Middle and High School Students' Opinions, Experiences and Responses Regarding to Cyberbullying

Kalender, Melike Kavuk; Keser, Hafize; Tugun, Vasfi

doi:10.15390/eb.2019.7820

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…Some studies have stated that teenagers tend to share the cyberbullying experience with their friends rather than with their parents (Dehue et al, 2008;Juvonen & Gross, 2008;Patchin & Hinduja, 2006). In another study conducted by Kalender et al (2019), it was stated that students exposed to cyberbullying mention it to their parents, friends, and to their teachers. Kristensen and Smith (2003) pointed out that teenagers prefer seeking social help against and withdrawing from cyberbullying behaviors; but that as their age advances, they tend to develop more effective solutions in tackling cyberbullying.…”

Section: Discussionmentioning

confidence: 99%

“…The reason for this is that, even if student victims remain physically distant from cyberbullies at school, they are unable to prevent violence aimed at them within virtual platforms, and cyber-aggressors can therefore continue to send disturbing or threatening messages through mobile phones or computers to their target victim. In addition, it has been identified that if students witness cyberbullying in their class, they exhibit behaviors such as "trying to stop such actions" or "helping the victim of such actions" (Kalender, Keser, & Tugun, 2019;Kildow, 2008). In addition, individuals who are exposed to cyberbullying can be ostracized by their friends, and may even break off friendships due to feelings of sadness, stress or the anxiety they may be experiencing.…”

Section: Literature Reviewmentioning

confidence: 99%

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Examining the Influence of Cyberbullying Perpetration and Victimization among High School Adolescents—Associations with Gender and Grade Level

Yirci¹,

Karaköse²,

Malkoç³

2021

EDUPIJ

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Background/purpose -The present study examined adolescent students' cyberbullying behavior and being a victim of cyberbullying specifically exploring potential differences by gender and grade level. Materials/methods -Based on a cross-sectional survey on 311 adolescent students continuing their high school education in secondary education institutions in Turkey, the study reported their findings as with differences between gender and grade level in cyberbullying and cyber victimization. The research data was obtained by using the Likert-type "Cyberbully/Cyber-victim Scale." Together with statistics, t-test, ANOVA and Tukey's b test were applied the analysis of the collected data. Results -The study's results suggest a significant difference in the level of students displaying cyberbullying behaviors and being exposed to them within virtual platforms with regards to the gender variable. Male students display cyberbullying behaviors and are also exposed to them in virtual platforms more than female students. In addition, the study's results reveal that female students tend to rumor (gossip) more than male students on virtual platforms. There was also a significant difference in the level of participants performing and being exposed to cyberbullying behaviors on virtual platforms with regards to the grade level variable. According to the analyzed data, students from higher grade levels both perform cyberbullying behaviors more and are more frequently exposed to cyberbullying than students from lower grade levels. In other words, in higher grade levels, students' performance of, and exposure levels to, cyberbullying was found to increase. Conclusion -This study's findings emphasize the importance of developing prevention and intervention strategies must be developed in order to fight cyberbullying in schools when investigating the level of high school adolescents' bullying of their peers, and the level of those exposed to cyberbullying.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Examining the Influence of Cyberbullying Perpetration and Victimization among High School Adolescents—Associations with Gender and Grade Level

Yirci¹,

Karaköse²,

Malkoç³

2021

EDUPIJ

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“…La incidencia del género y edad en el ciberacoso ha sido discutida en la literatura científica. Distintos trabajos señalan a los chicos como principales agresores (Cardozo, Dubini, & Lorenzino, 2017;Kavuk Kalender, Keser, & Tugun, 2019;Pérez Vallejo, 2017) y a las chicas como principales víctimas (Cardozo, Dubini, & Lorenzino, 2017;González-Calatayud, 2018), aunque otras evidencias sostienen la inexistencia de diferencias de género en esta conducta (González Calatayud & Prendes Espinosa, 2018;Wadian, Jones, Sonnentag, & Barnett, 2016). En cuanto a la edad, los resultados confirman que el ciberacoso se da con mayor frecuencia entre los 13 y los 15 años (De-Barros Ventura, Rodríguez-García, & Sola Reche, 2018; Garaigordobil M. , 2015) y que son las mujeres las más acosadas en esta franja etaria (Rodríguez Domínguez, Martínez-Pecino, & Durán, 2015).…”

