The Problem and Its Setting: The Relationship Between Cyberbullying and Self-Esteem of Senior High School Students

THE RELATIONSHIP BETWEEN CYBERBULLYING AND SELF-ESTEEM OF
SENIOR HIGH SCHOOL STUDENTS
CHAPTER I
THE PROBLEM AND ITS SETTING
Technology plays a big role in the life of every individual. It influences
people from time to time, especially for this generation. Usage of technology and
gadgets are uncontrollable for some as if it became an addiction for them. A
study by Gartner (2018) stated that a consumer uses three to four mobile devices
every day. He also stated that personal device usage climbs up to 8.4 billion by
the year 2018. In addition, a survey in 2015 states that 94% of teens go online
using their mobile device each day which might mean that proper usage of
gadgets and social media especially for teens is something that an individual
cannot monitor from time to time. Knowing this, carelessness of such usage
might happen anytime. A probable result is that a teenager might be involved in
an issue called as cyberbullying wherein they use technology as their medium to
degrade someone.
In 2009, a study conducted by Aune states that Cyberbullying is more
prevalent as student spend more time with technology that makes them
connected in a lot of people in all hours. Instant messaging over the internet,
social networking websites, text messaging, and phone calls to cellphones are
the different ways where cyberbullying reaches their victims. The findings states
that there are different forms of cyberbullying but not limited to harassment,
impersonation, and cyberstalking.
1
Noll (2016) stated that Cyberbullying has an impact emotionally, mentally,
and psychologically to those who are victimized by this case. Adolescents who
suffered cyberbullying might get it through social networking site which is
relevant nowadays to adolescents, through text messaging, or any form through
the internet. Cyberbullying takes place through electronics because it is much
accessible than any other forms or medium to be used. It may be done
anonymously which is said that an adolescent who was cyberbullied
anonymously may suffer more severe than traditional bullying which is stated by
Sticca and Perren (2013). Because electronics is more accessible, cyberbullying
may happen any time of the day and it may be done anonymously or the
traditional way of bullying.
However, self-esteem might also play a big role. One must have low or
high self-esteem but what is behind it? Hinduja & Patchin (2010) stated that “A
moderate and statistically signiﬁcant relationship exists between low self-esteem
and experiences with cyberbullying. As such, bullying prevention programs
incorporated in school curricula should also include substantive instruction on
cyberbullying. Moreover, educators need to intervene in cyberbullying incidents,
as failure to do so may impact the ability of students to be successful at school.”
In addition, they also found out that those who are being cyberbullied, both the
victim and the cyberbully, has lower self-esteem compared to those who did not
experienced it at all. This means that not only the victim is affected but the
cyberbully themselves too.
2
Regarding in males, the victim who are cyberbullied said that they can't
defend themselves due to intimidation. They also experience having low self-
esteem and as a result, it brings them anxiety. “This kind of phenomena or event
occurs commonly in all over the world and it is naturally occurring.” (Brito &
Oliveira, 2013). They also added that cyberbullying occurs more on teen students
and it might result to negative effects such as suicidal thoughts. In addition,
having low self-esteem and lack of confidence may cause the person to be a
loner or someone who prefers being alone than with people around him. In
addition, they stated that most of the bullies are participated by males and they
use verbal aggression but in contrary, Glazier stated that females bullying other
females are more manipulative, mean, aggressive and intimidates their victim
through fear.
According to Moore (2011), cellular devices if used especially outside the
school’s premises increases one’s possibility to be a victim or the cyberbully
himself that perpetrates unwanted and aggressive behaviors. Moore (2011) also
concluded that teens today in this generation, interacts differently from the teens
of the past since technology is more advanced at this point in time. “This
tendency of change in the overall culture seems to be having its biggest impact
on adolescents, for better or for worse.” In addition, they also stated that
cyberbullying can be a reason for school avoidance of a teen and it even causes
lack of self-confidence. They even stated that it can be a cause of somatic and
physiological problems such as sleeping problems and bad appetite.
3
Students and teenagers of this generation are exposed to innovation that
much but the question here is if they are responsible enough to use such –
whether they affect other people around them with the use of social networking
sites or not. This research aims to find out if cyberbullying has something to do
with an individual’s self-esteem or confidence be it in school, at home or around
with friends.
The intention of this study is to find out the difference of the effect of
cyberbullying to one’s self-esteem between male and female.
This study is conducted to selected teenagers of senior high school
students of Mater Dei Academy since their ages are more prone to usage of
social networking sites.
A study by Noll (2016) found out that depression may occur when
cyberbullying happens in a certain adolescent. This may give the adolescent
suicidal thoughts, change in his/her social interaction, not wanting to go to school
anymore, and he/she might think that he/she has no one to talk to. Cyberbullying
gives a negative impact to those who have been victimized at a young age that is
why it has to do with the impact in an adolescent's self-esteem. This only means
that it also affects an individual’s mental health.
The study was participated by selected senior high school students. This
will benefit the students, the school staff and administrators, parents, the
researchers themselves and the future researchers.
4
Statement of the Problem
This study seeks to answer the question, “Is there a significant relationship
between cyberbullying and self-esteem among the senior high school students.”
Specifically, the study seeks to answer the following questions:
1. What is the demographic profile of respondents according to:
a. Sex
b. Age
2. Which sex would be more affected with cyberbullying?
3. Which sex is more likely to be a:
a. Cyberbully or perpetrator
b. Victim
4. What is the common age for a:
a. Cyberbully or perpetrator
b. Victim
5. Sexes that has:
a. High level of self-esteem
b. Low level of self-esteem
6. Common age that has:
a. High level of self-esteem
b. Low level of self-esteem
5
Hypotheses
Null hypothesis: There is no significant relationship between cyber-bullying and
self-esteem
Alternate hypothesis: There is a significant relationship between cyber-bullying
and self-esteem
Objectives of the Study
The objective of this study is:
 To clarify if cyberbullying is really connected to one’s self-esteem
especially to teenagers. This also serves to contribute knowledge
on knowing who is more affected when it comes to cyberbullying
between male and female.
 To give awareness especially for the senior high school students
whether there are victims or perpetrators in their area.
 To make action such as a stricter policy about cyberbullying as
soon as possible especially when it is really related to the self-
esteem of an individual.
Assumption of the Study
The study assumed that:
 Those answered the questionnaire or survey gave their true
perspective and real answers regarding the topic.
 Results were equally measured.
 The results gathered are accurate and reliable.
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Scope and Limitation
The study only focused on knowing whether there is a relationship
between cyberbullying and self-esteem. This will only observe selected senior
high school teenage students. The cyberbullying is only measured based on how
they use their social media accounts but not specifically on what social
networking sites they are into. As for the self-esteem, it is only measured through
the use of a self-esteem scale.
Significance of the Study
The significance of this study is to help the students, parents, teachers
and future researchers.
Students. This aims to help students to be aware of the environment they
are in. They must be aware whether someone is a bully or being cyberbullied so
that they may take action.
Parents. This aims to help parents in the means of being aware about the
things happening to their child while at school or even at home. Since they
cannot monitor their children from time to time, having this study may serve as a
