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Social Influences on Cyberbullying Behaviors Among Middle and High School Students
Abstract and Figures
Cyberbullying is a problem affecting a meaningful proportion of youth as they embrace online communication and interaction. Research has identified a number of real-world negative ramifications for both the targets and those who bully. During adolescence, many behavioral choices are influenced and conditioned by the role of major socializing agents, including friends, family, and adults at school. The purpose of this study was to determine the extent to which peers, parents, and educators influence the cyberbullying behaviors of adolescents. To explore this question, data were analyzed from a random sample of approximately 4,400 sixth through twelfth grade students (49 % female; 63 % nonwhite) from thirty-three schools in one large school district in the southern United States. Results indicate that cyberbullying offending is associated with perceptions of peers behaving similarly, and the likelihood of sanction by adults. Specifically, youth who believed that many of their friends were involved in bullying and cyberbullying were themselves more likely to report cyberbullying behaviors. At the same time, respondents who believed that the adults in their life would punish them for cyberbullying were less likely to participate. Implications for schools and families are discussed with the goal of mitigating this behavior and its negative outcomes among adolescent populations.
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... The research literature presents mixed findings on gender involvement in cyberbullying. Some studies show that boys are more involved as cyberbullies than are girls (Heiman & Olenik-Shemesh, 2015;Hinduja & Patchin, 2013;Bayraktar et al., 2015) and that girls are more involved as cyber victims than are boys (Sasson & Mesch, 2016a;Zych et al., 2016;Bayraktar et al., 2015). Park et al. (2021) reinforce these findings in their systematic review of East Asian countries, reporting higher rates of cyberbullying perpetration among males than among females. ...
... "Perceived behavioral control" refers to individuals' perceptions about the ease or difficulty of engaging in a particular behavior, which derives from their belief in their ability to control this behavior (Ajzen, 1991) and subjective norms refers to the extent to which individuals' significant others (i.e., friends) are involved in the behavior themselves. According to Hinduja and Patchin (2013), for example, adolescents who reported that many of their friends bullied others using technological means were more likely to harass their friends themselves. In another study, conducted among 1,042 Belgian students aged 12-18, it was found that students in classes with lower levels of pro-victim attitudes cyberbullied more, above and beyond the effect of students' individual attitudes toward victims (Heirman & Walrave, 2012). ...
... Sasson and Mesch (2014) provide additional support for this argument by establishing that adolescents who engage in risky online activities believe that their friends approve of such behavior. Similarly, Hinduja and Patchin (2013) find an association between online bullying behavior to perception of peers' behavior. They suggest that, in a deviant environment, peers' norms are reinforced by fear of shaming and the desire to obtain loyalty and to maintain status. ...
Cyberbullying is a disturbing form of behavior associated with the use of communication technologies among adolescents. Many studies have been devoted to cyberbullies and cyber victims, neglecting an important growing group: cyberbullies who are also cyber victims. Moreover, few studies refer to all cyberbullying roles and factors associated with them. Therefore, the goal of this study is to examine differences in family climate, peers’ engagement in cyberbullying, and perception of academic achievements among involvements in cyberbullying roles. Data are collected by telephone or face-to-face from a sample of 277 eleventh- to twelfth-grade students in Israel who are asked to participate in the survey. Cyberbullying roles are composed of two variables—cyberbullies and cyber victims, creating four groups: cyberbullies, cyber victims, cyberbullies-and-victims, and non-involved. Three types of family climate are measured: warmth, order and supervision, and conflict. Respondents report their perceptions of peers’ engagement in cyberbullying. At the personal level, gender, perception of academic achievements, and school absence are measured. Multinomial logistic regression findings show that boys are more likely to be cyberbullies and cyberbullies-victims than are girls; family conflicts increase the odds of being cyberbullies and cyber victims; and family warmth decreases the odds of being cyber victims and cyberbullies-cyber victims. Perception of peers’ engagement in cyberbullying increases the odds of being cyberbullies and cyberbullies-victims. Perception of academic achievements and school absence have opposite effects on cyber victims, the former increasing the odds of being cyber victims and the latter decreasing them. The results emphasize the role of family and peers in adolescents’ cyber behavior. Limitations and conclusions are discussed.
... These findings are notable and add to our understanding of the underlying mechanisms of the association between online humiliation experiences and youth aggressive and prosocial behaviors. These findings align with the findings on aggression (e.g., Hinduja and Patchin, 2013;Zhang and Leung, 2015;Wang and Chen, 2020) and one prior study that examined effects in both aggression and prosocial behaviors (Kim and Kim, 2021). The present findings are consistent with the notion that problematic smartphone use may be a way in which young individuals express their distress and frustration after being humiliated online, which in turn may lead to increased levels of aggression and less inclination to engage in altruistic prosocial behaviors. ...
