Cyberbullying Victimization in WhatsApp Classmate Groups among Israeli Elementary, Middle, and High School Students

Aizenkot, Dana; Kashy-Rosenbaum, Gabriela

doi:10.1177/0886260519842860

Cited by 44 publications

(50 citation statements)

References 51 publications

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“…When we look at research on cyberbullying, it is observed that especially students of secondary and high school perform such negative behaviour at a high rate (Kavuk Kalender et al, 2019;Rao et al, 2017) and cyber victimization is an important problem among secondary and high school students (Duman & Bridge, 2019). At the same time, many studies investigating cyberbullying behaviour of secondary school students (Aizenkot & Kashy-Rosenbaum, 2019;Antoniadou & Kokkinos, 2018;Balaban Sali, Ergün Başak, & Baştürk Akça, 2015;Başturk Akça, Sayımer, & Ergül, 2015;Chan & Wong, 2019;Jimenez, 2019 ;Kavuk Kalender et al, 2019;Keser & Kavuk, 2015;Kestel & Akbıyık, 2016;Peker, 2015;Rao et al, 2017;Toraman & Usta, 2018;Wang et al, 2019;Yiğit et al, 2018;), high school students (Aizenkot & Kashy Rosenbaum, 2019;Bingöl & Tanrıkulu, 2014;Ciftci, 2018;Dilmac & Ozkan, 2019;Eristi & Akbulut, 2017;Kavuk Kalender et al, 2019;Keser & Kavuk, 2015;Özdemir & Akar, 2011;Pekşen Süslü & Oktay, 2018;Rao et al, 2017;Şahin et al, 2010) and college and university students (Bauman & Baldasare, 2015;Ciftci, 2018;Eristi & Akbulut, 2017;Gezgin & Çuhadar, 2012;MacDonald & Roberts Pittman, 2010;Özgür, 2015) can be found in the literature. For example, Akbaba and Eroğlu (20...…”

Section: Literature Reviewmentioning

confidence: 99%

Determination of Secondary School Students' Levels of Sensitivity towards Cyberbullying and Cyberbullying Behaviour

Gündüz

Akgün

Özgür

2021

Participatory Educational Research

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The development of technology and especially the changes and innovations experienced in the development of mobile technologies have increased the use of such technological devices in the society. Mobile technologies and smart phones among them have positive effects both in social life and academic life, alongside situations that cause some negative consequences as a result of intensive use of such technologies. Cyberbullying behaviour, which aims to harm others' lives by using technological devices, comes to the forefront among these problems. Therefore, this study aims to investigate engagement in cyberbullying behaviour and the sensitivity towards cyberbullying, which is a common behaviour especially among secondary school students. The study was carried out with 747 secondary school students studying in the first and second year in the fall term of the 2019-2020 academic year. "Cyberbullying Scale" and "Sensitivity towards Cyberbullying Scale" were used for data collection. Descriptive statistics, Mann Whitney U and Kruskal Wallis H and Spearman rho tests were used to evaluate the data that were found not to show normal distribution. As a result of the study, it was determined that the students' levels of engagement in cyberbullying behaviour were "low", whereas their sensitivity levels towards cyberbullying were "high". In the study, it was revealed that there is a difference between students' engaging in cyberbullying behaviour and their sensitivity towards cyberbullying in terms of gender and grade variables. While in the study it was revealed that difference

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Section: Literature Reviewmentioning

confidence: 99%

Determination of Secondary School Students' Levels of Sensitivity towards Cyberbullying and Cyberbullying Behaviour

Gündüz

Akgün

Özgür

2021

Participatory Educational Research

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“…The research hypotheses will be tested while controlling for student gender and grade-level. Gender and grade-level variables are controlled in the current study due to differences between gender groups and grade-levels in exposure to cyberbullying (Aizenkot & Kashy-Rosenbaum, 2019) and in prosocial behavior (Van der Graaff et al, 2018).…”