guide whether their child is bullied or the cyberbully himself.
School staff. Having this study will help the school staff in the means of
having cyberbullying as a possible option for the result of one’s self-esteem.
School Administrators. Having this study will help the school
administrators since not all students around the campus are monitored. If the
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study about this is positive that cyberbullying is associated with self-esteem of
students, actions will be done immediately.
Future Researchers. This will help future researchers by providing them
data they needed to further enhance this study since technology keeps on
evolving from time to time. By this, there is a possibility that new problems might
arise.
The Researchers. This will help the researchers by the means
discovering something about cyberbullying and self-esteem. Also, it will help by
gaining more knowledge to share with other researchers and individual.
Definition of Terms:
Cyberbullying – a type of bullying that takes place over digital devices like
phones, computers and tablets. It includes posting and sharing harmful contents
about someone.
Prevalence – accepted done, or happening often or over a large area at a
particular time.
Self-esteem – feeling of having respect for yourself and your abilities.
Victim – the ones who experiences cyberbullying
Perpetrator – the one who cyberbully
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CHAPTER II
REVIEW OF LITERATURE
This chapter provides an overview of the conclusions and findings of other
varied related literatures. This will help in the enlightenment of the research for a
better understanding through the help of related researches and concepts. This
is composed of two parts: Research Literature and Conceptual Literature.
Research Literature
Today's generation, especially the students, are exposed to technology
and usage of gadgets. Even in their homes, school or other public places, they
use it for leisure or for other purposes like researching, communicating and other
technology-associated activities. Uncontrolled usage of it leads to electronic
aggression, violence and even cyberbullying. Usage of cellular devices specially
outside the school increased the possibility of teens to become a victim of
cyberbullying or the perpetrators of unwanted and aggressive behaviors that
might lead to splitting of the school environment (David-Ferdon & Hertz, 2007;
Moore, 2011). David-Ferdon & Hertz (2007) also mentioned that cyberbullying
keeps on growing and needs to be addressed by the usage of increased
research.
Cyberbullying affects negatively to the adolescent victims. Cyberbullies
use text messaging and social networking sites as their medium which happens
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to be widely used by adolescents nowadays. As a result, cyberbullying causes
emotional distress, depression and other negative feelings and negative effects.
Negative feelings includes embarrassment of being bullied, feeling of loneliness
and insecurity. Cyberbullying can also be linked to depression that sooner, it can
be associated with suicide attempts. Negative effects of cyberbullying includes
usage of alcohol, skip school, receive poor grades and even leads to health
problems. Cyberbullying may also result to lowered self-esteem of an individual
(Noll, 2016).
It has been proven that the usage of online or mobile communication gives
power to the bully who is usually lacking in social power for they need not to
show their faces since there are gadgets to express their feelings or insight about
someone. They use the internet as their instrument in bullying to become more
aggressive and target their victims more effectively. Online communication, moral
behavior, severe distress and impulsivity are part of this (Brack & Caltabiano,
2014).
Cyberbullying affects behavioral aspect and negative effects on both the
cyberbully and his victim. Most of the bullies are participated by males and they
use verbal aggression. As a result, the victims are experiencing low self-esteem
and worst, they are usually absent at school. Their common way of cyberbullying
includes bluff rumors and also discrimination (Brito & Oliveira, 2013).
Research shows that there is a significant relationship between
cyberbullying and self-esteem. Researchers concluded that men, non-white or
dark skinned and other middle schoolers are the ones who have low self-esteem.
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They also said that not only the victims are the ones who are experiencing low
self-esteem but also the offenders of cyberbullying (Hinduja & Patchin, 2010).
Students now spend more time using cellular phones which is one of the
reasons why cyberbullying is more prevalent today in this society. Also there are
different ways in which cyberbullying reaches their main victim. It is either they
will use instant messaging, social networking websites, text messaging or phone
calls. Cyberbullying can be in the form of cyber harrassment, impersonation,
cyberstalking, and offensive language (Aune, 2009).
Cyberbullying become rampant as Internet keeps on growing. A study by
Sengupta & Chaudhuri (2011) states that 40% of some teens has experienced
being cyberbullied specially when they have Social Networking Sites (SNS)
profiles while another study conducted by Schenk (2011) found out that 8.6% has
been cyberbullied. Another research conducted a study that has something to do
to how many times does a victim experiences cyberbullying. According to Li
(2007), 54.9% are harassed less than four times, 20.3% of them experienced
harassment between four to 10 times while 21.1% experienced cyberbullying
more than 10 times. Noll (2016), added that cyberbullying can be done at an
individual’s home and is usually done anonymously which makes cyberbullying a
tremendous issue nowadays.
According to Kim (2018), Strong association with emotional problems and
behavioural problems were effects of cyberbullying for females and males
respectively. Such evidence identifies particular effects associated with
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cyberbullying, both on behavioural and emotional problems and the differences
on coping up between males and females.
A study by Modecki (2014) stated that students ranging from 12-18 years
old have cyberbullying involvement. This means that when it comes to ages who
usually participate in cyberbullying, the given range of age is commonly between
those. The result of his study simply shows that teenagers are more likely to be
either a perpetrator or the victim himself.
Extremera (2018) stated that adolescents with greater emotional
intelligence were less likely to experience or report low self-esteem. This means
that during the adolescent stage, the emotions of an individual is more stable
compared to their teenage days.
According to Gosling (2015), both male and female show age-graded
increases in self-esteem from late adolescence to middle adulthood. In addition,
he stated that males are more likely to have higher self-esteem than female. This
means that between the sexes, male at the stage of adolescence are more likely
to have emotional stability compared to females.
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Conceptual Literature
Effects of Cyberbullying to Teens and Kids
According to Segal (2017), cyberbullying is really something that needs to
be addressed for it is the type of bullying in which you cannot see the perpetrator
and where it takes place. In cyberbullying, tracing the user is not easy which
could possibly mean that anyone who wants to execute the plan of bullying is
safer than doing it in physical. This also means that their target is more on the
emotions of an individual and not really on the physical. Segal also added that
cyberbullying range from sending threatening or taunting messages via email,
text, social media, or IM, to breaking into your email account or stealing your
online identity to hurt and humiliate you. Cyberbullying is usually done
anonymously which makes you feel more threatened because you do not know
who is attacking you (Segal, 2017).
(Retrieved from https://www.helpguide.org/articles/abuse/bullying-and-
cyberbullying.html)
Hesitation of Kids Due to the Consequence of Internet Disconnection
According to Pappas (2015), a median of 23 percent of teens reported that
they are being targeted while 15 percent reported bullying someone online
themselves. Hamm (2015) added that children are hesitant to tell anyone when
they are being victimized by cyberbullies. Hamm also added that it is because
children are afraid that their parents might cut their connection to the internet.
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As the article also added, facebook is the most used by the teens which
means that cyberbullying can happen using this medium since there are more
