Cyberbullying as a negative result of cyber-culture of Slovak children and adolescents: selected research findings

Abstract

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".

Cyberbullying and Social Anxiety: A Latent Class Analysis among Spanish Adolescents

“…Barboza (2015) used LCA to identify four categories: "highly victimized by both bullying and cyber bullying behaviors" (3.1%); "victims of relational bullying, verbal bullying, and cyber bullying" (11.6%); "victims of relational bullying, verbal bullying, and physical bullying but were not cyber bullied" (8%); and "non-victims" (77.3%) [14]. Hollá (2016), found three groups of students using LCA in a sample of 1619 Slovakian children and adolescents aged 11 to 18. Here, 52.9% of the students belonged to the "uninvolved" group while 42.7% were part of the "victims" group and 4.4% belonged to the "victims-aggressors" group [15].…”

Traditional and Cyber Bullying/Victimization Among Adolescents: Examining Their Psychosocial Profile Through Latent Profile Analysis

“…As Bauman, Walker, and Cross (2013) note, studying bullying and victimization through participant roles and comparing participants' profiles makes conclusions easier and links research findings directly to intervention. While specific hypotheses were not formulated due to the scarce investigation of the issue, at least four types of participant groups were expected (uninvolved, victims, bullies, and bully/victims) according to their involvement in CB/CV and TB/TV (Hollá 2016). In terms of their characteristics, uninvolved students were anticipated to have the most adaptive psychosocial profile (i.e., the highest scores in social relations and social skills and the lowest in psychopathic traits, online disinhibition, and social anxiety), victims were expected to be more frequently girls and to have low scores in social relations and social skills (e.g., Aoyama 2010;Hoff and Mitchell 2009) and high in social anxiety (e.g., Kowalski and Limber 2007;Van den Eijnden et al 2014) and impulsive-irresponsible traits (e.g., Antoniadou et al 2016a;Kokkinos et al 2014), bullies were expected to be more frequently boys (Kokkinos et al 2013;Olweus and Limber 2010) and to have the highest scores in psychopathic traits (e.g., Antoniadou et al 2016a; Fanti and Kimonis 2012; Orue and Andershed 2015), while finally bully-victims were expected to have higher scores in psychopathic traits than uninvolved and victims.…”

“…This is evident in both TB/TV (e.g., Salmivalli et al 1996) and CB/CV (e.g., Blais 2008;Willard 2007), since these phenomena are perpetuated within a social environment. Therefore, if CB/CV is a subtype or extension of TB/TV, at least four types of participant groups could be expected: uninvolved, victims, bullies, and bully/ victims (Hollá 2016).…”

Cyberbullying as a Threat to Young

“…If flaming is done in real-time and space, there is too much chance that ordinary insults and verbal assaults will become physical assaults. In cyberspace, verbal assault often escalates (Holla, 2015).…”