Cyberbullying: Education Research

Suelves, Diana Marín; Guimeráns, Ana Rodríguez; Rodrigo, Mercedes Romero; Gómez, Sergio Valero

doi:10.3390/educsci13080763

Cited by 3 publications

(1 citation statement)

References 73 publications

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“…By understanding the prevalence, risk factors, and mental health correlates of cyberbullying, schools can develop targeted initiatives to raise awareness, promote digital citizenship, and foster a culture of kindness and respect both online and offline. Furthermore, identifying effective strategies to support students who have experienced cyberbullying is crucial to mitigate its negative impact on their well-being and create a more inclusive school environment [ 64 , 65 , 66 , 67 ].…”

Section: Introductionmentioning

confidence: 99%

Digital Dilemma of Cyberbullying Victimization among High School Students: Prevalence, Risk Factors, and Associations with Stress and Mental Well-Being

Ramadan,

Alruwaili,

Alruwaili

et al. 2024

Children

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Cyberbullying has emerged as a pervasive problem among high school students, with potentially severe consequences for their mental well-being. This study aimed to investigate the prevalence, risk factors, and associations of cyberbullying with stress and mental well-being among high school students in Zagazig, Egypt. A cross-sectional study was conducted among 562 high school students using a random sampling technique. The data were collected using a self-administered questionnaire that included the Cyberbullying Scale, Perceived Stress Scale (PSS-10), and General Health Questionnaire (GHQ-12). Descriptive statistics, independent samples t-tests, multiple regression, mediation, and logistic regression analyses were employed for data analysis. The prevalence of cyberbullying victimization was 38.3%, with 20.6% exposed to two or three cyberbullying behaviors and 4.1% exposed to four or more. Female students, those under 18 years old, those with lower educational achievement, and those with higher daily internet use were more likely to experience cyberbullying. Cyberbullied students reported significantly higher levels of perceived stress and poorer mental well-being compared to non-cyberbullied students. Perceived stress likely mediated the relationship between cyberbullying victimization and general psychological health. Cyberbullying is a significant problem among high school students in Zagazig, Egypt, with detrimental effects on their stress levels and mental well-being. Targeted interventions and prevention strategies are needed to address cyberbullying and promote the well-being of adolescents in the digital age.

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Section: Introductionmentioning

confidence: 99%

Digital Dilemma of Cyberbullying Victimization among High School Students: Prevalence, Risk Factors, and Associations with Stress and Mental Well-Being

Ramadan,

Alruwaili,

Alruwaili

et al. 2024

Children

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How often are Polish teachers attacked online?

Tomczyk,

Potyrała

2024

International Review of Victimology

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Cyberbullying and cyberaggression are phenomena that have been analysed for more than two decades. However, there is an empirical gap in the literature to characterise the scale of the phenomenon in certain countries and professional groups (e.g. teachers). In order to fill this gap, 733 teachers from Poland responded to questions identifying the scale and mechanisms of Internet attacks resulting from their profession. Based on the data collected, it was noted that (1) each type of information and communications technology (ICT)-mediated attack on teachers is characterised by varying frequency of occurrence; (2) at least once in their careers, 17.5% of teachers have experienced a situation of dissemination of negative comments about them, 10.8% have received negative digital messages intended to trigger negative emotions, and 8.3% have faced hacking (taking over) of a private online account; (3) systematic attacks (at least once a month) on teachers comprise a group of no more than 1% of respondents; (4) there is an apparent correlation between both the lack of experience of cyberattacks by profession and the co-occurrence of different forms of cyber aggression and cyberbullying; (5) based on a cluster analysis using the k-means method, two groups of teachers were identified, where the first (91%) was characterised by a lack of experience of cyberbullying, while the second (9%) rarely or very rarely experienced an attack due to their profession; and (6) teachers teaching in a vocational school, working in a medium or large city, or being male results in a slightly higher exposure to cyberbullying attacks.

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Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People: A Systematic Review

Rusillo-Magdaleno,

Moral-García,

Brandão-Loureiro

et al. 2024

Education Sciences

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The aim of this systematic review was to analyze the influence of the practice of Physical Activity (PA) before, during and after school hours on bullying and cyberbullying in children and adolescents. Studies were identified in four databases (PubMed, SCOPUS, Web of Science, ERIC) from January 2013 to March 2024. A total of 29 studies met the inclusion criteria. Seventeen studies used a cross-sectional design to explore the association between these variables, and 12 articles had a longitudinal design with PA interventions. The review found that PA is associated with significant improvements in bullying and cyberbullying, reduced depressive symptoms, and strengthened social relationships, responsibility, and self-esteem. PA before the school day may be effective in reducing bullying victimization. During the school day, it promotes affective behaviors related to bullying, such as empathy and respect for others, and optimizes psychological factors such as self-concept and self-esteem. After-school PA reduces bullying and disruptive behaviors in non-educational contexts. It is recommended to implement PA programs that address social, emotional and behavioral aspects throughout the day, with Educational Centers and Physical Education as the central axis. Didactic recommendations for implementing PA programs against bullying/cyberbullying in school and extracurricular contexts are included.

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Cyberbullying: Education Research

Cited by 3 publications

References 73 publications

Digital Dilemma of Cyberbullying Victimization among High School Students: Prevalence, Risk Factors, and Associations with Stress and Mental Well-Being

Digital Dilemma of Cyberbullying Victimization among High School Students: Prevalence, Risk Factors, and Associations with Stress and Mental Well-Being

How often are Polish teachers attacked online?

Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People: A Systematic Review

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