The impact of parental monitoring on cyberbullying victimization in the COVID‐19 era

Abstract

Objective: The purpose of the current research was to examine the predictors of cyberbullying victimization among South Korean students during a period in which the coronavirus disease was spreading worldwide. We assessed whether parental guardianship protected against victimization when most people worked from home and school instructions were shifted to online learning. Methods: We analyzed nationally representative data collected between October 6 and November 13, 2020. Binary logistic regression models were developed based on the Routine Activities Theory theoretical model to investigate the correlates of cyberbullying victimization among participants. Results:The results showed that respondents' routine online activities were closely related to victimization, and parental guardianship provided partial protection by reducing nonviolent victimization. Conclusion: Parents could play a critical role in protecting children from cyberbullying victimization. Future research should continue to investigate the impact of parenting on reducing cyberbullying victimization, specifically the effects of different parenting styles and protections.

Adolescent cyberstanders’ experience of cyberbullying in the era of Covid-19 in South Africa

“…The digital platforms' use for educational purposes and social interaction amongst adolescents significantly increased during the COVID-19 lockdown (Mkhize & Gopal, 2021). Research evidence suggests that as due to the virtual environment during COVID-19, adolescents prone to bullying behaviour were possibly more likely to cyber bully (Barlett et al, 2016;Paek et al, 2022). The findings of this study show how cyberbystanders react emotionally and behaviourally when they witness cyberbullying during the Covid-19 epidemic.…”

“…The shift to a remote form of contact following the outbreak of COVID-19 further necessitated using digital platforms for social and educational purposes (Mkhize & Gopal, 2021). As the use of the internet and information technology for social and educational purposes increase, adolescents prone to bullying behaviour are provided with increased opportunities to perpetrate aggressive behaviour online and also possibly, are more likely to cyberbully (Barlett et al, 2016;Cara, 2022;Paek et al, 2022). Cyberbullying is a devastating type of bullying that has emerged due to technological advancements in the twenty-first century (Singh & Steyn, 2014).…”

“…Since cyberbullying incidents frequently involve three major parties (Balakrishnan, 2018), and cyberbullies, cybervictims and cyberbystanders co-exist in cyberspace (Cara, 2022;Paek et al, 2022), the experiences of cyberbystanders who witness cyberbullying deserve more study as well (Kowalski et al, 2020;Midget & Doumas, 2017). This is especially important because cyberbystanders make up the majority of participants in cyberbullying incidents and research, and, as stated above, cyberbullying may have negative consequences for all parties involved (Bastiaensens et al, 2014;Leukfeldt & Yar, 2016).…”

Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship

“…This finding is consistent with research that has found that about half of teachers were unsure of whether cyberbullying was a school related‐issue and that many teachers report that effective ways to address cyberbullying were through increased parental involvement and greater discipline for cyberbullying (Stauffer et al, 2012). Research during the COVID‐19 pandemic supports this, finding that increased parental supervision of online behaviors, parent‐child interactions, school involvement, and cyberbullying education decreased cyberbullying in youth (Paek et al, 2022; Shin & Choi, 2021). These findings also reflect the NASP Practice Model domain area that emphasizes the importance of strong communities of support and underscore the value of a comprehensive approach that includes parental involvement in addressing cyberbullying issues (Stauffer et al, 2012).…”

Does the COVID-19 Pandemic Increase or Decrease the Global Cyberbullying Behaviors? A Systematic Review and Meta-Analysis

“…Enduring factors are usually stable over time, including personal characteristics (e.g., demographic factors, socioeconomic status, history of bullying) (Jain et al, 2020;Lee et al, 2022;Shin & Choi, 2021;Trompeter et al, 2022), cultural factors and individual consciousness (e.g., Confucian responsibility thinking, awareness of cyberbullying) (Wang et al, 2022;. Transient factors are fluctuating conditions that may be affected by the pandemic, including cyber factors (e.g., online activities) (Ikeda et al, 2022;Jain et al, 2020;Maftei et al, 2022;Paek et al, 2022), mesosystems (e.g., family support, school engagement) (Rodriguez-Rivas et al, 2022;Shin & Choi, 2021), and virus-related stressors (e.g., COVID-19 infection) (Barlett, Rinker, et al, 2021;Teng et al, 2021). Among the above factors, more internet use, and some personal characteristics such as history of bullying were common risk factors for cyberbullying victimization and perpetration (Lee et al, 2022;Jain et al, 2020;Shin & Choi, 2021;Vejmelka & Matković, 2021).…”