|
Research Journals /
Articles/Books
Reviewed
(follow
the MLA Style)
|
Alloy,
L. B., Black, S. K., Young, M. E., Goldstein, K. E., Shapero, B. G., Stange,
J. P., … Abramson, L. Y. (2012). Cognitive vulnerabilities and depression
versus other psychopathology symptoms and diagnoses in early adolescence.
Journal
of Clinical Child & Adolescent Psychology, 41, 539–560.
Aoyama,
I., Saxon, T. F., & Fearon, D. D. (2011). Internalizing problems among
cyberbullying victims and moderator effects of friendship quality. Multicultural Education & Technology
Journal, 5, 92–105.
Beck,
A. T. (1987). Cognitive models of depression. Journal of Cognitive Psychotherapy, 1, 5–37.
Cyberbullying
and internalizing difficulties: Above and beyond the impact of traditional
forms of bullying.
Journal of Youth and
Adolescence, 42, 685–697.
Brydolf,
C. (2007). Minding MySpace: Balancing the benefits and risks of students’
online social networks.
Education Digest,
73, 4–8.
Cyberbullying
among youth: A comprehensive review of current international research and its
implications and application to policy and practice.
School Psychology
International, 1–38.
Cassidy,
W., Jackson, M., & Brown, K. (2009). Sticks and stones can break my
bones, but how can pixels hurt me? Students’ experiences with cyber-bullying.
School Psychology
International, 30, 383–402.
Chi,
C. W., & Frydenberg, E. (2009). Coping in the cyberworld: Program
implementation and evaluation—A pilot project.
Australian Journal
of Guidance and Counselling, 19, 196–215.
Duffy,
A. L., & Nesdale, D. (2009). Peer groups, social identity, and children’s
bullying behavior.
Social Development,
18, 121–139
Huffaker,
D. A., & Calvert, S. L. (2005). Gender, identity, and language use in
teenage blogs. Journal of Computer-Mediated Communication, 10.
Juvonen,
J., & Gross, E. F. (2008). Extending the school grounds—
Bullying experiences
in cyberspace. Journal of School Health, 78, 496–505.
|
|
Review of Literature
|
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.
H1:
Cyberbullying is caused by problems experienced by people who wants other
people to experience it.
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.
H2:
The cyber bullying mostly happen in high school ages and mostly happen
outside of school premises.
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.
H3:
cyber bullying has many ways to affect a person may it be short term or not
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.
H4: Cyber bullying greatly affects the emotional
state of a person
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."
H5:
Bullying in the cyber space is much more complicated compare to other type of
bullying
|
|
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
|
No comments:
Post a Comment