forum

Moore, Michael J.; Nakano, Tadashi; Enomoto, Akihiro; Suda, Tatsuya

doi:10.1016/j.chb.2011.12.005

Cited by 123 publications

(84 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The communities we observed were very civil, as shown by the low amount of trolling present in story reviews. This civility was surprising because readers can leave anonymous reviews on Fanfiction.net, and anonymous forms of online communication have a reputation for being susceptible to trolling [46]. This civility could in part be a legacy of the benign atmosphere found in early fanfiction zines' Letters of Comment; it may be that other affinity spaces that lack this legacy may not be supportive enough to sustain distributed mentoring [34].…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Thousands of Positive Reviews

Campbell

Aragon

Davis

et al. 2016

Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work &Amp; Social Computing

View full text Add to dashboard Cite

Young people worldwide are participating in ever-increasing numbers in online fan communities. Far from mere shallow repositories of pop culture, these sites are accumulating significant evidence that sophisticated informal learning is taking place online in novel and unexpected ways. In order to understand and analyze in more detail how learning might be occurring, we conducted an in-depth nine-month ethnographic investigation of online fanfiction communities, including participant observation and fanfiction author interviews. Our observations led to the development of a theory we term distributed mentoring, which we present in detail in this paper. Distributed mentoring exemplifies one instance of how networked technology affords new extensions of behaviors that were previously bounded by time and space. Distributed mentoring holds potential for application beyond the spontaneous mentoring observed in this investigation and may help students receive diverse, thoughtful feedback in formal learning environments as well.

show abstract

Section: Limitations and Future Directionsmentioning

confidence: 99%

Thousands of Positive Reviews

Campbell

Aragon

Davis

et al. 2016

Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work &Amp; Social Computing

View full text Add to dashboard Cite

show abstract

“…For example, in a review of existing research, Tokunaga (2010) reports victimization rates of 4%-53%, with bully percentages of 3%-23%. anonimity offered by IT (Moore, Nakano, Enomoto, & Suda, 2012). School staff members are therefore likely to be less aware of this type of bullying than they are of traditional bullying, and they are thus less capable of responding immediately (Snakenborg, Van Acker, & Gable, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Schools and Cyberbullying: Problem Perception, Current Actions and Future Needs

Vandebosch

Poels

Deboutte

2014

ijcse

View full text Add to dashboard Cite

Cyberbullying is a common phenomenon amongst young people. It exhibits many similarities to traditional school bullying, with a potentially serious impact on the mental health and school functioning of victims. For this reason, action by schools is often recommended. The aim of this article is to provide a better picture of what schools are currently doing to address cyberbullying and of what schools will need to continue doing so in the future. An online survey was conducted among staff members of 309 primary and secondary schools in Flanders, which is the Dutch speaking part of Belgium. The questionnaire measured the schools' experiences with cyberbullying and their perceived International Journal of Cyber Society and Education 30 responsibility and efficacy in dealing with this issue as well as their concrete preventive, detective, and reactive actions. The results indicate that, although most schools are aware of relatively few cases of cyberbullying, they do consider cyberbullying to be a problem. Many schools consider it their duty to inform students about cyberbullying and to help find solutions to cyberbullying incidents involving students, even if they take place away from the school grounds or outside school hours. Although most schools organize concrete actions with regard to cyberbullying, they often seem uncertain about the appropriateness and effectiveness of their actions. They would welcome evidence-based intervention programmes that would appeal to their students.

show abstract

“…These include which activities and venues comprise electronic bullying (Vandebosch and Van Cleemput 2009), whether defining attributes of bullying such as intent to harm, power imbalance and repetition should also be applicable to electronic bullying (Patchin and Hinduja 2015), and how electronic bullying should be addressed by schools and school-based bullying interventions (Bauman and Bellmore 2015). Similar constructs to electronic bullying that have been studied among adolescents include online harassment (e.g., Jones et al 2015, online aggression (e.g., Law et al 2010, aggressive forum posts (e.g., Moore et al 2012), and negative online peer feedback (e.g., Koutamanis et al 2015).…”

Section: Involvement With Social Mediamentioning

confidence: 99%

The Trouble with Bullying in High School: Issues and Considerations in Its Conceptualization

et al. 2016

View full text Add to dashboard Cite

The prevalence of bullying peaks during the middle school years and declines over the high school years. This review examines the distinct features of bullying during the high school years that may explain this decline. We explore how changes in the social contexts of high-school aged adolescents influence whether bullying occurs and is reported. We focus first on changes that happen within the organizational and social aspects of high schools compared to elementary and middle schools that may influence bullying. Then we consider changes that occur through the introduction of new social contexts including work, romantic relationships, social media, and the juvenile justice system. We evaluate how these contexts and the perspectives of the individuals with whom teens interact in these contexts may influence how bullying-like behaviors are interpreted during the high school years. We end by providing a nudge to scholars of bullying to work more deliberately across disciplines to yield a richer understanding of bullying.

show abstract

Anonymity and roles associated with aggressive posts in an online forum

Cited by 123 publications

References 16 publications

Thousands of Positive Reviews

Thousands of Positive Reviews

Schools and Cyberbullying: Problem Perception, Current Actions and Future Needs

The Trouble with Bullying in High School: Issues and Considerations in Its Conceptualization

Contact Info

Product

Resources

About