Perception of cyberbullying among students: the study of a developing country

Abstract

Purpose This study aims to investigate students’ perceptions regarding the causes and effects of cyberbullying among university students. The study also establishes whether or not there would be statistically significant differences among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the causes and effects of cyberbullying on students’ social lives from a developing country perspective. Design/methodology/approach This study uses quantitative approach and cross-sectional survey design to collect primary data from 1,374 undergraduate students sampled from selected public universities in Ghana. Descriptive statistics and analysis of variance analyses were carried out using statistical package for the social sciences. Findings The study reports popularity among friends, extortion, retaliation, stress, trauma and low self-esteem as causes of cyberbullying. Also, cyberbullying resulted in difficulty trusting people, low self-esteem and increased stress. The study also found statistically significant differences among cyberbullying victims, perpetrators, victim-perpetrators and bystanders in their thoughts on the causes and effects of cyberbullying on students’ social lives. Practical implications The study’s findings imply that cyberbullying has some fairly significant negative effects on students’ lives in Ghana and must be taken more seriously. Conditions must be created to ensure that perpetrators and victims are given the support needed to curb this menace. Detailed remediating measures are provided in the study. Originality/value This paper contributes to the existing literature by studying cyberbullying perceptions among students from a relatively bully-tolerant culture.

A comparative analysis of adolescents' emotions and emotion regulation strategies when witnessing different cyberbullying scenarios

“…Cyberbullying, defined as aggressive and intentional acts using electronic devices, has escalated globally, particularly among adolescents aged 11 to 18, with a surge during the pandemic [ [1] , [2] , [3] , [4] , [5] ]. This alarming trend has raised concerns due to its negative impacts on socio-affective development, academic performance, and overall well-being [ 6 , 7 ].…”

Effects of cyberbullying on the academic life of Ghanaian tertiary students

“…Olweus (2012) believes cyberbullying involves making disparaging comments about other people and calling them harsh and hurtful names. Tetteh et al (2022) note that the majority of students have either victimised or bullied another student. Most of these victims use cyberbullying in an effort to cope with stress and as a means of retaliation (Tetteh et al, 2022).…”

“…Tetteh et al (2022) note that the majority of students have either victimised or bullied another student. Most of these victims use cyberbullying in an effort to cope with stress and as a means of retaliation (Tetteh et al, 2022). To place cyberbullying in a proper perspective, Kwanya et al (2021) have outlined the works of earlier researchers that have identified and classified cyberbullying into various types:…”

“…Tetteh et al (2022) note that the majority of students have either victimised or bullied another student. Most of these victims use cyberbullying in an effort to cope with stress and as a means of retaliation (Tetteh et al , 2022).…”

“…Tetteh et al (2022) note that the majority of students have either victimised or bullied another student. Most of these victims use cyberbullying in an effort to cope with stress and as a means of retaliation (Tetteh et al , 2022). To place cyberbullying in a proper perspective, Kwanya et al (2021) have outlined the works of earlier researchers that have identified and classified cyberbullying into various types: Exposure – this happens when a bully reveals the victims’ personal information, such as their phone numbers or addresses, resulting in them being assaulted, defrauded or harassed online by other unscrupulous people (Ondieki, 2017).…”