Do They Truly Intend to Harm Their Friends?

Hamuddin, Budianto; Syahdan, Syahdan; Rahman, Fathu; Rianita, Dian; Derin, Tatum

doi:10.4018/ijcbpl.2019100103

Cited by 7 publications

(5 citation statements)

References 17 publications

(3 reference statements)

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“…The high percentage of bullying accident done by the students in SMP Muhammadiyah Kudus does not mean hurt the friends physically and psychotically, but they only want to have fun with their friends. This finding is in line with Hamuddin, B etc (2019), that some students do bullying in order to have fun and make a joke with their friends.…”

Section: Findings and Discussionsupporting

confidence: 90%

English Achievement and Bullying In Junior High School Students

Rahmawati¹,

Hartinah

Ilya

2021

eduvelop

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This is mixed method research with qualitative and quantitative data. The qualitative comes from correlation analysis, while the quantitave data comes from interview data. The population of this study is 230 students with 146 students as sample. They come from class VII SMP Muhammadiyah Kudus. This research was bivariate analysis with Spearmen Rank Test and the instruments were in-depth interview, questionnaires, the daily test scores in English. The result of quantitative data showed that there was a moderate correlation between bullying behavior and English achievement for junior high school students with p Value = 0.000 <α 0.05 and r value -0.470 with moderate strength and having negative relationship direction. The bullying affects the English achievement in term of motivation to study English. Based on qualitative data, the students become embarrassed and afraid when they speak and learn English. This condition happens because their friends and teacher mock them. It can be concluded that there is a correlation between bullying and English achievement for Junior High School.

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Section: Findings and Discussionsupporting

confidence: 90%

English Achievement and Bullying In Junior High School Students

Rahmawati¹,

Hartinah

Ilya

2021

eduvelop

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“…The previous findings are consistent with those of Hamuddin et al (2019), which confirmed the three motives behind adolescents' practice of cyberbullying, amusement, response to abuse, and the expression of disturbing feelings. The findings of the Fluck (2017) study also confirmed that the motives of bullying are achieving goals, power, sadism, ideology, and revenge.…”

Section: Discussionsupporting

confidence: 85%

“…(Al-Enezi, 2021; Bussey & Fitzpatrick, 2014;George 2014;Kodama et al, 2016;Jung & Park, 2020;Nocera et al, 2022;Sharma, 2020). In cyberbullying, there are three common motives: amusement and entertainment, responding to abuse and bullying, and revenge (Hamuddin et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Cyberbullying Motivations and Moral Disengagement among Adolescent Cyberbullies: Exploring the Mediating Roles

2024

Cyprus Turkish Journal of Psychiatry &Amp; Psychology

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The study aimed to identify the factors and motivations that lead cyberbullied adolescents to engage in cyberbullying and to develop a structural model of the interrelationships between cyberbullying, moral disengagement, and bullying motivations. The primary research sample consisted of 804 adolescents from High schools in the Kingdom of Saudi Arabia, with 302 adolescents identified as cyberbullies, aged between 16 and 19 years (M= 18.9, S.D= 1.6). The sample was obtained through electronic links distributed via email and social media platforms. The study used the Cyberbullying Questionnaire (CBQ-Bullying scale), Cyberbullying Moral Disengagement Scale, and Cyberbullying Motivations Scale. The findings of the study indicate that power and ideology are the most significant factors causing cyberbullying behavior from the perspective of cyberbullies, followed by instrumental, amusement, sadism, external factors, revenge, and finally moral disengagement. There are differences between males and females in cyberbullying factors that favor males. Furthermore, the findings revealed that cyberbullying motivations and moral disengagement are positive predictors of cyberbullying behavior. Using structural modeling, the study confirmed the mediating role of power and moral disengagement variables in the influence of other factors like ideology, revenge, amusement, and sadism on cyberbullying behavior, in addition to the direct effects of the variables of instrumentality, ideology, and revenge on cyberbullying.

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“…Abrar (2014) states that a morphological process is a linguistic process that forms words. Within this process, people can create new words, use existing words in creative ways, and engage in linguistic wordplay (Hamuddin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Morphological Process of Derivational Affixes in Popular LINE Webtoon: The Annarasumanara

Nisa¹

2020

REiLA Journal

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This research tries to analyze the morphological process of derivational affixes in a popular LINE Webtoon comic titled Annarasumanara authored by Il Kwon Ha. This research uses a synchronic descriptive approach in which data are collected and explained naturally. The objects of this research are the conversations in Annarasumanara from episode 1 to 10. The results of the research are 53 words that changed word classes, involving 7 derivational prefixes and 47 derivational suffixes. The suffix “-ly” is the most dominantly used in the Webtoon. This study revealed not only the detailed morphological process of affix analysis but also the grammatical categories of words and meanings.

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Do They Truly Intend to Harm Their Friends?

Cited by 7 publications

References 17 publications

English Achievement and Bullying In Junior High School Students

English Achievement and Bullying In Junior High School Students

Cyberbullying Motivations and Moral Disengagement among Adolescent Cyberbullies: Exploring the Mediating Roles

A Morphological Process of Derivational Affixes in Popular LINE Webtoon: The Annarasumanara

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