Hate Speech in den Massenmedien

Sittichai

et al. 2019

IJERPH

Online hate is a topic that has received considerable interest lately, as online hate represents a risk to self-determination and peaceful coexistence in societies around the globe. However, not much is known about the explanations for adolescents posting or forwarding hateful online material or how adolescents cope with this newly emerging online risk. Thus, we sought to better understand the relationship between a bystander to and perpetrator of online hate, and the moderating effects of problem-focused coping strategies (e.g., assertive, technical coping) within this relationship. Self-report questionnaires on witnessing and committing online hate and assertive and technical coping were completed by 6829 adolescents between 12 and 18 years of age from eight countries. The results showed that increases in witnessing online hate were positively related to being a perpetrator of online hate. Assertive and technical coping strategies were negatively related with perpetrating online hate. Bystanders of online hate reported fewer instances of perpetrating online hate when they reported higher levels of assertive and technical coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of assertive and technical coping strategies. In conclusion, our findings suggest that, if effective, prevention and intervention programs that target online hate should consider educating young people about problem-focused coping strategies, self-assertiveness, and media skills. Implications for future research are discussed.

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Associations between Witnessing and Perpetrating Online Hate in Eight Countries: The Buffering Effects of Problem-Focused Coping

Sittichai

et al. 2019

IJERPH

“…Cyberbullying, however, is often described as a repeated activity (Smith et al, 2008), whereas cyberhate, sometimes repetitive, may be carried out as a single act. Whereas cyberbullying can be directed at an individual person, cyberhate is necessarily based on prejudicial views about different social groups (Sponholz, 2018). Sharing conceptual similarities, it can be assumed that there might be some overlap between cyberbullying and cyberhate perpetrators.…”

Section: Introductionmentioning

confidence: 99%

Understanding the overlap between cyberbullying and cyberhate perpetration: Moderating effects of toxic online disinhibition

Criminal Behav Ment Health

Vazsonyi

2019

Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self‐report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co‐occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people.

“…Online hate is defined as perpetrating or advocating negative actions through information and communication technologies (ICT) targeted directly at a group or person, or generally shared Online, against someone based on gender, sexual orientation, disability, race, ethnicity, nationality, or religion. Online hate is perceived as offensive, mean, or threatening, and can be expressed through degrading texts or speech Online, such as posts, comments, text messages, videos, and pictures (Hawdon, Oksanen, and Räsänen 2017;Räsänen et al 2016;Sponholz 2018;UK Safer Internet Centre 2016;Wachs et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Associations between Online Hate Victimization and Perpetration

2021

MedienPädagogik

It is well known that victims of violence are more likely than non-victims to be perpetrators, and that perpetrators are more likely than non-perpetrators to be victims. However, the overlap between being the victim of violence and the perpetrator of violence is not well understood when it comes to online hate. An explanatory mechanism in this relationship could potentially be the use of specific coping strategies. We sought to develop a better understanding of the relationship between the victims and the perpetrators of online hate to inform effective intervention and prevention initiatives in the field of media education. Self-report questionnaires on receiving and committing online hate and on technical and assertive coping were completed by 1,480 young people between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results showed that increases in being the recipient of online hate were positively related to being a perpetrator of online hate. Technical and assertive coping strategies were negatively related to perpetrating online hate. Furthermore, victims of online hate reported less instances of perpetrating online hate when they reported higher levels of technical and assertive coping strategies, and more frequent instances of perpetrating online hate when they reported lower levels of technical and assertive coping strategies. In conclusion, our findings suggest that, if they are to be effective, prevention and intervention programs that target online hate should consider educating young people in problem-focused coping strategies.