Abstract:The development of technology and especially the changes and innovations experienced in the development of mobile technologies have increased the use of such technological devices in the society. Mobile technologies and smart phones among them have positive effects both in social life and academic life, alongside situations that cause some negative consequences as a result of intensive use of such technologies. Cyberbullying behaviour, which aims to harm others' lives by using technological devices, comes to t… Show more
“…In the perspective of cyberbullying students fell anger and low self-esteem (Marín-López et al, 2020) The youth is suffering so it was decided to eliminate the utmost common sorts of bullying actions "disturbing others from private messages through e-mail and messenger ". In this respect, it has been strongminded that roughly half of the higher educational institution's students aren't aware much about this matter and more or less of the educators delayed the involvement because few of the students did not use the latest technologies (Gündüz et al, 2021).…”
Section: Discussionmentioning
confidence: 99%
“…Negative consequences can also be observed in eye victims of the incidents (Bauman & Newman, 2013). Previous writers and researches described cyberbeing as different forms such as digital bullying, online social aggression, messaging typing on cell phones, electronic bullying, cyber harm, and internet bullying (Gündüz et al, 2021). Bullying behaviors can also be transmitted through messages or digital images.…”
Section: Literature Reviewmentioning
confidence: 99%
“…instant messaging, electronic mail, newsgroups, discussion groups and chat rooms. The utmost perspective of cyber bullying seems to be the ability of the bully to hide his/her identity in order to scare or annoy the victim (Gündüz et al, 2021). Other significant characteristics of cyberbullying are as under.…”
Section: Literature Reviewmentioning
confidence: 99%
“…This condition led to the reflection of a new autocracy among the youth called cyber bullying (Bulduk et al, 2017). Cyber bullying that is commonly occurs on social media and websites and causes difficulties as anger depression, anxiety, self-harm, low self-esteem and academic failure in victims (Gündüz et al, 2021). Cyber harassment is commonly prominent amid young students.…”
With the passage of time usage of social media has been enlarged. Hence, it has enhanced the risk of youth being bullied and has appeared such as a huge concern for parents, instructors as well as other working professionals remarkably. Objectives of this research was to identified the opinions of students about the presence, occurrence and exposure of cyber bullying behavior also the negative effects of cyberbullying on student’s thoughts and emotions. The sample consisted of 10 male students of five universities of Punjab in Pakistan. In this way qualitative research methods, semi-structured interview was conducted with each student who identify the individual opinions and behaviors. This type of qualitative research was a case study that was preferred the phenomena of cyber bullying. Content analysis was used to interpret the phenomena. As a result of this analysis, students on exhibited cyberbullying behaviors according to their individualities, their emotions of anger, sadness and hate were more often showed. The results of this research were reflected in the findings and suggestions persuaded for cyber victims. It was further recommended that psychological counselors should work in higher education institutions.
“…In the perspective of cyberbullying students fell anger and low self-esteem (Marín-López et al, 2020) The youth is suffering so it was decided to eliminate the utmost common sorts of bullying actions "disturbing others from private messages through e-mail and messenger ". In this respect, it has been strongminded that roughly half of the higher educational institution's students aren't aware much about this matter and more or less of the educators delayed the involvement because few of the students did not use the latest technologies (Gündüz et al, 2021).…”
Section: Discussionmentioning
confidence: 99%
“…Negative consequences can also be observed in eye victims of the incidents (Bauman & Newman, 2013). Previous writers and researches described cyberbeing as different forms such as digital bullying, online social aggression, messaging typing on cell phones, electronic bullying, cyber harm, and internet bullying (Gündüz et al, 2021). Bullying behaviors can also be transmitted through messages or digital images.…”
Section: Literature Reviewmentioning
confidence: 99%
“…instant messaging, electronic mail, newsgroups, discussion groups and chat rooms. The utmost perspective of cyber bullying seems to be the ability of the bully to hide his/her identity in order to scare or annoy the victim (Gündüz et al, 2021). Other significant characteristics of cyberbullying are as under.…”
Section: Literature Reviewmentioning
confidence: 99%
“…This condition led to the reflection of a new autocracy among the youth called cyber bullying (Bulduk et al, 2017). Cyber bullying that is commonly occurs on social media and websites and causes difficulties as anger depression, anxiety, self-harm, low self-esteem and academic failure in victims (Gündüz et al, 2021). Cyber harassment is commonly prominent amid young students.…”
With the passage of time usage of social media has been enlarged. Hence, it has enhanced the risk of youth being bullied and has appeared such as a huge concern for parents, instructors as well as other working professionals remarkably. Objectives of this research was to identified the opinions of students about the presence, occurrence and exposure of cyber bullying behavior also the negative effects of cyberbullying on student’s thoughts and emotions. The sample consisted of 10 male students of five universities of Punjab in Pakistan. In this way qualitative research methods, semi-structured interview was conducted with each student who identify the individual opinions and behaviors. This type of qualitative research was a case study that was preferred the phenomena of cyber bullying. Content analysis was used to interpret the phenomena. As a result of this analysis, students on exhibited cyberbullying behaviors according to their individualities, their emotions of anger, sadness and hate were more often showed. The results of this research were reflected in the findings and suggestions persuaded for cyber victims. It was further recommended that psychological counselors should work in higher education institutions.