potential users, perpetrators and even victims. Everyone must pay attention to
this for it might affect the user mentally and yet, they would not tell anything even
to their parents. Knowing this, it really is a problem.
(Retrieved from https://www.scientificamerican.com/article/social-media-cyber-
bullying-linked-to-teen-depression/)
Cyberbullying Among Adolescents: Implications for Empirical Research
This conceptual literature talks about the effects of cyberbullying to both
the victim and the offender himself. It has been reported that youth who happens
to be cyberbullied and cyberbullies are experiencing lower self-esteem, high
depression rate and even suicidal ideation. It even contributes to academic-
related problems and participation to problematic online behaviors (Hinduja &
Patchin, 2013). This means that the effect of cyberbullying does not only affect
the victim or the ones who receive the harsh content posted on social media but
also the perpetrator himself.
The Overlap Between Cyberbullying and Traditional Bullying
This conceptual literature stated that cyberbullying and traditional or offline
bullying is related to each other. They are the same in some effects whether
psychological or physiological. At some point, both types contribute to low self-
esteem, social-stress, anxiety, and even depressive symptoms. In addition, they
14
have stated that a victim who experiences both may experience greater effect
(Bradshaw & Waasdorp, 2015). This means that one victim can experience not
only physical bullying but also cyberbullying. If one type of bullying already a
affects an individual, then adding up cyberbullying might lead to worse effect.
Victimized Teens
This article gives an overview about the emotional effects of cyberbullying.
Negative emotions are experienced by the victims such as sadness and feeling
of rejection. It is also reported that victims of cyberbullying elevated levels of
depression, anxiety and even paranoia. Studies have found out that there is a
connection between depression, suicidal ideation, and suicide attempts. In
connection to this, depression and suicidal ideation is also connected to
cyberbulllying victimization (Bauman, Toomey & Walker, 2013; Dredge, Gleeson,
& Garcia, 2014; Gimenez, 2015; Sahin, 2012; Schenk, 2011;Noll, 2016).This
simply means that those people or teens who are experiencing cyberbullying are
also experiencing negative feelings as they become a victim of cyberbullying.
Teens Who Cyberbully
This concept stated that most cyberbullies has three common motives.
These are to have revenge on the victim, the victim deserves to be bullied, or the
bullies just want to make fun out of the victim (Walrave & Heriman, 2011). In
addition, it has been found out that males are the common cyberbullies. A study
also stated that those who cyberbully lacks social support , experiences negative
15
emotions, and have the eagerness to use drugs (Sahin, 2012). This means that
the cyberbully does not care about the feelings of others or the victim himself.
Difference of Boys and Girls in terms of Bullying
According to Glazier (2003), boys perform bullying through physical. Their
difference from girls is that females are focused on rumor-spreading, exclusion
from circle of friends, teasing and calling unwanted or humiliating names. Glazier
also stated that females bullying other females are more manipulative, mean,
aggressive and intimidates their victim through fear. According to Lenhart (2007),
“Online rumors can include someone making a private e-mail, instant message
conversation, text message, or embarrassing photo of the victim, public without
the victims consent.” This article states that sexes have something to do with the
difference of how they bully. If boys are more on physical, girls are more on
rumors or emotional targeting. They even use online rumors which are harder to
trace than of those being done face-to-face. This means that these behaviors
should be addressed before it affects a victim to the worst state.
Suggested Preventions & Interventions in Cyberbullying
According to Willard (2006), “Increasing awareness of cyberbullying
concerns; empowering educators, students, parents, and community members
with knowledge of how to prevent and respond to cyberbullying; provide warning
to cyberbullies and their parents about the negative consequences; and effective
supervision and monitoring of online activities.” In addition, Willard also stated
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that the steps in preventing cyberbullying are: engagement in participatory
planning, assessment, effective anti-cyberbullying seminar or program and lastly,
reviewing policies of the usage of Internet and mobile devices. This article
speaks of how there should be an action done when cyberbullying occurs to
prevent further effects especially to the students.
An Examination of Male and Female Cyberbullying
A journal by Marcum (2019) stated that girls are more likely to be both victims
and perpetrators of cyberbullying than boys. Marcum also added that 15% who
are experiencing abusive online behaviors are more likely to be participated by
female respondents compared to boys with only 6%. This study shows that
between male and female, either being a victim or the perpetrator, females are
more likely to be in both position compared to boys especially online
victimization.
Cyberbullying Statistics, Facts, and Trends 2020
An article by Skrba (2019) stated that 7 in 10 young people experience
cyberbullying in some form before they hit the age of 18. This means that
cyberbullying commonly takes place during the ages before 18. The study then
shows that an individual can be either a victim or a perpetrator even at the ages
of 12 to 17.
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Self-esteem Declines Sharply Among Older Adults While Middle-Aged Are
Most Confident
As stated in the journal of American Psychological Association (2010),
Self-esteem was lowest among young adults but increased throughout adulthood,
peaking at age 60, before it started to decline. This means that age could be a factor
when it comes to self-esteem of an individual. For the confidence of middle-aged
individuals, this could be because of the maturity they developed from time to time.
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CHAPTER III
METHODOLOGY
This chapter shows the research design used, the research method, the
subject and respondents, method for data gathering and analysis of data.
Research Design
The study is after the relationship of cyberbullying and self-esteem of an
individual. Since correlational is used to see the relationship with two variables,
this is the best method to use since the study tries to find if cyberbullying is
related to the self-esteem of a student be it in a positive effect or a negative one.
The study used the Rosenberg self-esteem scale (RSES) to measure the
self-esteem of an individual while for the cyberbullying measurement, the study
used a cyberbullying measurement that consists of common actions done by a
perpetrator. Lastly, the study will also prepare questionnaire about being affected
or not by cyberbullying and does it have something to do with their self-esteem.
Subjects and Respondents of the Study
The respondents of this study are the senior high school students of Mater
Dei Academy since they are the only ones who are allowed to bring gadgets at
school. In addition, they are teenagers, therefore they are technology-inclined
and they have the opportunity to use gadgets during free time. Respondents are
chosen through simple random sampling wherein they were randomly picked.
19
Slovin’s Formula is used to determine the number of subjects. Out of 205
students of senior high school, 136 students are selected randomly.
Slovin’s Formula:
N
Formula: n=
1+ Ne2
205
n= 2 = 135.54 or 136
1+(205)(0.05)
Data Gathering Method
The selected students were excused during class hours with their
teacher’s permission. They are to answer the questionnaires in 15 minutes then
afterwards, surveys were collected right after the given time.
Data Analysis
The cyberbullying and self-esteem were identified by solving its mean.
The data collected will be analyzed through Pearson’s correlation method to
determine the relationship of the two variables. After this, the study will now
measure the significance of the relationship through the use of t-test.
20
Formula:
Pearson’s Correlation:
n ( Σ xy )−(Σ x)( Σ y )
r=
√¿ ¿ ¿
Mean:
Σx
x́=
n
t-test:
r √ n−2
t=
√1−r 2
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings based from the data gathered that will
form basis in the conclusion of the research study which is to understand the
relationship between cyberbullying and self-esteem.
The target population of the study was the Senior High School students of
Mater Dei Academy. There were 136 respondents of the study who were picked
using simple random sampling.
Female Male Male

