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

Abstract

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

Students’ Perspective About Their Cyberbullying Behavior And Disclosure at Higher Education Institution in Pakistan

“…In the perspective of cyberbullying students fell anger and low self-esteem (Marín-López et al, 2020) The youth is suffering so it was decided to eliminate the utmost common sorts of bullying actions "disturbing others from private messages through e-mail and messenger ". In this respect, it has been strongminded that roughly half of the higher educational institution's students aren't aware much about this matter and more or less of the educators delayed the involvement because few of the students did not use the latest technologies (Gündüz et al, 2021).…”

“…Negative consequences can also be observed in eye victims of the incidents (Bauman & Newman, 2013). Previous writers and researches described cyberbeing as different forms such as digital bullying, online social aggression, messaging typing on cell phones, electronic bullying, cyber harm, and internet bullying (Gündüz et al, 2021). Bullying behaviors can also be transmitted through messages or digital images.…”

“…instant messaging, electronic mail, newsgroups, discussion groups and chat rooms. The utmost perspective of cyber bullying seems to be the ability of the bully to hide his/her identity in order to scare or annoy the victim (Gündüz et al, 2021). Other significant characteristics of cyberbullying are as under.…”

“…This condition led to the reflection of a new autocracy among the youth called cyber bullying (Bulduk et al, 2017). Cyber bullying that is commonly occurs on social media and websites and causes difficulties as anger depression, anxiety, self-harm, low self-esteem and academic failure in victims (Gündüz et al, 2021). Cyber harassment is commonly prominent amid young students.…”

Dijital Okuryazarlık ve Siber Zorbalık: Ortaokul Öğrencilerine Yönelik Bir İlişkisel Tarama Araştırması

“…Benzer biçimde, alanyazında siber zorbalıkla ilgili de birçok araştırmaya rastlanmıştır. Örneğin; ortaokul öğrencilerinin siber zorbalık durumlarını yordayan risk faktörlerini inceleyen (Peker, 2015); kişisel ve psikolojik faktörlerin ortaokul öğrencilerinin siber zorbalık düzeyleri üzerindeki uzun süreli etkilerini araştıran (You ve Lim, 2016); ortaokul öğrencilerinin dijital yerlilik ve siber zorbalık durumlarını araştıran (Toraman ve Usta, 2018); ortaokul öğrencilerinin zorbalık, siber zorbalık ve okul güvenliğine yönelik algılarını inceleyen (Varjas, Henrich ve Meyers, 2009); ortaokul öğrencilerinin siber zorbalığa duyarlılık ve siber zorbalık davranışlarını belirleyen (Gündüz, Akgün ve Özgür, 2021) gibi araştırmalara rastlanılmıştır. Ayrıca dijital okuryazarlık ve siber zorbalık ilişkisini inceleyen sınırlı sayıdaki araştırmalara da ulaşılmıştır.…”