Karakteristike Nosilaca Uloga U Elektronskom Maltretiranju

Abstract

Istraživanje je sprovedeno s ciljem izdvajanja uloga učesnika u elektronskom maltretiranju, posebno uloge svedoka koja je u prethodnim istraživanjima često zanemarivana. Drugi cilj je bio ispitivanje nekih faktora rizika od uključenosti u elektronsko maltretiranje, a s obzirom na pripadnost određenoj ulozi u elektronskom maltretiranju. Uzorak je obuhvatio 285 učenika iz Sremske Mitrovice (141 mladić, 144 devojaka), uzrasta od 15 do 19 godina. U istraživanju je korišćen Revidiran inventar elektronskog maltretiranja (RCBI), zajedno sa kratkim upitnikom kojim se meri način i dužina vremena provedenog na internetu i roditeljska uključenost u vreme provedeno na internetu. Pored toga, primenjena je i kratka forma inventara Velikih pet plus dva za ispitivanje bazičnih dimenzija ličnosti. Na osnovu skorova na RCBI, ispitanici su podeljeni u pet grupa, odnosno uloga: oko 40% ispitanika ne učestvuje u maltretiranju ni na koji način, 14.7% ispitanika su svedoci, a za oko 45% ispitanika se može reći da su uključeni u maltretiranje kao nasilnici (6%), žrtve (13%) i nasilnici-žrtve (26%). U cilju predikcije pripadnosti nekoj od sačinjenih grupa, na osnovu određenih karakteristika ponašanja na internetu, roditeljske kontrole i osobina ličnosti, primenjena je multinominalna logistička regresija. Iako je model značajan, sve grupe se međusobno značajno ne razlikuju po ispitivanim varijablama. U odnosu na grupu adolescenata koji nisu uključeni u elektronsko maltretiranje, grupa nasilnika većinu vremena za računarom provodi na društvenim mrežama, uz višu roditeljsku kontrolu vremena provedenog na internetu. Grupa žrtava se ne razlikuje značajno od grupe neuključene u maltretiranje po ispitivanim varijablama, dok grupa svedoka izveštava o nižoj kontroli i interesovanju roditelja za vreme provedeno na internetu. Grupu nasilnika-žrtava karakteriše veći broj mladića, viša negativna valenca, niži neuroticizam i veća roditeljska kontrola/ograničavanje vremena provedenog na internetu.

Cyberbullying Among School Children

“…gender, age), forms of cyberbullying which are the subject of measurement, the manner of measurement used to assess occurrences of cyberbullying (von Marées & Petermann 2012, according to DePaolis & Williford, 2015. The literature on cyberbullying is inconsistent regarding the gender and age differences among those who are perpetrators and victims of cyberbullying (Barlett & Coyne, 2014;Griezel, et al, 2012;Opsenica Kostić, Panić & Cakić, 2015). Accordingly, it is very difficult to provide a definitive response regarding the frequency of cyberbullying among the young (von Marées & Petermann 2012, according to DePaolis & Williford, 2015.…”

“…As is the case with traditional bullying, within the scope of cyberbullying one can make a distinction between students who are bullies, bullies/victims and victims (Feinberg & Robey, 2009;Opsenica Kostić, Panić & Cakić, 2015).…”

“…Young people who are at risk of becoming victims of cyberbullying are characterised by the following: vulnerable, immature or socially naïve adolescents who possibly lack sufficient knowledge and skills to efficiently make decisions; young teenagers who have overprotective or naïve parents, but who probably have healthy peer relationships and a good value system; the young who have momentary problems in their relationship with parents and/or peers and are currently emotionally disturbed; the young who face major current challenges related to personal mental health and disruptions in their relationship with parents, school and/or peers (Feinberg & Robey, 2009). As is the case with traditional bullying (Salmivalli, 1999(Salmivalli, , 2001(Salmivalli, , 2010Salmivalli, Huttunen & Lagerspetz, 1997;Salmivalli & Isaacs, 2005;Sallmivalli, Kaukiainen, Kaistaniemi & Lagerspetz, 1999;Salmivalli, Kaukiainen & Voeten, 2005;Salmivalli, Voeten & Poskiparta, 2011), cyberbullying also includes a special category of students signified as observers (Opsenica Kostić, Panić & Cakić, 2015). The research which our authors Opsenica Kostić, Panić and Cakić (2015) conducted on a sample of 285 students from Sremska Mitrovica (141 young men, 144 young ladies) aged 15 to 19 years, showed that around 40% of respondents do not participate in any form of cyberbullying, 14,7% of respondents bear witness to bullying while around 45% of respondents can be perceived as participants in cyberbullying either in the role of bullies (6%) or victims (13%) and bullies/victims (26%).…”

Problematic internet use among adolescents: Psychometric properties of the index of problematic online experiences (I-POE)

“…Problematic behavior that attracts much attention from researchers is online bullying -a repeated aggressive and intentional act conducted by an individual or a group using electronic forms of communication, directed toward a victim who cannot easily defend himself (Hinduja, Patchin, 2009). Recent studies on this phenomenon, among other things, include examining risk factors for becoming involved in bullying (Mishna, et al, 2012), correlations between personality traits and bullying (Opsenica Kostić, Panić, Cakić, 2015;Kokkinos, Baltzidis, Xynogala, 2016), as well as the role of empathy and morality in bullying (Sasikirono Suparlia, Ramdhani, 2015;Del Ray et al, 2016).…”

Internet and mental health of adolescents

“…In the Brown, Demaray, and Secord study (2014) it was found that the relations between cyber victimization and social emotional outcomes differed by gender such that for girls, cyber victimization was related to internalizing problems, depression, and social stress while relations were not found for boys. Time spent on the Internet has been an important predictor of inclusion in cyberbullying in the research among our population (for example, Opsenica Kostić, Panić, & Cakić, 2015;Popadić & Kuzmanović, 2016). What is encouraging is the fact that parental mediation can act preventively in the domain of cyberbullying.…”