Cyberbullying and its influence on academic, social, and emotional development of undergraduate students

Abstract

This study investigated the influence of cyberbullying on the academic, social, and emotional development of undergraduate students. It's objective is to provides additional data and understanding of the influence of cyberbullying on various variables affecting undergraduate students. The survey sample consisted of 638 Israeli undergraduate students. The data were collected using the Revised Cyber Bullying Survey, which evaluates the frequency and media used to perpetrate cyberbullying, and the College Adjustment Scales, which evaluate three aspects of development in college students. It was found that 57% of the students had experienced cyberbullying at least once or twice through different types of media. Three variables were found to have significant influences on the research variables: gender, religion and sexual preferences. Correlation analyses were conducted and confirmed significant relationships between cyberbullying, mainly through instant messaging, and the academic, social and emotional development of undergraduate students. Instant messaging (IM) was found to be the most common means of cyberbullying among the students.The main conclusions are that although cyberbullying existence has been proven, studies of cyberbullying among undergraduate students have not been fully developed. This particular population needs special attention in future research. The results of this study indicate that cyberbullying has an influence on the academic, social, and emotional development of undergraduate students. Additional Implications of the findings are discussed.

Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying

“…Cyberbullying is associated with some psychological, social, educational, health and family problems that extend to those involved in the phenomena [3,[14][15][16][17][18]. However, at a greater extent, cybervictims may suffer discrimination among peers, depression, aggressiveness, anxiety, fear, somatic disorders, deterioration of self-esteem, academic problems, substance use, and suicidal attempts and ideation [15,17,19,20].…”

Extraversion, Secure Attachment dan Perilaku Cyberbullying

“…Kemajuan teknologi Internet memberikan banyak manfaat positif, seperti memudahkan siswa untuk menyelesaikan tugas sekolah, berkomunikasi dengan teman sebaya, bekerja sama, mendorong berbagai ide dalam pembelajaran kooperatif, meningkatkan sikap tentang belajar sekaligus meningkatkan rasa ingin tahu dan konsep diri (Wigunadkk, 2018;Quarshie, 2012;Lee, & Shin, 2017;Wang & Chang, 2010). Selain dampak positif, kemajuan teknologi informasi juga memunculkan masalah baru, salah satunya adalah cyberbullying (Peled, 2019;Macaulay, Betts, Stiller, & Kellezi, 2018;Wong, & McBride, 2018). Cyberbullying adalah setiap perilaku agresif yang menghina, mempermalukan, dan mengancam orang lain yang dilakukan melalui media internet oleh individu atau sekelompok orang secara berulang yang bertujuan untuk menyakiti, menghina, dan menimbulkan ketidaknyamanan pada orang lain (Tokunaga, 2010;Peter & Petermann, 2018).…”

“…Beberapa penelitian terdahulu menunjukkan cyberbullying victimization memiliki hubungan dengan ketergantungan alkohol, penggunaan ganja, perilaku kesehatan menyimpang, kecenderungan bunuh diri dan frekuensi perilaku seksual tidak sehat (Peled, 2019;Graham & Wood 2019;Brailovskaia, Teismann, & Margraf, 2018;Watts, Wagner, Velasquez & Behrens, 2017). Selanjutnya kombinasi dari physical bullying dan cyberbullying menghasilkan dampak yang lebih berat terhadap perilaku berisiko yang menyimpang (Graham & Wood, 2019).…”

The Relationship Between Psychological Safety and Student Engagement Considering the Peculiarities of Their Self Regulation

“…Psychological safety of the educational environment is actively researched in the modern science (Baeva, 2015;2019;Zinchenko, 2017;Zotova & Rikel', 2017). Safety of students is often associated with their success and wellbeing (Dontsov & Perelygina, 2017), resilience and adaptability (Danilenko & Idan', 2018) which are so essential in the today's unstable and unbalanced world.…”

“…The relevance of studying the psychological safety of EE is determined by the higher risks of its transformation, introduction of new educational concepts, changes in the conditions of interpersonal interaction triggered by new social challenges (for example, digitalization or an epidemic crisis, etc.). Research shows that wellbeing issues, various deviations, aggressive and violent behavior are not uncommon in the student environment (Bubnovskaya & Lysova, 2018;Lysova & Straus, 2019;Peled, 2019); this situation is related both to the age-specific peculiarities of the student community and to the objectively challenging living conditions; adaptation to these conditions requires more intensive psychological resources and psychological safety.…”