Students’ moral emotions and judgments of cyberbullying: The influence of previous cyberbullying experiences

Tong, Donia; Talwar, Victoria

doi:10.1007/s12144-020-00916-9

Cited by 10 publications

(12 citation statements)

References 63 publications

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“…Finally, joy was associated with all the roles involved in cyberbullying. As far as cyberbullies and reinforcers are concerned, this emotion-which could most likely invoke feelings of pride-could be interpreted as a sign of moral disengagement in relation to harmful behaviors, in line with the literature [57,71]. Concerning cybervictims and defenders, it is noteworthy that positive emotions were depicted mainly at the beginning or the end of the comics, possibly to stress the transition from a condition of wellbeing (before the cyberbullying episode) to one of distress (after the incident), again to one of wellbeing (once the incident had been addressed effectively and the perpetrator identified and punished).…”

Section: Emotionssupporting

confidence: 63%

“…Taking a step forward with respect to previous studies—mostly focused on the emotional impact of cyberbullying on bullies and especially victims [ 56 ], and on their moral emotion patterns [ 57 ]—our study has shed new light on the multiplicity of emotional experiences involved in cyberbullying. The comics in our study, with more than 80 registered emotions, have confirmed an image of cyberbullying as a highly emotional phenomenon, including a variety of positive and especially negative emotions attributed to different roles involved.…”

Section: Discussionmentioning

confidence: 93%

“…This seems particularly relevant for the interpretation of emotions: in this study, we attempted to identify primary emotions remaining as close as possible to textual and visual indicators, and within this process, we inevitably reduced the complexity of the emotional experiences that adolescents associate with cyberbullying. For example, it is highly plausible that the sadness we coded in association with cyberbullies could take the form of guilt or shame, while the sadness associated with cybervictims and defenders could be related to more complex experiences of anxiety, shame, or despair [ 57 , 82 ]. Interviews and focus groups aimed at deepening the understanding of the artifacts produced would have been useful to distinguish between different and more multifaceted emotional expressions.…”

Section: Limitsmentioning

confidence: 99%

“…We expected a prevalence of displeasing emotions (e.g., sadness) to highlight the negative impact of cyberbullying. Previous studies on bullying [ 42 , 43 ] and cyberbullying [ 56 , 57 ] showed that sadness and other negative emotions are usually identified in victims, while expressions of moral disengagement are commonly found in bullies. Thus, we expected that cybervictims would be characterized by negative emotions and cyberbullies by positive ones.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Mameli

Menabò

Brighi

et al. 2022

IJERPH

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The present study aimed at giving voice to students from disadvantaged socio-economic backgrounds using a co-participatory approach. Participants were 59 adolescents (52.5% males) aged between 14 and 16 from five European countries who created ten comics to illustrate cyberbullying for a broader audience of peers. We analyzed texts and images according to four primary themes: cyberbullying episodes (types, platforms, co-occurrence with bullying), coping strategies, characters (roles, gender, and group membership), and emotions. The content analysis showed that online denigration on social media platforms was widely represented and that cyberbullying co-existed with bullying. Social strategies were frequently combined with passive and confrontational coping, up to suicide. All roles (cyberbully, cybervictim, bystander, reinforcer, defender) were portrayed among the 154 characters identified, even if victims and defenders appeared in the vignettes more often. Males, females, peers, and adults were represented in all roles. Among the 87 emotions detected, sadness was the most frequently expressed, followed by joy, surprise, anger, and fear. Emotions, mainly represented by drawings or drawings with text, were most often represented in association with cybervictims. The results are discussed in terms of their methodological and practical implications, as they emphasize the importance of valorizing young peoples’ voices in research and interventions against cyberbullying.

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Section: Emotionssupporting

confidence: 63%

Section: Discussionmentioning

confidence: 93%

Section: Limitsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Mameli

Menabò

Brighi

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Perception varies depending on the role (e.g., bullies, victims, and bully−victims) and the context of the bullying experience [6]. Students' moral judgments and emotions of cyberbullying also vary depending on their age, cyberbullying experiences, and thinking perspectives [7]. Many minority and low-income youth are less likely to use the term "cyberbullying", and assume that cyberbullying only occurs when it leads to suicide or severe depression [8].…”

Section: Introductionmentioning

confidence: 99%

How Do Chinese People View Cyberbullying? A Text Analysis Based on Social Media

Zhao

Lai

et al. 2022

IJERPH

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The rise of cyberbullying has been of great concern for the general public. This study aims to explore public attitudes towards cyberbullying on Chinese social media. Cognition and emotion are important components of attitude, and this study innovatively used text analysis to extract the cognition and emotion of the posts. We used a web crawler to collect 53,526 posts related to cyberbullying in Chinese on Sina Weibo in a month, where emotions were detected using the software “Text Mind”, a Chinese linguistic psychological text analysis system, and the content analysis was performed using the Latent Dirichlet Allocation topic model. Sentiment analysis showed the frequency of negative emotion words was the highest in the posts; the frequency of anger, anxiety, and sadness words decreased in turn. The topic model analysis identified three common topics about cyberbullying: critiques on cyberbullying and support for its victims, rational expressions of anger and celebrity worship, and calls for further control. In summary, this study quantitatively reveals the negative attitudes of the Chinese public toward cyberbullying and conveys specific public concerns via three common topics. This will help us to better understand the demands of the Chinese public so that targeted support can be proposed to curb cyberbullying.

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Latent profiles of cyberbullying among university students and its relationship with social anxiety and aggressiveness

Aparisi

Delgado

Bo³

2023

Educ Inf Technol

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Cyberbullying has generated interest for researchers in the field of psychology and education in recent years. While most studies have focused on samples of adolescents, the university environment also deserves special attention due to its serious consequences on students. It is therefore very important to prevent cyberbullying in the context of university. The objectives of this study were to identify different profiles regarding cyberbullying and cybervictimization behaviors and examine the relationship between cyberbullying, social anxiety, and aggressiveness. A total of 1,368 university students participated in the study by completing the European Bullying Intervention Project Questionnaire (EBIPQ), the Social Anxiety Questionnaire for Adults (CASO-A30), and the Aggression Questionnaire (AQ). The latent profile analysis identified three cyberbullying profiles: a first group with low scores in cyberaggression and cybervictimization (not involved; 87.6%), a second group with moderately high scores in cyberaggression and cybervictimization (victimized cyberbullies; 10%), and a third group with high scores in cybervictimization and very high scores in cyberaggression (cyberbullies; 2.4%). The profile of “victimized cyberbullies” students presents higher scores in physical, verbal, anger, and hostility than the group of “not involved” students, while no differences in social anxiety were found between the groups analysed. Cyberbullying preventive programs should focus on the management of aggressive behaviors for those who have moderate scores in cybervictimization and cyberbullying behaviors, and social anxiety may not be differentiated between cyberbullying groups at this academic stage.

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Students’ moral emotions and judgments of cyberbullying: The influence of previous cyberbullying experiences

Cited by 10 publications

References 63 publications

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

Stay Safe and Strong: Characteristics, Roles and Emotions of Student-Produced Comics Related to Cyberbullying

How Do Chinese People View Cyberbullying? A Text Analysis Based on Social Media

Latent profiles of cyberbullying among university students and its relationship with social anxiety and aggressiveness

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