Perceptions of Cyberbullying: An Assessment of Perceived Severity among College Students

Sobba, Kristen N.; Paez, Rocio; Bensel, Tusty ten

doi:10.1007/s11528-017-0186-0

Cited by 22 publications

(9 citation statements)

References 57 publications

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“…Research has identified that cyberbullying is often regarded as more serious than its traditional counterpart (Sobba et al 2017;Sticca and Perren 2013) and in line with the current study, early adolescents feel more inclined to offer PBRs in the former. The finding that females were more likely than males to offer PBRs in both forms of bullying and at all levels of severity could be explained by their more proactive attitudes to provide peer support (Boulton 2005;Cowie 2000) and their stronger belief that bullying is serious (Molluzzo and Lawler 2012).…”

Section: Discussionsupporting

confidence: 86%

“…It would be conceivable that adolescents may be less inclined to offer help as bystanders of more as opposed to less severe episodes of bullying because of the greater risk. But even that intuitively appealing notion is challenged because while some studies have found that adolescents regard cyberbullying as more serious than traditional bullying (Sobba et al 2017;Sticca and Perren 2013), others have found that they are more inclined to intervene positively in the former (Bastiaensens et al 2015;Madell and Muncer 2007;Wong-Lo and Bullock 2014). So, while the 'helping victims is risky' hypothesis may be applicable for traditional bullying, perhaps because positive bystander responses are potentially highly visible, the anonymous nature of online activity may provide opportunities to safely intervene on behalf of victims in severe acts of cyberbullying (Madell and Muncer 2007;Obermaier et al 2016).…”

mentioning

confidence: 99%

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Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Macaulay

Boulton

Betts

2018

J. technol. behav. sci.

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Young people are frequently exposed to bullying events in the offline and online domain. Witnesses to these incidents act as bystanders and play a pivotal role in reducing or encouraging bullying behaviour. The present study examined 868 (47.2% female) 11-13-year-old early adolescent pupils' bystander responses across a series of hypothetical vignettes based on traditional and cyberbullying events. The vignettes experimentally controlled for severity across mild, moderate and severe scenarios. The findings showed positive bystander responses (PBRs) were higher in cyberbullying than traditional bullying incidents. Bullying severity impacted on PBRs, in that PBRs increased across mild, moderate and severe incidents, consistent across traditional and cyberbullying. Females exhibited more PBRs across both types of bullying. Findings are discussed in relation to practical applications within the school. Strategies to encourage PBRs to all forms of bullying should be at the forefront of bullying intervention methods.

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Section: Discussionsupporting

confidence: 86%

mentioning

confidence: 99%

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Macaulay

Boulton

Betts

2018

J. technol. behav. sci.

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“…Learned Helplessness Scale [73] was used to measure participant's levels of learned helplessness. The 20-item scale utilize a 4-point Likert scale ranging from 1 (Strongly Disagree) to 4 (Strongly Agree) with a high Cronbach alpha of 0.947.…”

Section:  Issn: 2252-8822mentioning

confidence: 99%

Cyber-victimization and perceived depression: Serial mediation of self-esteem and learned-helplessness

Prihadi

Hui

Chua

et al. 2019

IJERE

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<p><span>Literature suggests that the perception of being cyber-victimized is a stronger predictor of depression symptoms than the perception of being victimized offline, and that learned-helplessness can explain the prediction of perceived cyber-victimization on perceived depression. Nevertheless, other studies suggested that the link between perceived cyber-victimized and learned-helplessness is weakened by state self-esteem. This study investigates the double mediation effect of state self-esteem and learned-helplessness on the relationship between perceived cyber-victimized and perceived depression. 104 participants between 18 and 30 years of age (63 females, 41 males, 1 prefer not to say) have been recruited through haphazard sampling method to fill in the Cyberbullying Victimization Scale, State Self-Esteem Scale, Learned Helplessness Scale, and Beck’s Depression Inventory. Our findings suggest that the double mediation effect occurs. As a conclusion, our findings suggested that cyberbullied social media users will only fall into perceived depression when their state self-esteem is also negatively affected by their perception of being cyberbullied, up to the point where they learn that they are helpless. Further implication are discussed at the end of the paper.</span></p>

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“…As cyberbullying can occur at any time, it is important teachers are equipped with the appropriate intervention strategies to address the issue (Snakenborg, Van Acker, & Gable, 2011). While PSTs do not feel prepared or confident to address cyberbullying, young people perceive this form of bullying to be more severe than its traditional counterpart (Sticca & Perren, 2013;Sobba, Paez & Bensel, 2017).…”

mentioning

confidence: 99%

“It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment

Macaulay

Betts

Stiller

et al. 2019

Educational Studies

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To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers (PSTs). Thematic analytical approach revealed three themes: (a) evolving nature of bullying (b) involvement in cyberbullying and (c) management of cyberbullying. PSTs discussed how cyberbullying was evolving and becoming socially acceptable in the modern world. Participants addressed features of victimisation and perpetration associated with cyberbullying. PSTs reflected on the responsibility to address cyberbullying, discussing effective strategies to manage the issue. Participants considered the extent to which their Initial Teacher Training course prepared prospective teachers to manage cyberbullying.

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Perceptions of Cyberbullying: An Assessment of Perceived Severity among College Students

Cited by 22 publications

References 57 publications

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Comparing Early Adolescents’ Positive Bystander Responses to Cyberbullying and Traditional Bullying: the Impact of Severity and Gender

Cyber-victimization and perceived depression: Serial mediation of self-esteem and learned-helplessness

“It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment

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