Cyberbullying: Definitions and Facts from a Psychosocial Perspective

Ovejero, Anastasio; Jiménez, Santiago Yubero; Rubio, Elisa Larrañaga; Jiménez, Marí­a de la Villa Moral

doi:10.1007/978-3-319-25552-1_1

Cited by 20 publications

(20 citation statements)

References 183 publications

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“…Cyberbullying has been recognised as a growing problem globally for over a decade (Ovejero et al 2016). Burton and Leoschut (2013) reported that 20.9% of the South African students participating in their study had experienced some form of cyberbullying or online violence.…”

Section: Cyberbullyingmentioning

confidence: 99%

Mobile phone use in two secondary schools in Tanzania

et al. 2017

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Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students' use -and awareness of misuse -of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.

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Section: Cyberbullyingmentioning

confidence: 99%

Mobile phone use in two secondary schools in Tanzania

et al. 2017

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“…Treći element zlostavljanja uključuje štetu kao ishod nasilnoga ponašanja, a koja je često teže prepoznatljiva u virtualnom svijetu (Vandebosch i Van Cleemput, 2008). Naime, mladi koji se nasilnički ponašaju ne vide osobu kojoj nanose štetu, a ni posljedice takva ponašanja, čime zadržavaju emocionalnu distancu i pokazuju manjak empatičnih reakcija (Ovejero, Yubero, Larrañaga i Moral, 2015). Prema tome, neki autori smatraju kako nije opravdano nastalu štetu promatrati iz perspektive "poči-nitelja", jer su oni obično skloni racionalizaciji i umanjivanju posljedica svojih postupaka .…”

Section: Uvodunclassified

Online Activities and Risk Behaviors among Adolescents in the Virtual Environment

Vejmelka

Strabić²,

Jazvo³

2017

Drustvena istrazivanja

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Ovisnost o internetu i elektroničko nasilje među mladima pojave su koje, zbog razvoja tehnologije i široke dostupnosti interneta, bilježe porast. Istraživanje je provedeno s adolescentima (N = 352) u 9 slučajno odabranih srednjih škola u Republici Hrvatskoj, kako bi se ispitali odnosi između načina upotrebe interneta i rizičnih online ponašanja mladih. Upotrijebljeni su standardizirani mjerni instrumenti: Test ovisnosti o internetu (Young, 1998) i Upitnik o doživljavanju i činjenju elektroničkoga nasilja (Del Rey i sur., 2015) te pitanja o sociodemografskim obilježjima ispitanika i online aktivnostima sudionika. Rezultati pokazuju da se kod 36,2% sudionika javljaju znakovi ovisnosti o internetu, dok 50,7% učenika sudjeluje u raznim pojavnim oblicima elektroničkoga nasilja. Količina vremena provedenog na internetu u slanju instant poruka, gledanju filmova/videa, slušanju glazbe i igranju online igara korelira s ovisnosti o internetu i sa sudjelovanjem u virtualnom nasilju među mladima. Istraživanje je potvrdilo pretpostavke teorije rutinskih aktivnosti, a rezultati upućuju na to da učenici koji provode elektroničko nasilje pokazuju tendenciju rizičnoga ponašanja i u ostalim online aktivnostima. U radu je predstavljen odnos između razine ovisnosti o internetu i uključenosti u činjenje i doživljavanje elektroničkoga nasilja te su navedene smjernice za buduća istraživanja na ovom području.Ključne riječi: ovisnost o internetu, elektroničko nasilje, online aktivnosti, adolescenti Lucija Vejmelka, Pravni fakultet Sveučilišta u Zagrebu, Studijski centar socijalnog rada, Nazorova 51, 10 000 Zagreb, Hrvatska. E-mail: lucijav@gmail.com 59 Ovaj rad temelji se na istraživačkom projektu provedenom u suradnji autorica koji je priznat kao diplomski rad na Studijskom centru socijalnog rada Pravnoga fakulteta Sveučilišta u Zagrebu.