“…Benzer biçimde, alanyazında siber zorbalıkla ilgili de birçok araştırmaya rastlanmıştır. Örneğin; ortaokul öğrencilerinin siber zorbalık durumlarını yordayan risk faktörlerini inceleyen (Peker, 2015); kişisel ve psikolojik faktörlerin ortaokul öğrencilerinin siber zorbalık düzeyleri üzerindeki uzun süreli etkilerini araştıran (You ve Lim, 2016); ortaokul öğrencilerinin dijital yerlilik ve siber zorbalık durumlarını araştıran (Toraman ve Usta, 2018); ortaokul öğrencilerinin zorbalık, siber zorbalık ve okul güvenliğine yönelik algılarını inceleyen (Varjas, Henrich ve Meyers, 2009); ortaokul öğrencilerinin siber zorbalığa duyarlılık ve siber zorbalık davranışlarını belirleyen (Gündüz, Akgün ve Özgür, 2021) gibi araştırmalara rastlanılmıştır. Ayrıca dijital okuryazarlık ve siber zorbalık ilişkisini inceleyen sınırlı sayıdaki araştırmalara da ulaşılmıştır.…”
ARTICLE INFOIndividuals' access to digital tools and the internet is increasing. As a result, digital literacy and cyberbullying have become the elements that countries pay attention to in their individual profiles. The purpose of this research is to examine the relationship between digital literacy and cyberbullying of secondary school fifth-grade students. A quantitative research approach was used in the research and a correlational survey design was preferred. A simple random sampling method was used in the sampling process. The sample of the study consisted of 255 fifth-grade students attending secondary school in a city located in the Central Anatolia Region. "Personal Information Form", "Digital Literacy Scale" and "Cyberbullying Scale" were used as data collection tools. Research data were analyzed through the SPSS 22.0 program. Independent sample t-test, one-way analysis of variance, and Pearson correlation analysis were used in the analysis of the data. As a result of the analyzes, it was found that digital literacy scores differed significantly according to the variables of personal computer ownership, daily internet usage, father and mother educational status, but did not show a significant difference according to the gender variable. When the results of the research were evaluated in terms of the cyberbullying dependent variable, it was found that the students' cyberbullying average scores changed significantly according to the variables of father and mother education status, but there was no difference in terms of gender, personal computer ownership and daily internet usage time. As a result of Pearson correlation analysis, it was determined that there was a negative and significant relationship between digital literacy and cyberbullying scores.
The purpose of this study is to explore the motivation of cyberbullying behaviors, their reactions to these behaviors, and the predictors of cyberbullying sensibility in gifted and non-gifted students. The study reached 258 participants, including 102 gifted and 156 non-gifted students. This research is a descriptive survey model. The study performed descriptive statistics, independent samples t-test, ordinal logistic regression analysis, and structural equation modeling to examine the status of the variables examined according to gifted and non-gifted students. The most important reason for cyberbullying behaviors in both gifted and non-gifted students was to take revenge, and the least important reason was to adapt. The most common reaction to cyber victimization is deleting shares or files that may cause harm. Gifted and non-gifted female students have more cyberbullying sensibility. Gifted students with a high academic average have more cyberbullying sensibility. In addition, students with gifted and non-gifted internal functional regulation of emotions skills have more cyberbullying sensibility. Students with low external dysfunctional regulation of emotions scores also have more cyberbullying sensibility. The results confirmed the importance of identifying students at risk, identifying the distinguishing factors for cyberbullying behaviors of gifted and non-gifted high school students, and evaluating the sources and reactions of cyberbullying behaviors. These results will provide important input for school-based prevention studies.
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