Cyberbullying Perpetration Among Chinese Adolescents: The Role of Power Imbalance, Fun-seeking Tendency, and Attitude Toward Cyberbullying

Wang, Lin; Ngai, Steven Sek-yum

doi:10.1177/08862605211062988

Cited by 13 publications

(3 citation statements)

References 68 publications

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“…On the other hand, the white race is identified as the most prone to being a cyberaggressor. In the context where the research is developed, this breed is the dominant one (Wang and Ngai, 2021). Aspect that conditions conflicts promoted by power struggles, where majorities tend to be violent toward minority groups who believe that they put cultural or identity traditions at risk (Özdemir et al, 2018;Blaya and Audrin, 2019).…”

Section: Discussionmentioning

confidence: 99%

Correlational study on cyberbullying and social abilities in intercultural teenagers

2022

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This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.

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Section: Discussionmentioning

confidence: 99%

Correlational study on cyberbullying and social abilities in intercultural teenagers

2022

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“…Badania, w których respondentami byli rodzice uczniów, dotyczyły m.in. analiz ich kompetencji w zakresie bezpieczeństwa dzieci w Sieci (Bartkowiak, 2012), a także skuteczności programów antyprzemocowych skierowanych do rodziców oraz ich zaangażowania w realizację wytycznych programów (Wang, Ngai, 2022). Analizy empiryczne korespondujące z tematem niniejszego artykułu, w których respondentami byli zarówno uczniowie, nauczyciele, jak i rodzice, prowadzili Znamierowska (2020) i Walat (2015).…”

Section: Wprowadzenieunclassified

Teachers, Students, and Parents in the Context of Peer Cyberbullying – Problem Analysis, Prevention, Challenges

Rumińska-Szalska

2023

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The aim of the article is to present the problem of peer cyberbullying and digital addiction as common social phenomena in the modern virtual world. The topic is up-to-date and very important in terms of being related to children and teenagers. The study presents the distinction between the terms of cyberbullying and aggression in the context of the interpretation of phenomena, the main effects of cyberbullying actions, and their effects in relation to the victims and the perpetrators in a holistic approach. A brief overview of the types of cyberbullying has been made, with an emphasis put on relations among peers. In view of the specific nature of the problem, the article shows the importance of the educational space as a place of escalation of the problem that has its roots in the home environment. During the analysis of the problem, reference was made to empirical research in the discussed area. Particular attention was paid to the activity of young people during communication on social networks (Facebook) and the addictive, but also expected by them, mechanism of liking. In addition, recommendations for teachers and parents were presented, aiming at initiating preventive actions towards hate speech and cyberstress, which have an impact on the quality of human life.

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“…Perilaku perundungan (bullying dan cyberbullying) disekolah banyak melibatkan siswa dan tidak melihat gender, siswa lakilaki maupun perempuan samasama memiliki potensi menjadi pelaku dan korban atau bahkan keduanya (Kim et al 2018). Hal lainya dampak yang lebih berbahaya dari perilaku kekerasan perundungan (bullying dan cyberbullying) di sekolah diantaranya nilai kemampuan akademik yang buruk, karakter yang cenderung melawan aturan dan terlibat masalah kriminal dimasa berikutnya (Wang and Ngai 2021). Berdasar uraian sebelumnya, dampak negatif perilaku perundungan apabila tidak ada upaya mencegah sejak dini pada diri siswa diusia anak remaja.…”

Section: Pendahuluanunclassified

Psikoedukasi Upaya Mencegah dan Melawan Perundungan (Bullying & Cyberbullying) di SMP Unggulan Habibulloh

Yuli

Efendi

2022

Jompa Abdi

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Sekolah seyogyanya menjadi tempat membentuk karakter pribadi yang positif bagi siswa, namun praktik perundungan (bullying) di lingkungan sekolah masih marak terjadi. Adapun jenis perundungan yang biasa terjadi berupa bullying fisik, verbal serta melalui media sosial (cyberbullying) sehingga diperlukan upaya untuk mencegah dan melawannya. Pembekalan melalui psikoedukasi ini bertujuan memberikan pengenalan, pemahaman, serta penerapan cara guna mereduksi intensitas praktik perundungan dan cara melawanya. Terdapat empat tahapan pada metode psikoedukasi yang dilakukan yakni; 1). Identifikasi, 2).Persiapan, 3).Pelaksanaan, 4).Evaluasi dan tindak lanjut kegiatan. Program pengabdian melalui psikoedukasi ini menghasilkan; 1). Pengetahuan & pemahaman siswa tentang perundungan yang terukur dari hasil posttest dengan nilai yang memenuhi, 2). Peningkatan kesadaran siswa dengan membiasakan peka terhadap ciri - ciri perilaku perundungan dan mampu menjadi fasilitator bagi pelaku atau korban perundungan di lingkup sekolah guna membantu pihak guru, sivitas akademik dalam menciptakan iklim sekolah yang positif sehingga terbebas dari perilaku perundungan.

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Cyberbullying Perpetration Among Chinese Adolescents: The Role of Power Imbalance, Fun-seeking Tendency, and Attitude Toward Cyberbullying

Cited by 13 publications

References 68 publications

Correlational study on cyberbullying and social abilities in intercultural teenagers

Correlational study on cyberbullying and social abilities in intercultural teenagers

Teachers, Students, and Parents in the Context of Peer Cyberbullying – Problem Analysis, Prevention, Challenges

Psikoedukasi Upaya Mencegah dan Melawan Perundungan (Bullying & Cyberbullying) di SMP Unggulan Habibulloh

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