50% 50% Female
Figure 1.1 Demographic Data According to Sex
Figure 1.1 shows that out of 136 respondents, there is an equal number of
students according to sex. There are 50% of female (68 students) and another
50% of male respondents (68 students).
22
19 years old 29 years old

3% 1%
16 years old
18 years old 21%
24%
16 years old
17 years old
18 years old
19 years old
51%
Figure 1.2 Demographic Data According to Age
Male
33%
Male
Female
67% Female
The graph shows that the common age of the respondents is 17 years old
(70 respondents) which is 51% of the sample size while the least percentage is
1% (1 respondent) aged 29 years old. On the other hand, 24% of the
respondents (33 students) are 18 years old. This shows that majority of the
respondents are 17 years old students.
Figure 2.1 Negative Effect of Cyberbullying on Self- Esteem According to Sex
Figure 2.1 shows that between male and female, 67% (18 females) are
more affected when it comes to cyberbullying. The number of females almost
doubled the number of males with 33% of the population (9 males) when it
comes to being affected by cyberbullying.
23
7
6
5
4
Male
3 Female
2
1
0
Q2 Q3 Q4 Q5 Q8 Q11
Fig
ure 3.1 Participation of Sexes in Cyberbullying
Figure 3.1 shows that there are 5 males and 1 female respondents who
agreed that they use social networking sites to degrade someone while 5 male
and 2 female respondents agreed that they are using social media to post mean
things. In bashing, there are 3 male and 3 female respondents who agreed that
they are doing so. In cyberbullying anonymously, 3 male and 4 male agreed that
they are doing it while 3 male and 3 female respondents agreed that they are
posting unpleasant photos and videos of someone. In posting mean things, 6
male and 3 female agreed that they are doing it intentionally. This means that
majority of the respondents that participate in cyberbullying are male
respondents.
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Female
17%
Male
Female
Male
83%
Fig
ure 3.1.1: Questionnaire A. No.2
Figure 3.1.1 shows that in using social networking sites to degrade
someone, 83% of the respondents (5 students) are male. On the other hand,
17% of the respondents are female (1 student) that agreed that they also do the
same. This means that majority of the respondents who degrade someone by
using social networking sites are male.
Female
29%
Male
Female
Male
71%
Fig
ure 3.1.2 Questionnaire A. No. 3
Figure 3.1.2 shows that in posting mean things, 71%of the respondents (5
students) are male while 29% of the respondents (2 students) agreed that they
25
also do the same. This means that majority of male students are using social
networking sites to post mean content about someone.
Female Male Male

50% 50% Female
Fig
Male
43%
Male
Female
Female
57%
Figure 3.1.3 shows that in bashing, there is an equal number between male and
female by having 50% of female (3 respondents) and another 50% from male (3
respondents). This shows that some respondents from both sexes are using
social networking sites to bash someone.
Figure 3.1.4 Questionnaire A. No. 5
Figure 3.1.2 shows that in cyberbullying anonymously, 57% of the
respondents (4 students) are female while 43% of the respondents (3 students)
agreed that they also do the same. This means that female respondents are
using social media to bully someone anonymously than male respondents.
26
Female Male Male