Section: Ciberacosounclassified

Incidencia del clima familiar y escolar en la conducta de ciberacoso: Estudio con adolescentes de Córdoba (Argentina)

Cardozo

2020

RIP

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El mayor acceso y el incremento en el uso de las tecnologías ha invadido el mundo adolescente y, a partir de ello, se observa un nuevo tipo de agresión más expansiva y nociva denominado ciberacoso. Se considera importante incluir en el estudio de esta problemática el análisis del clima familiar como el escolar. El estudio de tipo cuantitativo tiene como objetivo estudiar la prevalencia del ciberacoso en función de los diferentes roles, sexo, edad y gestión escolar; determinar en qué medida el ciberacoso y las variables de clima escolar y familiar están relacionadas y caracterizar los grupos de adolescentes en relación a las conductas de ciberacoso y las variables en estudio. Se administró el test Cyberbullying a 3,500 adolescentes entre 11 y 20 años. Los resultados arrojan que se encuentra mayor proporción de varones en el rol de ciberagresores (escuelas privadas) y las mujeres de escuelas públicas se posicionan más como cibervíctimas y ciberobservadoras. En ambos tipos de gestión son las chicas quienes presentan una diferencia significativa en relación a las dimensiones de clima familiar y escolar. En el análisis de correlación se observa que si bien la mayoría de las relaciones estudiadas, son estadísticamente significativas, los coeficientes encontrados son moderados o bajos. El análisis de clúster permitió identificar cuatro grupos con una explicación del 70% de la variabilidad interna de los datos. Se concluye en la necesidad de incorporar las dimensiones del contexto familiar y escolar en programas socioeducativos centrados en la prevención y reducción del ciberacoso.

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“…Kapsamlı tanımlamalardan biri Mason (2008, s.323) tarafından, "Siber zorbalık, bir birey veya bir grubun, başka bir birey veya grubu kasıtlı ve tekrar eden bir şekilde taciz veya tehdit etmek amacıyla iletişim teknolojilerini rahatsız edici metin, görüntü gönderme veya yayınlama yoluyla bilinçli olarak kullanması" biçiminde gerçekleştirilmiştir. Siber zorbalık, herhangi birine zarar vermek için bir amaç doğrultusunda ve tekrarlayan biçimde bilgi ve iletişim teknolojilerini kullanarak bireylerin saldırganlık davranışları sergilemeleri olarak ifade edilmektedir (Beran ve Li, 2005;Kavuk-Kalender, Keser ve Tugun, 2019). Siber zorbalık farklı biçimlerde açığa çıkabilmektedir.…”

Section: Introductionunclassified

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

Erdogan

2021

Uluslararası Alan Eğitimi Dergisi

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ARTICLE INFOIndividuals' access to digital tools and the internet is increasing. As a result, digital literacy and cyberbullying have become the elements that countries pay attention to in their individual profiles. The purpose of this research is to examine the relationship between digital literacy and cyberbullying of secondary school fifth-grade students. A quantitative research approach was used in the research and a correlational survey design was preferred. A simple random sampling method was used in the sampling process. The sample of the study consisted of 255 fifth-grade students attending secondary school in a city located in the Central Anatolia Region. "Personal Information Form", "Digital Literacy Scale" and "Cyberbullying Scale" were used as data collection tools. Research data were analyzed through the SPSS 22.0 program. Independent sample t-test, one-way analysis of variance, and Pearson correlation analysis were used in the analysis of the data. As a result of the analyzes, it was found that digital literacy scores differed significantly according to the variables of personal computer ownership, daily internet usage, father and mother educational status, but did not show a significant difference according to the gender variable. When the results of the research were evaluated in terms of the cyberbullying dependent variable, it was found that the students' cyberbullying average scores changed significantly according to the variables of father and mother education status, but there was no difference in terms of gender, personal computer ownership and daily internet usage time. As a result of Pearson correlation analysis, it was determined that there was a negative and significant relationship between digital literacy and cyberbullying scores.

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Middle and High School Students' Opinions, Experiences and Responses Regarding to Cyberbullying

Cited by 7 publications

References 35 publications

Examining the Influence of Cyberbullying Perpetration and Victimization among High School Adolescents—Associations with Gender and Grade Level

Examining the Influence of Cyberbullying Perpetration and Victimization among High School Adolescents—Associations with Gender and Grade Level

Incidencia del clima familiar y escolar en la conducta de ciberacoso: Estudio con adolescentes de Córdoba (Argentina)

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

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