Definition and Characteristics of “Cyberbullying” among Vietnamese Students

Abstract

The purpose of the present study was to define the term “cyberbullying” from the perspective of middle- and high-school students in Vietnam, detailing its characteristics. The study used qualitative focus groups with Vietnamese students, teachers, parents, school psychologists, and psycho-educational experts in Hanoi, Vietnam. From the perspective of these informants, cyberbullying involves seven characteristics: (a) The indirect transmission of negative, untrue, hateful, and/ or secret, personal information through electronic devices and applications, (b) with the intention to hurt the victim, (c) which may or may not be part of a series of repetitive actions that nonetheless may have ongoing effects, (d) with the perpetrator an individual or a group, (e) in the context of a power imbalance relationship, (f) with the perpetrator(s) able to hide his or her identity, (g) and the bullying able to occur at all times in any place the victim has internet access.
 Keywords: Definition, characteristics, cyberbullying, students, Vietnam.
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Contributing Factors of Cyberbullying Behavior among Youths During Covid-19

“…The perpetrator can be either an individual or part of a group. The identity of the perpetrator is often hidden and it occurs all of the time (Cong et al, 2018). The use of information technology cannot be separated from the teenagers' lives, especially during the Covid-19 period which requires that everything be done online.…”

“…The use of information technology cannot be separated from the teenagers' lives, especially during the Covid-19 period which requires that everything be done online. This condition provides opportunities for cyberbullying behavior as a behavior that is often engaged in by youths based on certain motivations (Cong et al, 2018;Swearer & Hymel, 2015). the desire to take revenge, to divert their feelings and to make their feelings more comfortable are some of the internal motivations for cyberbullying (Chan et al, 2021;Slaninova et al, 2011).…”

“…The number of internet users in Indonesia has exceeded 200 million, which is more than 75% of the population (Eloksari, 2020). The continuous use of online media with a negative internal motivation can encourage someone to engage in cyberbullying (Cong et al, 2018;Sittichai & Smith, 2015;Swearer & Hymel, 2015). Youths are the largest group of information technology users, so they have the biggest likelihood of being involved in cyberbullying (Grunin et al, 2020;Messias et al, 2014).…”

The Effect of Moral Disengagement on Bystander’s Behavior in Bullying among Middle School Students

“…Tuy nhiên, trong phạm vi tìm kiếm của chúng tôi, hầu hết các nghiên cứu về bắt nạt học đường tại Việt Nam tới thời điểm này chủ yếu tập trung vào học sinh bắt nạt và học sinh nạn nhân, chưa chú ý nhiều tới bên chứng kiến như một bộ phận có thể tác động tới bắt nạt. Bên chứng kiến, dù đã được đề cập ở một vài nghiên cứu đi trước (xem Lê và cộng sự., 2017; Trần và cộng sự., 2018) [22,26] nhưng các nghiên cứu về đặc điểm, yếu tố tác động tới bộ phận này hiện vẫn còn chưa nhiều .…”

The efficacy and feasibility of the Arizona attorney general's school‐based cyber‐safety promotion and cyberbullying prevention intervention among middle school adolescents in Oman

“…Second, CB is not a face-to-face experience, and the perpetrators can be anonymous (Stewart et al, 2014). Third, it may be difficult to remove the abusive electronic contents and functionally permanent, so victims may experience the same incident of bullying repeatedly (Cong et al, 2018). Research examining the role of gender and age factors in CB was inconclusive.…”