Section: The Current Studymentioning

confidence: 99%

“…The development of information and communication technologies has brought many benefits for youth (O'Keeffe et al, 2011), but also threats and risks (Aizenkot & Kashy-Rosenbaum, 2019). One such risk has been conceptualized as cyberbullying (Tokunaga, 2010).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of safe surfing, an anti-cyberbullying intervention program in reducing online and offline bullying and improving perceived popularity and self-esteem

Aizenkot¹,

Kashy-Rosenbaum²

2020

Cyberpsychology

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Schools have been fighting cyberbullying through intervention programs, yet few interventions have been empirically evaluated. This study evaluates the effectiveness of a Safe Surfing anti-cyberbullying intervention program that is based on the theory of planned behavior in reducing bullying online and offline and improving student-perceived popularity and self-esteem. It was hypothesized that from pre- to post-intervention online and offline bullying rates will decrease; students’ negative perception of popularity will decrease; students’ self-esteem will increase, and; in classrooms where there has been a greater decrease in online and offline bullying following the intervention there will be a greater improvement in students’ negative perception of popularity and self-esteem. Data were collected from 1,550 students (53% males) in 3rd to 11th grades from 69 classes in 19 primary (68%), middle and high (32%) public schools in Israel. The students answered online questionnaires pre- and post-intervention. Results indicated a significant decrease in bullying online and offline post-intervention. Also, a significant improvement in perceived popularity and self-esteem was obtained among primary school students. The decrease in bullying online and offline was significantly associated with an improvement in perceived popularity and self-esteem. The study provides support for the positive role that school-based interventions against cyberbullying can have, and demonstrates that schools can make a difference in the way their students consume social networks. The findings also contribute to the debate about the co-occurrence between traditional bullying and cyberbullying. The findings may encourage school principals to approach peer victimization with a broader view and to develop intervention programs that capture students’ social experiences more holistically.

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“…Previous research has found that cyberbullying victimization is more likely to occur in primary school (specifically in fourth to sixth grade), compared with post-elementary school (middle and high school; Aizenkot & Kashy-Rosenbaum, 2019). It has therefore been suggested that anti-cyberbullying intervention efforts should focus on primary school, and specifically start in fourth grade, when most children receive their first smartphone and begin or increase their SNS activity (Aizenkot & Kashy-Rosenbaum, 2019; Israel National Council for the Child, 2019).…”

Section: Introductionmentioning

confidence: 98%

The Effectiveness of Safe Surfing Intervention Program in Reducing WhatsApp Cyberbullying and Improving Classroom Climate and Student Sense of Class Belonging in Elementary School

Aizenkot

Kashy-Rosenbaum

2020

The Journal of Early Adolescence

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Schools have prioritized fighting cyberbullying by implementing intervention programs. Yet few interventions have been studied for their effectiveness in reducing cyberbullying and improving socio-emotional aspects in the classroom. This study reports the results of the Safe Surfing intervention program designed to reduce cyberbullying in WhatsApp classmate discourse. Data were collected in the 2017-2018 school year from 533 students in 25 fourth- to sixth-grade classes (50% females) in six elementary schools in Israel. Two of the schools served as the control group. Results indicated a significant decrease in WhatsApp cyberbullying victimization and a significant improvement of classroom climate and student sense of class belonging in the experiment group. This compared with a significant increase in cyberbullying and a significant decrease in classroom climate and student sense of belonging in the control group. Educational implications are discussed. The findings demonstrate the achievements of the anti-cyberbullying intervention program, alongside the threats of avoiding intervention.

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Cyberbullying Victimization in WhatsApp Classmate Groups among Israeli Elementary, Middle, and High School Students

Cited by 44 publications

References 51 publications

Determination of Secondary School Students' Levels of Sensitivity towards Cyberbullying and Cyberbullying Behaviour

Determination of Secondary School Students' Levels of Sensitivity towards Cyberbullying and Cyberbullying Behaviour

The effectiveness of safe surfing, an anti-cyberbullying intervention program in reducing online and offline bullying and improving perceived popularity and self-esteem

The Effectiveness of Safe Surfing Intervention Program in Reducing WhatsApp Cyberbullying and Improving Classroom Climate and Student Sense of Class Belonging in Elementary School

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