CYBER BULLYING

INTRODUCTION

In this introduction, the definition of cyberbullying will be discussed, instruments to measure

cyberbullying will be described, and the state of the art of research on cyberbullying will presented. To
date, most studies of cyberbullying investigate demographic factors such as the prevalence of bullying
and being victimized, gender, age, and negative outcomes. Some studies investigate responses to
cyberbullying, but most of them are limited to technological solutions and informing adults. Hardly any
attention is paid to the underlying social psychological mechanisms in relation to antisocial behaviour in
online communities and to the role of peer groups. Moreover, most studies are cross‐sectional self‐
reports. The present special issue aims o fill these gaps by presenting studies which are focused on
alternative topics using alternative methodologies. Copyright © 2012 John Wiley & Sons, Ltd.

BACKGROUND INFORMATION

What is Cyber bullying?

Ted Feinberg, Nicole Robey

The education digest 74 (7), 26, 2009

Cyberbullying involves sending or posting harmful or cruel text or images using the Internet (eg, instant
messaging, e-mails, chat rooms, and social networking sites) or other digital communication devices,
such as cell phones. Principals should work with staff members to develop a clear definition of
cyberbullying; determine how its effect on students' school experience will be measured; and create
protocols for reporting cyberbullying, intervening, and collaborating with local law enforcement.\n This
should include how and where most cyberbullying occurs, how to recognize the behavior, its damaging
effects (social, behavioral, and academic), and how to prevent and respond to it. Principals should
contact law enforcement officials when there are threats of violence to people or property, coercion,
stalking, obscene or harassing phone calls or text messages, hate crimes, sexual exploitation, or
photography of someone in a private place.
OBJECTIVE OF THE STUDY

José A Casas, Rosario Del Rey, Rosario Ortega-Ruiz

Computers in Human Behavior 29 (3), 580-587, 2013

There is certain controversy on whether cyber-bullying is a category of bullying as it appears in a very

different scenario away from the schools. The objective of this research has been to know if the
variables that predict the involvement of youngsters in traditional bullying are also predictor of the
appearance of cyber-bullying. Accordingly, we have looked for the similarities and the differences
existing in the involvement on these phenomena. The sample is composed by secondary school pupils
(n= 893, 45.9% girls; age x¯= 13.80, SD= 1.47). The results show that there are multiple relations
between the predictor variables of school bullying and the specific variables of virtual environments that
predict cyber-bullying. It has been obtained a new model that explains both phenomena which could be
a strong evidence to base future interventions to prevent and reduce these problems.

SIGNIFICANCE OF THE STUDY

Lori Kupczynski, Marie-Anne Mundy, Mary E Green

International Journal of Educational Research 1 (2), 48-53, 2013

Striving to understand the importance of cyberbullying and the destructive emotional effects, as well as
the mental damage that it causes, can help us to comprehend how modern youth are interacting in a
world where they are not only being bullied in the classroom but also in what used to be the safe
confines of their homes. This study focuses on evaluating the prevalence of cyberbullying among
teenagers of various ethnic groups enrolled in public high schools in Texas. Results demonstrated that
ethnicity appeared to have an effect on cyberbullying. Statistically significant differences were found
between White and Hispanic students which shed new light on educational studies using ethnicity as a
factor.
RELATED LITERATURE

Qing Li

School psychology international 27 (2), 157-170, 2006

This study investigates the nature and the extent of adolescences’ experience of cyberbullying. A survey
study of 264 students from three junior high schools was conducted. In this article, ‘cyberbullying’ refers
to bullying via electronic communication tools. The results show that close to half of the students were
bully victims and about one in four had been cyber-bullied. Over half of the students reported that they
knew someone being cyberbullied. Almost half of the cyberbullies used electronic means to harass
others more than three times. The majority of the cyber-bully victims and bystanders did not report the
incidents to adults. When gender was considered, significant differences were identified in terms of
bullying and cyberbullying. Males were more likely to be bullies and cyberbullies than their female
counterparts. In addition, female cyberbully victims were more likely to inform adults than their male
counterparts.

BODY

Sameer Hinduja, Justin W Patchin

Journal of School Health 80 (12), 614-621, 2010

Results In our research involving approximately 2,000 randomlyselected middle-schoolers from one of
the largest school districts in the United States, cyberbullying victims and offenders both had
significantly lower self-esteem than those who have not experienced cyberbullying. This relationship
persisted even while controlling for gender, race, and age, though our results suggest that males, non-
Whites, and older middle-schoolers tend to have lower levels of self-esteem than their peers. Based on
the standardized regression coefficients and percent of variance explained, the relationship between
cyberbullying victimization and self-esteem is stronger than that of cyberbullying offending and self-
esteem.
CONCLUSION

Theory into practice 52 (4), 249-256, 2013

This article reviews what research has learned about cyberbullying, and the practical implications of
those research findings. In general, there are few firm conclusions that can be drawn from the extant
literature, as differences in definitions, methods, and measures make it impossible to compare findings
across studies. We do have enough information to identify important trends with respect to associations
with traditional bullying, gender, age, risk factors, and outcomes. Even though the research is not yet
conclusive, we have sufficient knowledge to inform prevention and intervention.

SUBMITTED BY:

DIAZ AIRA JANE G. 10-DELA RAMA 06-15-2021