50% 50% Female
Fig
Figure 3.1.5 shows that in posting of unpleasant photos and videos, there
is an equal number between male and female by having 50% of females (3
respondents) and another 50% from male (3 respondents). This means that
some respondents from the sample size of the population participated in posting
unpleasant photos and videos of someone (both male and female).
Female
33%
Male
Female
Male
67%
Fig
Figure 3.1.6 shows that in posting mean things intentionally, 67% of the
respondents (6 students) are male while 33% of the respondents (3 students) are
female who agreed that they also do the same. This means that majority of the
27
respondents that post mean things intentionally are participated by male
students.
Male
45% Male
Female Female
55%
Figure 3.2 Sex that is more likely to be a Victim
Figure 3.2 shows that there are victims for both sexes. Majority of the
respondents that are being cyberbullied are female which is 55% (18
respondents) while 45% of the population are male with 45% (15 respondents).
Survey showed that 100% of the victims have received mean posts about them
and was bashed by someone online. Survey also showed that there are 6 out of
33 respondents who avoid going to school whenever they are cyberbullied.
28
4 16 y/o
3 17 y/o
2 18 y/o
0
Q2 Q3 Q4 Q5 Q8 Q11
Figure 4.1 Participation of students in Cyberbullying according to Age
Figure 4.1 shows that there are 5 (18 year-old) and 1 (16 year-old)
respondents who agreed that they use social networking sites to degrade
someone while 2 (16 and 17 year-old) and 5 (18 year-old) respondents agreed
that they are using social media to post mean things. In bashing, there are 2 (16
and 17 year-old) and 4 (18 year-old) respondents who agreed that they are doing
so. In cyberbullying anonymously, 2 (16 and 17 year-old) and 5 (18 year-old)
respondents agreed that they are doing it while 4 (18 year-old) and 2 (16 year-
old) respondents agreed that they are posting unpleasant photos and videos of
someone. In posting mean things, 1 (16 year-old), 5 (17 year-old) and 3 (18 year-
old) respondents agreed that they are doing it intentionally. This means that
majority of the age that participate in cyberbullying is 18 year-old respondents.
29
16 years old
17%
16 years old
18 years old
18 years old
83%
Figure 4.1.1: Questionnaire A. No.2
Figure 4.1.1 shows that in degrading in social networking sites, 83% of the
respondents (5 students) are 18 years old students. On the other hand, 17% of
the respondents is 17 years old (1 student) agreed that they also do the same.
This means that majority of the respondents are 18 years old students. This
means that majority of the respondents who degrade someone by using social
networking sites are 18 years old students.
16 years old
14%
17 years old
14% 16 years old
17 years old
18 years old
18 years old
71%
Fig
30
Figure 4.1.2 shows that in posting mean things, 72% of the respondents
are 18 years old (5 students). On the other hand, there is an equal percentage
for 16 and 17 years old students, both having 14% (1 student each). This means
that majority of 18-year old students are using social networking sites to post
mean content about someone
16 years old
17%
16 years old
17 years old
17% 17 years old
18 years old
18 years old
67%
Fig
Figure 4.1.3 shows that in bashing, majority of the respondents (67%)
aged 18 years old with 4 respondents while 17% of them aged 17 years old (1
respondent). The least percentage is 16% (1 respondent) from a 16 year-old
student. This shows that majority of the respondents that are using social
networking sites to bash someone is aged 18 year-old students.
16 years old
14%
17 years old
14% 16 years old
17 years old
18 years old
18 years old
71%
Fig
31
Figure 4.1.4 shows that in cyberbullying anonymously, 72% of the
respondents are 18 years old (5 students). On the other hand, there is an equal
percentage for 16 and 17 years old students, both having 14% (1 student each).
This means that majority of the respondents who are using social media to bully
someone anonymously are 18 year-old students.
16 years old
33%
16 years old
17 years old
18 years old
18 years old
67%
Fig
16 years old
11%
18 years old
33%
16 years old
17 years old
18 years old
17 years old
56%
Figure 4.1.6 shows that in posting of unpleasant photos and videos of
someone, 67% of the respondents are aged 18 years old with 4 respondents
while 33% of the respondents aged 16 years old have 2 respondents. This
means that some respondents from the sample size of the population
32
participated in posting unpleasant photos and videos of someone and majority of
them are 18 year-old students.
Figure 4.1.7: Questionnaire A. No.11
Figure 4.1.7 shows that in posting mean things intentionally, 56% of the
respondents aged 17 years old (5 respondents), 33% of them aged 18 years old
(3 respondents) while 11% of them aged 16 years old with 1 respondent. This
means that majority of the respondents that post mean things intentionally are
participated by 17 year-old students.
19 years old
6%
16 years old
21%

30%
17 years old
18 years old
19 years old
17 years old
42%
Figure 4.2. Common Age of a Victim
33
Female Male Male

50% 50% Female
This chart shows that the most common age for a victim is 17 years old
with 43% (14 respondents) followed by 18 years old with 30% (10 respondents).
As for the 16 years old respondents, they got the 21% of the population with 7
respondents. For the least percentage, 6% belongs to 19 years old students by
having 2 respondents.
Figure 5.1 Self-Esteem Between Male and Female
Male 33%
Male
Female
Female 67%
Figure 5.1 shows that there were an equal number of male and female with
high self-esteem. This is measured through the use of Rosenberg Self-Esteem
Scale. There are 66 students who were female and 67 students who were male.
However, there are still 3 students with low self-esteem among the 136
respondents. Out of 136 respondents, 133 of them strongly agreed that they are
satisfied with themselves.
34
Figure 5.1.1 Low Self-Esteem Between Male and Female
Figure 5.1.1 shows that there are 67% (2 females) that has low self-
esteem among the population. In addition, 33% of the population (1 male) is also
experiencing low self-esteem. In total, there are 3 out of 136 students with low
self-esteem dominated by females. The respondents (3 students with low self-
esteem), as the survey shows, think that they are not good at all and felt useless
at times.

3% 1%
16 years old
21%
18 years old
23%
16 years old
17 years old
18 years old
19 years old
29 years old
17 years old
52%
Fig
ure 5.2 Self-Esteem According to Age
Figure 5.2 shows that 17 years old Senior High School students have higher
level of Self-Esteem compared to other ages with 52% of the graph (69
respondents) while 29 years old students got the least percentage by having 1%
of the graph. On the other hand, 18 years old respondents got 23% of the graph
with 31 students followed by 16 years old with 21%.
35

33% 33%
16 years old
17 years old
18 years old
17 years old
33%
Fig
ure 5.2.1 Low Self-Esteem According to Age
Figure 5.2.1 shows that there are respondents with low self-esteem.
Survey showed that there is an equal number of respondents from the ages 16,
17 and 18 years old while for the other ages, there are no experiences of low
self-esteem. Out of 136 respondents, 3 of them felt useless at times and thinks
that they are no good based from the survey.
Over-all mean Pearson - r t - computed

