The Problem and Its Background

Chapter 1

The Problem and Its Background

1.1                Introduction

       Bullying today had been very common. Students are the usualvictims and suspects of such. A very familiar yet unobvious type of bullying is taking place not by means of physical touch nor verbal interaction but in a place we call internet.

      The term for this is cyber bullying wherein it involves social media and monitor to monitor interaction. It is different from any type of bullying because instead of using body parts and tounge, the bully often uses keyboards or any other typing materials to deliver or send an offending message to his or her person to bully.

       Cyber bullying is a rampant issue in many people because of the unconsciousness on it. Examples of cyber bullying include mean text messages or emails, rumors sent by electronic mail or posted on social networking sites, and embarerasing pictures, videos, websites or making fake profiles.

       Cyber bullying has this impact we call Psychological impact. In which it has a huge effect. It remains on the person as a bad memory thus can affect his or her performance and self esteem. It can affect his or her view on things.

1.2                Theoretical Framework

    Theories of Aggressive Behavior

     Sheri Bauman

     As cyberbullying is a form of aggression, it is helpful to briefly review the major theories of aggressive behavior. This chapter gives the reader a basic familiarity with the various theoretical positions. Aggression can be either instrumental, or proactive (deliberate, designed to achieve a goal); or reactive (impulsive aggressive response to a real or perceived attack). There are three major views of aggression: it is an instinct that is inborn, it is a response to accumulated frustration of drive satisfaction, and it is learned via modeling and observation and is reinforced (social learning). Social information processing theory proposes a six-step process by which children and youths cognitively process social cues: encoding, interpreting, clarifying goals, generating response options, deciding on an option, and enacting the chosen behavior. The also discusses moral disengagement, the Bandura's social cognitive theory; attribution theory and the role of bystanders.

     Espelage, D. L., Rao, M. A., & Craven, R. (2012). Theories of cyberbullying. In S. Bauman, D. Cross, & J. L. Walker (Eds.), Principles of Cyberbullying Research: Definitions, Measures, and Methodology (pp. 49-67).

     Abstract

     Despite the mounting volume of research in the area of traditional forms of bullying (ie. verbal, physical, relational) that are transmitted face to face, cyberbullying research is only recently beginning to burgeon. To date, the cyberbullying literature has included studies examining the prevalence of cyberbullying among youth, how these prevalence estimates differ across demographic factors (eg. sex, race), investigating the overlap between face-to-face bullying and cyberbullying, and identifying predictors of cyberbullying involvement. However, discussions of explanatory theories of cyberbullying involvement among youth are sparse and piecemeal, and conclusions have been based largely on cross-sectional studies. The goals of this chapter are threefold. First, we review numerous theories that have been empirically supported in the aggression, bullying, and general social development literature that might offer some promise in understanding cyberbullying. These theories range from the comprehensive social ecological framework to more specific theories related to communication, social norms, and social learning. Second, a series of longitudinal analyses are presented to evaluate the transactional association between face-to-face bullying perpetration and cyberbullying perpetration, and the reciprocal interaction between cyberbullying victimization and perpetration. Third, self-concept theory and research is summarized to highlight how theory could inform prevention efforts.

PERCEPTION

 

1.3                Conceptual Framework

The researchers apply a framework that would show the direct effect of cyber bullying to the audience particularly the teenagers. Also, the primary variable in this framework is the psychological effect of Cyber bullying which can directly affect the audience. We used the I-P-O diagram to show conceptual framework.

Psychological Impact and the mental effect of cyber bullying to the student’s self confidence.

Its effects to Academic Performance of SHS students.

Cyber bullying to the Senior High School students

                                      Figure 1: Conceptual Framework Diagram

1.4.1        Statement of the Problem

1.What is cyberbullying?

 2.Why should cyber bullying considered as a crime?

 3.How to avoid this kind of bullying?

 4.What should be the effect of cyberbullying on the senior high school students?

 

 General Objective

Generally, the purpose of this study is to determine the The Psychological Impact of Cyberbullying on Self Confidence to the selected Senior High School Students

1.4.2        Specific Objectives

The study specifically aimed to:

1.      To determine the effects of the Psychological Impact of Cyberbullying on Self Confidence to the selected Senior High School Students

2.      To acquaint teenagers on to effects of cyber bullying to students and its long term effect

1.5        Scope and Delimitation

This study focused on The Psychological Impact of Cyberbullying on Self Confidence to the selected Senior High School Students. It also focused on how television cyber bullying influence the audience, the teenagers in particular. The researchers prudently considered the factors that this study is apt to the high school student as the relevant subject of this study.

The researchers decided to choose the senior high school students of Arellano University ages 17-19 because they are a convenient example and respondent.

1.6        Significance of the Study

          The significance of this study is that it is about cyber bullying and its psychological impact including the effect on the self confidence to the senior high school students.

         This study is important and it’s significance is the knowledge that it can bring to the table for the students about how cyber bullying affects them thus giving them proper awareness. This study derves as a future reference also for other researchers.

1.7        Definition of Terms

Behaviour- range of actions and mannerisms made by individuals

Cyber bullying-is a form of  bullying using electronic forms of contact

Cyber Space- virtual word

Emerge- sudden continual existence

Envy- lacks another's superior quality

Keyboard warrior- an offensive typer

Intolerance-perceive

Chapter II

Review of Literature

2.1 Research Literature

2.1.1    Emerging Cyber bullying

 According to Mesch (2009) cyberbullying emerges most commonly from relationship problems (break-ups, envy, intolerance, and ganging up); victims experience powerfully negative effects (especially on their social well-being); and the reactive behavior from schools and students is generally inappropriate, absent, or ineffective.

2.1.2     Significance of Cyberbullying

There is a significant correlation between becoming a cybervictim and loneliness among adolescents according to Sahin (2012). Studies show that electronic bullying peaks in middle school. Two studies conducted by Smith, et.al (2008) found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside.

2.1.3       Effects of Cyber Bullying

Cyber bullying affects people from any age or walk of life, including children, teens and adults who all feel very distressed and alone when being bullied online.  Cyber bullying can make you feel totally overwhelmed which can result in many feeling embarrassed that they are going through such a devastating time, and not knowing what support is available to them.  Many children feel unable to confide in an adult because they feel ashamed and wonder whether they will be judged, told to ignore it or close their account which they might not want to do.   

2.1.4        Increased Emotional Distress

Typical and immediate responses to being victimized by a cyberbully include anger, frustration, and sadness. Usually, the degree of problems offline is directly proportional to how much bullying behavior is experienced online. Victims of cyberbullying are often stressed – making it difficult for them to identify where the harmful online behavior is coming from. In the victim’s distress, these bullies can easily obfuscate their movements by creating several social media accounts and personas in order to hide their identities, as well as make it seem as though the victim is disliked by many as opposed to just one person.

2.1.5          Cyber Bullying compared to other type of bullying

Just as acts of violence …jeopardizes the intent of the school to be free of aggression against persons or property…disruptions, and disorder (Center for the Prevention of School Violence, 2000, p. 2), cyber bullying and textual harassment are equally disruptive and threatening. In fact, cyber bullying can be worse than the traditional school yard variety because a cyber bully can remain anonymous by posting unsigned attacks on his/her online social network. Although Liza Belkin, 2010, was referring to parents of young children her comments are just as important in this text. She reports that "[the] anonymity of the Internet has a way of bringing out the harsh, judgmental streak in strangers who would never belittle another… in person."