Culture and the Real

Belsey, Catherine

doi:10.4324/9780203001448

Cited by 19 publications

(13 citation statements)

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“…Attributes (Bauman, Toomey & Walker, 2013;Beringer, 2011;Belsey, 2004;Campbell, 2005;Dooley, Pyzalski & Cross, 2009;Huang & Chou, 2013;Li, 2008;Mason, 2008;Hinduja & Patchin, 2010;Shariff, 2005;Sharples, Graber, Harrison, & Logan, 2009;Suler, 2004) • Power imbalance…”

Section: Key Elements Indicatorsmentioning

confidence: 99%

Developing a cyberbullying conceptual framework for educators

Redmond

Lock

Smart

2020

Technology in Society

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Section: Key Elements Indicatorsmentioning

confidence: 99%

Developing a cyberbullying conceptual framework for educators

Redmond

Lock

Smart

2020

Technology in Society

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“…Major components to this definition are that the act must be aggressive, intentional, repetitive, and with a power imbalance. Belsey (2004) defined cyberbullying as ''the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm others.'' Note the absence of a power imbalance, suggesting that online power is not a necessary component.…”

Section: Definitionmentioning

confidence: 99%

Cyberbullying Versus Face-to-Face Bullying

Dooley

Pyżalski

Cross

2009

Zeitschrift für Psychologie / Journal of Psychology

548

234

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Cyberbullying has been described as a type of electronic bullying and has recently been subjected to intense media scrutiny largely due to a number of high profile and tragic cases of teen suicide. Despite the media attention relatively little is known about the nature of cyberbullying. This is, at least in part, due to a lack of theoretical and conceptual clarity and an examination of the similarities and differences between cyberbullying and face-to-face bullying. This paper reviews the limited theoretical and empirical literature addressing both cyberbullying and face-to-face bullying, using some specific examples from a qualitative study for illustration. We compare and contrast individual factors common to cyber and face-to-face bullying. We then examine social information processing factors associated with face-to-face bullying and present a discussion of the similarities and differences that may characterize cyberbullying.

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“…One of the challenges is the abuse of this technology for bullying. 'Cyberbullying' refers to the intentional act of using any cyber medium such as mobile phones, chat rooms, emails, instant messaging and social networking sites to hurt someone or a group of people (Belsey 2004;Goodno 2011). The growing increase in the use of laptop computers, tablets and smartphones has made cyberbullying a global problem (Campbell 2005).…”

Section: Introductionmentioning

confidence: 99%

Emotional and academic effects of cyberbullying on students in a rural high school in the Limpopo province, South Africa

Farhangpour

Maluleke

Mutshaeni

2019

SA Journal of Information Management

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Background:The overwhelming use of Internet and social media among the youth in South Africa causes both negative and positive effects on the users. Cyberbullying is one manifestation of such negative effects. Rural high school students are not immune to this modern age social problem. To protect them against the possible hazards, it is important to study this phenomenon among this group of young poeple.Objectives: This study explored the extent of the use of Internet and social media, the forms and frequency of cyberbullying and their effects on the emotional well-being and academic performance of grades 8-10 students in a rural high school in Limpopo, South Africa.Method: This study used a mixed research approach. Eighty participants consisting of 50 females and 30 males from grades 8 to 10 in a rural high school participated in this survey and 6 purposefully selected victims of cyberbullying completed an interview schedule. Results:The majority of participants had access to cyber technology and used Facebook frequently. More than half of the participants experienced a wide variety of cyberbullying, sexual offence being the highest. They were negatively affected both emotionally and academically to the extent that some thought of suicide. Conclusion:Even though students in this rural high school have access to the latest cyber technology, they are not equipped to prevent or cope with its negative effects; hence, they suffer in solitude. The study recommends an anti-cyberbullying policy being established, as well as counselling at school, and advises stakeholders who intend to expand e-learning at schools to include cyber safety and supportive mechanisms in their programmes for successful implementation.

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Culture and the Real

Cited by 19 publications

References 0 publications

Developing a cyberbullying conceptual framework for educators

Developing a cyberbullying conceptual framework for educators

Cyberbullying Versus Face-to-Face Bullying

Emotional and academic effects of cyberbullying on students in a rural high school in the Limpopo province, South Africa

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