Cyberbullying 2.08 (Low)
(Victimization) -0.23 r √ n−2

t=
Self-Esteem 2.75 (High) √1−r 2
¿−.23 √ 136−2
√1−¿ ¿¿
= -2.74
Table 1: Over-all Mean, Pearson r and t – computed of students being

Cyberbullied and their Self Esteem
36
Table 1 shows that victimization is low while the self-esteem of the
respondents is high. The mean for cyberbullying showed that there is a low level
of victimization while for the self-esteem, the mean is high. The Pearson R of the
two resulted mean is -0.23 while for the t-test, the result showed -2.74 that falls
into the rejection region of null hypothesis. This means that there is a weak
relationship between cyberbullying and self-esteem.
CHAPTER V
CONCLUSION AND RECOMMENDATION
This chapter discusses the conclusion and recommendation for the study
on the relationship between cyberbullying and self-esteem of the Senior High
School students of Mater Dei Academy.
This study conclude that there is a significant relationship between
cyberbullying and self-esteem as resulted in the Pearson R (-0.23, see table 1). It
then rejected the null hypothesis as the t-test resulted -2.74, see table 1). This
means that cyberbullying has a significant relationship on the self-esteem of
Senior High School students of Mater Dei Academy. The study showed that there
is a low level of cyberbullying and a high level of self-esteem. This means that
there is an indirect relationship between cyberbullying and self-esteem.
37
According to a study by Noll (2016), adolescents who have been
victimized by cyberbullying report experiencing negative emotional impacts. Noll
(2016) also concluded that high school students who were victimized by
cyberbullying experienced negative emotional impacts including feeling sad,
helplessness and hopelessness, frustrated and, low self-esteem. Thus, this study
concludes that there is a significant relationship between cyberbullying and self-
esteem. This means that a low level of victimization resulted in a high level of
self-esteem of the Senior High School students of Mater Dei Academy.
A study by Hinduja & Patchin (2010) stated that a moderate and
statistically significant relationship between low self-esteem and experiences with
cyberbullying. This means that when an individual is experiencing low self-
esteem, cyberbullying could be one of the factors. This study , therefore,
concluded that majority of the Senior High School students have a high level of
self-esteem due to the low level of cyberbullying victimization.
The demographic data according to sex showed that out of 136 respondents,
there are 68 respondents from male and another 68 respondents from female
(see figure 1 This means that there is an equal number from both males and
females as respondents. In addition, their ages are ranging from 16 to 29 years
old (see figure 1.2). Majority of the respondents are 17 years old which is
51% of the respondents while the least percentage is 1% with 1 respondent aged
29 years old. This study was conducted to Senior High School students because
they are the only ones allowed to use gadgets at school.
38
The study showed that between the sexes, females are more affected by
cyberbullying. The results showed that 67% (18 respondents) are female while
33% are male with 9 respondents (see figure 2.1). The number of females
doubled the number of male respondents. A study in Canada also came up with
the same result. According to Kim (2018), cyberbullying was more strongly
associated with emotional problems for females. This means that when it comes
to the emotional effects of cyberbullying, female respondents are more likely to
be affected than male respondents.
Between male and female, results also showed that male students are more
likely to be cyberbullies or perpetrators (see figure 3.1). Most of the actions done
by the male perpetrators are degrading, posting mean things, bashing,
cyberbullying anonymously, posting unpleasant photos and videos of someone
and posting mean things intentionally. The same conclusion was found in the
study of Brito & Oliveira (2013), wherein most of the bullies are participated by
male respondents and they use verbal aggression. It was also stated in their
study that cyberbullying of male students include bluff rumors and also
discrimination. Aune (2009) also stated that cyberbullying can be in the form of
cyber harassment, impersonation, cyberstalking, and offensive language. An
article entitled “Cyberbullying: dealing with online meanness” stated that 23% of
students reported that they have said or done something mean or cruel to
another person online.
39
However, when it comes to being victims between the sexes, female
respondents are more likely to be victims of cyberbullying. The results showed
that 55% of respondents who are female were victimized, having 18 of the
female respondents confessed to have been victimized by cyberbullying. While
45% of male students with 15 respondents (see figure 3.2). A journal by Marcum
(2019) entitled “An Examination of Male and Female Cyberbullying” stated that
girls are more likely to be both victims and perpetrators of cyberbullying than
boys. Marcum also added that 15% who are experiencing abusive online
behaviors are more likely to be participated by female respondents compared to
boys with only 6%.
The results of the study also showed that the common age for a cyberbully or
perpetrator is 18 years old (see figure 4.1). A study by Modecki (2014) stated that
students ranging from 12-18 years old have cyberbullying involvement. However,
when it comes to being the victim, the results showed that most of the victimized
age is 17 years old respondents by having 43% with 14 respondents. A factor
that affected the number of victims could be based form the demographic data
since there are more than 50% of 17 years old students that add up to the
possibility that they are more likely to be victims. An article by Skrba (2019), 7 in
10 young people experience cyberbullying in some form before they hit the age
of 18 which supports the result of the study.
In terms of self-esteem, the results showed that 133 out of 136 students have
high self-esteem measured using the Rosenberg Self-Esteem Scale. Results
40
also showed that there is an equal number between males and females (see
figure 5.1). The same result was given by Extremera (2018) which states that
adolescents with greater emotional intelligence were less likely to experience or
report low self-esteem. However, even if there is an equal number of self-esteem
between males and females (see figure 5.1), a study by Gosling (2015) stated
that men tend to have higher self-esteem than women.
However, there are still 3 students who experienced low self-esteem (see
figure 5.1.1) and they were female respondents. The same result was concluded
by an article by PR Newswire Association (2014) which states that 75% of girls
have low self-esteem while 25% of them have high self-esteem. Balev (2018),
also used the Rosenberg Self-esteem Scale and come up with the result that
shows that girls demonstrate a comparatively lower self-esteem level as
compared to boys.
In terms of age, the results showed that 17 years old respondents are more
likely to have higher self-esteem (see figure 5.2) than other ages. A factor that
affected its percentage could be the number of 17-year-old respondents as
shown in figure 1. According to Gosling (2015), both male and female show age-
graded increases in self-esteem from late adolescence to middle adulthood.
However, there are still respondents (see figure 5.2.1) who are experiencing low
self-esteem and they are aged 16-18 years old. According to a study by
American Psychological Association (APA) (2010), self-esteem was lowest
among young adults but increased throughout adulthood.
41
It is recommended that future researchers should look into finding different
social networking sites that are commonly used by the students that help them to
connect to other people online especially for the perpetrators and victims. It is
also recommended for them to find out where their perpetrators mostly come
from either within the campus or outside the school premises. Future researchers
may also add the other roles included in cyberbullying such as bypassers and
cyberbullying accomplices. In addition, they may also include the type of
cyberbullying used by the perpetrators or the victims who have experienced
cyberbullying which can be the cause of low or high self-esteem. Lastly, they can
also use the Junior High School students as their respondents since they are
also using their mobile devices at home.
42
References
Researches:
Aune, N., (2009). Cyberbullying.
Brack, K., & Caltabiano, N. (2014). Cyberbullying and Self-Esteem in
Australian Adults.
Brito, C., & Oliveira, M. (2013). Bullying and Self-esteem in Adolescents
from Public.
Moore, K. (2011). Cyberbullying: An exploratory study of Adolescent girls’
perspectives on technology’s impact on relationships. P.9.
Noll, H., (2016) Cyberbullying: Impacting Today’s Youth. P. 11; P. 38.
Patchin,J., & Hinduja,S. (2010). Cyberbullying and Self-Esteem
Concepts:
Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among
bullying,
Bradshaw, C., & Waasdorp, T, (2015). Journal of Adolescent Health. The
Overlap Between Cyberbullying and Traditional Bullying. Retrieved From
(https://www.jahonline.org/article/S1054-139X(14)00758-7/fulltext cyberbullying,
43
and suicide in high school students. Journal of Adolescence. Retrieved