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“…Some experts claim the definition of cyberbullying is an action intentionally, carried out repeatedly and cruelly by an individual or group to hurt others. However, some other experts still question that whether oppression must have a desire to hurt others, whether it has to be repeated and so on (Ovejero, et al, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…According to Smith (in Ovejero et al, 2016), differences in the characteristics of cyberbullying with face-to-face oppression are as follows: (1) cyberbullying requires certain technological specializations, (2) cyberbullying is a form of indirect aggression, because people who do not cope with bullying visible and unknown, (3) people who do not see directly the victim's reaction, so that the perpetrators have less empathy for the victim, (4) the diversity of the role of the perpetrators is more complex in cyberbullying than through face to face oppression, (5) involve the more number of potential audience in cyberbullying, (6) people who crack through the internet have access to victims 24 hours 7 days, whereas face-to-face oppression have limited access.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Various studies have mentioned the adverse effects of cyberbullying via the internet, namely loss of self-confidence (Patchin & Hinduja, 2010), depression (McDermott, 2011), decreased student academic achievement (Faryadi, 2011), even allowing someone to commit suicide (Hinduja & Patchin , 2010). The physical absence of the victim before the perpetrators also causes less guilt and allows cyberbullying to be more aggressive (Ovejero et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Cyberbullying Behavior Patterns in Adolescents in Jakarta

Murwani

2019

Komunikasi: Ikatan Sarjana Komunikasi Indonesia

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This research is motivated by the phenomenon of cyberbullying in adolescents. Cyberbullying has the potential to harm victims such as loss of self-confidence, depression and decreased performance. Therefore, this study aims to determine the behavior patterns of cyberbullying perpetrators and victims of adolescents in Jakarta. Cyberbullying behavior patterns in this study refers to the concept of Willard which classifies seven behaviors: flaming, online harassment, denigration, impersonation, outing and trickery, exclusion, and cyberstalking. This research has been conducted with descriptive research, by taking high school students in DKI Jakarta as sample. A total of 400 students have been chosen by using multistage random sampling. Data was collected through a questionnaire and measured using the Student Assessment Survey (SAS). The results showed the involvement of students as perpetrators and victims of cyberbullying. Behavior that tends to be used by students as cyberbullying is denigration (77.2%), harassment (74%), and flaming (70%). While students who are victims of cyberbullying, the treatment that tends to be experienced is denigration (79.2%), flaming (78.7%) and harassment (75.2). The results of this study suggest the need for strategies to prevent cyberbullying behavior by literacy using social media effectively. AbstrakPenelitian ini dilatarbelakangi fenomena cyberbullying pada remaja. Cyberbullying berpotensi merugikan korban seperti kehilangan kepercayaan diri, depresi dan menurunnya prestasi. Oleh karena itu, penelitian ini bertujuan untuk mengetahui pola perilaku pelaku dan korban cyberbullying para remaja di Jakarta. Pola perilaku cyberbullying dalam penelitian ini mengacu pada konsep dari Willard yang mengklasifikasikan tujuh perilaku : flaming, online harassment, denigration, impersonation, outing and trickery, exclusion, cyberstalking. Penelitian ini dilakukan dengan penelitian deskriptif, mengambil sampel siswa SMA di Provinsi DKI Jakarta sebanyak 400 siswa dengan menggunakan multistage random sampling. Data dikumpulkan melalui kuesioner dan diukur dengan menggunakan Student Assessment Survey (SAS). Hasil penelitian menunjukkan keterlibatan para siswa sebagai pelaku dan korban cyberbullying. Perilaku yang cenderung digunakan oleh para siswa sebagai pelaku cyberbullying adalah denigration (77.2%), harassment (74%), dan flaming (70%). Sedangkan siswa yang menjadi korban cyberbullying, perlakuan yang cenderung dialami adalah denigration (79.2%), flaming (78.7%) dan harassment (75.2%). Hasil penelitian ini menyarankan perlunya strategi pencegahan perilaku cyberbullying dengan literasi menggunakan media sosial secara efektif.

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Cyberbullying: Definitions and Facts from a Psychosocial Perspective

Cited by 20 publications

References 183 publications

Mobile phone use in two secondary schools in Tanzania

Mobile phone use in two secondary schools in Tanzania

Online Activities and Risk Behaviors among Adolescents in the Virtual Environment

Cyberbullying Behavior Patterns in Adolescents in Jakarta

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