from:http://dx.doi.org.ezproxy.stthomas.edu/10.1016/j.adolescence.2012.12.001
David-Ferdon, C., & Hertz, M, (2007) Electronic Media, violence, and
adolescents: An emerging public health problem. Journal of Adolescent Health,
41, 1-5.
Fryer, W.A. (2006, November 20). Addressing cyberbullying in schools.
The TechEdge: The Journal of the Texas Computer Education Association.
Retrieved March 15, 2009, from: www.wtvi.comlteks/06 _ 07
_articles/cyberbullying.html
Giménez Gualdo, A. M., Hunter, S. C., Durkin, K., Arnaiz, P., & Maquilón,
J. J. (2015). The emotional impact of cyberbullying: Differences in perceptions
and experiences as a function of role. Computers & Education, 82(0), 228-235.
Glazier, L. (WriterlDirector; 2003). It's a girl's world [Documentary].
Montreal,
Hinduja, S., & Patchin, J, (2013). Cyberbullying Among Adolescents:
Implications for Empirical Research. Journal of Adolescent Health. Retrieved
from https://www.jahonline.org/article/S1054-139X(13)00412-6/fulltext
Lenhart, A. (2007). Cyberbullying and online teens. Pew Internet &
American Life perpetration. Children & Society, 25(1), 59-72. doi:10.1111/j.1099-
0860.2009.00260.x Quebec, National Film Board of Canada.
ŞAHİN, M. (2012). The relationship between the
cyberbullying/cybervictmization and loneliness among adolescents. Children and
Youth Services Review, 34(4), 834-837.
Schenk, A. M. (2011). Psychological impact of cyberbully victimization
among college students. (M.S., West Virginia University). ProQuest Dissertations
and Theses, Retrieved from http://search.proquest.com/docview/894258387?
accountid=14756
Walrave, M., & Heirman, W. (2011). Cyberbullying: Predicting victimisation
and Project. Retrieved April 2, 2009, from: www.pewinternet.org
Willard, N .E. (2006). Educators guide to cyberbullying: Addressing the
harm caused by online social cruelty. Retrieved April 4, 2009, from:
44
www.asdkI2.orglMiddleLinklAVBlbully_topics/EducatorsGuide _
Cyberbullying.pdf
Willard, N.B. (2007, March). Cyberbullying legislation and school policies:
Where are the boundaries ofthe "schoolhouse gate" in the new virtual world?
Center for Safe and Responsible use of the Internet. Retrieved March 15, 2009,
from: http://csiru.org
----------------------------------------------------------------------------------------------------------------------------
Gilkerson, L., (2012). Bullying Statistics: Fast Facts About Cyberbullying.

From: www.covenanteyes.com
Gaggle, (2018). Why Cyberbullying Affects Girls More than Boys. From:
www.gaggle.net/speaks
Hinkelman, L., (2017). The Girls’ Index: New Insights into the Complex
World of Today’s Girls. From: www.documentcloud.org
Patchin, J., (2016). 2016 Cyberbullying Data. From: cyberbullying.org
Kim, S., Colwell, S.R., Kata, A. et al. Cyberbullying Victimization and
Adolescent Mental Health: Evidence of Differential Effects by Sex and Mental
Health Problem. From: https://link.springer.com
Bellamy, A., & Yousef, W. (2017). The Impact of Cyberbullying on The
Self Esteem and Academic Functioning of Arab American Middle and High
School Students. From: www.semanticscholar.org
Anderson, M., (2018). A Majority of Teens Have Experienced Some Form
of Cyberbullying. From: www.pewsearch.org
Pertov, C., (2019) Cyberbullying Statistics 2020. From: techjury.net
Skrba, A., (2019) List of Cyberbullying Statistics, Facts, and Trends 2020
(with Graphs) From: firstsiteguide.com
Patchin, J., (2019) 2019 Cyberbullying Data. From: cyberbullying.org
Cook, S., (2019) Cyberbullying Facts and Statistics for 2016-2019. From:
www.comparitech.com
Kim, S., et al. (2018) Cyberbullying Victimization and Adolescent Mental
Health: Evidence of Differential Effects by Sex and Mental Health Problem Type.
From: www.ncbi.nlm.nih.gov
Extremera, N., et al. (2018) Cyberbullying Victimization, Self-Esteem and
suicidal Ideation in Adolescence: Does Emotional Intelligence Play a Buffering
Role? From: www.frontiersin.org
45
11 Facts About Cyberbullying. From: www.dosomething.org

Facts and Statistics on Bullying and Cyberbullying (2015). From:
antibullyingpro.com
The Age of Cyberbullying. From: inside.nku.edu
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Summary of Our Cyberbullying Research (2007-2019). From:
cyberbullying.org
Number of Children Who Are Victims of Cyberbullying Doubles in a Year.
From: theguardian.com
Bullying, Cyberbullying, & Suicidal Statistics. From:
meganmeierfoundation.org
Cyberbullying Facts Summarizing What is Currently Known. From:
cyberbullying.org
Statistics: Bullying Cases Up by 21% In Philippine Schools. From:
asksonnie.info
Teens and Self Worth. From: www.stageoflife.com
46
QUESTIONNAIRE
Cyberbullying and Self-Esteem
Name:____________________
Sex:_____
(optional)
Age:_____
Instructions:
Below is a list of statements with your general feelings about yourself. Please put a check on how
strongly you agree or disagree with each statement.
A. Whenever I use Social Networking Sites, this is what I do:
Strongly Agree Disagree Strongly

Agree Disagree
1. I always use social networking sites
2. I use social networking sites to degrade
someone
3. I use social networking sites to post mean
content about someone
4. I use social networking sites to bash
someone
5. I bully someone in social media
anonymously
6. I use my main account to post something
about someone when I hate them
47
7. I use social networking sites to spread

rumors about someone
8. I post unpleasant photos and videos of
someone
9. When I want to take revenge, I use social
media to degrade someone
10. I have dummy account and use it to bash
someone
11. I post mean things intentionally
12. I would rather bully someone online than
face to face
13. I consider bullying safer than physical
bullying
14. When I hate someone, I use social
networking sites to spread their secrets
15. My first choice in taking revenge is to post
mean things online
B.
Please check the box that corresponds to your answer.
Whenever I use Social Networking Sites, this is what I do:
Strongly Strongly
Agree Disagree
Agree Disagree
I always use social
1.
networking sites
I have received mean
2.
posts about me
I was bashed by
3.
someone online
I felt sad when I
4. receive mean posts
about me
I am cyberbullied
5.
anonymously
I feel anxious
whenever someone
6.
post mean things about
me
I isolate myself
7. whenever I experience
being cyberbullied
8. Someone posted
unpleasant photos and
48
videos of me
Someone degraded me
9.
using social media
10 Someone used dummy
. account to bash me
Someone intentionally
11
posted harsh things
.
about me
12 I tell my parents that I
. am cyberbullied
13 I tell my teachers that I
. am cyberbullied
I felt worthless when
14
someone posts mean
.
things about me
15 I avoid school when I
. am cyberbullied
C.
For my Self-Esteem, this is what I think of myself:
Strongly Strongly
Agree Disagree
Agree Disagree
1. I am satisfied with myself
At times I think I’m no

2.
good at all
I feel that I have a number

3.
of good qualities
I am able to do things as
4.
well as most other people
I feel that I do not have

5.
much to be proud of
I certainly feel useless at

6.
times
I feel that I’m a person of

7. worth, at least on an equal
plane with others
49
I wish I could have more

8.
respect for myself
All in all, I am inclined to

9.
feel that I am a failure
I take positive attitude

10.
towards myself
D.

Whenever I am Cyberbullied:
Strongly Agree Disagree Strongly

Agree Disagree
1. I became sad and anxious everytime

2. I feel like I have a low self-esteem
compared to my old self
3. I don’t participate socially like I used to
4. I lock myself inside my room
5. I don’t hang out with other people

anymore
6. I prefer being alone
7. I don’t enjoy being around people at any

occasion
50
8. I feel shy about the content posted about

me
9. My old friends don’t talk to me like they

used to
10. I don’t tell my parents about what

happened to me and just deal with it alone
11. I prefer staying at home than with other
people
12. I would rather not go to school
13. I don’t participate actively at school like I

used to
51

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THE RELATIONSHIP BETWEEN CYBERBULLYING AND SELF-ESTEEM OF

SENIOR HIGH SCHOOL STUDENTS

THE PROBLEM AND ITS SETTING

Technology plays a big role in the life of every individual. It influences

gadgets are uncontrollable for some as if it became an addiction for them. A

might happen anytime. A probable result is that a teenager might be involved in

an issue called as cyberbullying wherein they use technology as their medium to

In 2009, a study conducted by Aune states that Cyberbullying is more

impersonation, and cyberstalking.

Noll (2016) stated that Cyberbullying has an impact emotionally, mentally,

suffered cyberbullying might get it through social networking site which is

relevant nowadays to adolescents, through text messaging, or any form through

the internet. Cyberbullying takes place through electronics because it is much

accessible than any other forms or medium to be used. It may be done

anonymously which is said that an adolescent who was cyberbullied

Sticca and Perren (2013). Because electronics is more accessible, cyberbullying

traditional way of bullying.

moderate and statistically signiﬁcant relationship exists between low self-esteem

and experiences with cyberbullying. As such, bullying prevention programs

incorporated in school curricula should also include substantive instruction on

cyberbullying. Moreover, educators need to intervene in cyberbullying incidents,

as failure to do so may impact the ability of students to be successful at school.”

cyberbully themselves too.

and it might result to negative effects such as suicidal thoughts. In addition,

According to Moore (2011), cellular devices if used especially outside the

school’s premises increases one’s possibility to be a victim or the cyberbully

physiological problems such as sleeping problems and bad appetite.

Students and teenagers of this generation are exposed to innovation that

with an individual’s self-esteem or confidence be it in school, at home or around

cyberbullying to one’s self-esteem between male and female.

This study is conducted to selected teenagers of senior high school

social networking sites.

cyberbullying happens in a certain adolescent. This may give the adolescent

suicidal thoughts, change in his/her social interaction, not wanting to go to school

that it also affects an individual’s mental health.

researchers themselves and the future researchers.

Statement of the Problem

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of respondents according to:

2. Which sex would be more affected with cyberbullying?

3. Which sex is more likely to be a:

4. What is the common age for a:

5. Sexes that has:

a. High level of self-esteem

b. Low level of self-esteem

6. Common age that has:

a. High level of self-esteem

b. Low level of self-esteem

Null hypothesis: There is no significant relationship between cyber-bullying and

Alternate hypothesis: There is a significant relationship between cyber-bullying

Objectives of the Study

The objective of this study is:

 To clarify if cyberbullying is really connected to one’s self-esteem

especially to teenagers. This also serves to contribute knowledge

on knowing who is more affected when it comes to cyberbullying

between male and female.

 To give awareness especially for the senior high school students