... As expected, concerning the relations between problematic phone use and prosocial and aggressive behaviors, problematic phone use was positively related to aggression and negatively related to prosocial behaviors. These findings align with previous research that has found excessive mobile phone use to be associated with a range of negative outcomes, including direct aggression (Li, 2007;Sourander et al., 2010;Chen and Yan, 2016a) or online aggression (Hinduja and Patchin, 2013;Wang and Chen, 2020), delinquency (Li, 2007), decreased empathy (Toda et al., 2016a,b), prosocial behaviors (Wang and Chen, 2020), social skills (Zhang et al., 2022), and the quality of interpersonal relationships with friends and family (Rosen et al., 2013;Zhang et al., 2022). These findings suggest that problematic smartphone use can have negative effects on multiple areas of life. ...
The purpose of this study was to analyze the relationships between cybervictimization in social networks, problematic smartphone use, aggressive behaviors, and prosocial altruistic tendencies in young adults. The sample consisted of 601 young adults (mean age = 19.96 years; SD = 2.27; 69.1% female) who were administered online assessments of experiences of humiliation on networks, problematic smartphone use, prosocial altruistic tendencies, and aggressiveness. Results indicated significant indirect effects of cyber victimization on aggressiveness and prosocial altruistic tendencies through problematic smartphone use. Problematic cell phone use explained the relationships between online humiliation and aggressive and prosocial altruistic behaviors. The results confirmed the positive relationship between cybervictimization and problematic cell phone use, consistent with previous research. However, the negative relationship between cybervictimization and altruistic prosocial tendencies was not corroborated. The findings emphasize the need to promote actions that foster social connectedness and interdependence among young individuals to develop their identity within the community.
... Classifications of related keywords depend on the previous studies and judgments of other researchers. In previous cyber violence studies, participants have largely been classified into the following categories: adolescent and adult populations (Hinduja & Patchin, 2013;Jenaro et al., 2018), males and females , and victims, perpetrators, and bystanders (Bastiaensens et al., 2014). The big data regarding cyber violence victimization collected from online platforms tend to: ...
... Table 4 provides the definition of the top level in the class hierarchy and examples of the key terms. While many previous cyberbullying studies have focused on adolescents attending middle and/or high schools Hinduja & Patchin, 2013), cyberbullying is a severe problem for the adult population as well (Jenaro et al., 2018). Furthermore, the prevalence of cyberbullying among adolescents differs by gender . ...
Plain Language Summary
Purpose: The purpose of this study is to develop an ontology for cyber violence victimization in South Korea by identifying and analyzing the various dimensions and factors of cyber violence. Methods: The study follows a seven-stage ontology development process involving the extraction of keywords from 3,075 social media sources, including online articles, comments, and blogs. The researchers also conducted focus group interviews with 40 adolescents and five cyber violence experts. Results: The analysis identifies key domains related to cyber violence victimization, including (1) participant characteristics based on age, school level, sex, form, and relationship; (2) protective and risk factors related to individuals, family, friends, school, community, and online systems; (3) types of violence based on form and method; (4) characteristics of cyber violence in terms of media and distinct features; (5) outcomes of cyber violence on individual and relational/social levels; and (6) interventions and policies such as personal coping strategies, services/interventions, and laws/policies. Implication: The study provides a comprehensive understanding of cyber violence victimization experiences in South Korea from multiple perspectives. The findings also shed light on the latest forms of cyber violence in real-life contexts.
... In a recent study, Hinduja and Patchin (2013) used the social learning theory to look at adolescent cyberbullying. The framework included elements like peer pressure, reinforcement, and exposure to cyberbullying. ...
As it is characteristic of any societal phenomenon to be well understood by analysing models, certain frameworks to explain the existence and implications of criminal behaviour have been contrived over the years. This paper, thus, offers a review pertaining to the crucial role of the relevant theoretical and conceptual frameworks in comprehending the multifaceted nature of crime while unravelling the practical and policy responses to the human-related phenomenon. By assessing the nature of pertinent frameworks of crime behaviour, which this paper commences with, readers can gain a greater appreciation of how they provide structures for crime-related investigations and, more importantly, lenses for the interpretation of crime ehavior. Moreover, the paper underscores the interdisciplinary nature of criminology research, showcasing how these frameworks draw from sociology, psychology, economics, and law to construct a holistic understanding of criminal behavior. Challenges and limitations in constructing these frameworks are acknowledged, including bias, ethical considerations, and the evolving landscape of the field. Accordingly, real-world case studies, historical examples, and visual aids are employed to illustrate the practical application of these frameworks, enhancing their potency in knowledge acquisition and facilitating understanding. By analysing theoretical perspectives and structured frameworks of criminal behaviour, the paper equally pinpoints the corresponding policy implications of the phenomenon, whose intricate landscape, according to the paper, has been and must continue to be navigated. These tools have been found to illuminate the motivations, societal pressures, and psychological mechanisms that drive individuals towards or away from criminal acts.
... Research has consistently shown that an individual's positive attitude toward a specific behavior can increase their likelihood of engaging in that behavior (Pakaslahti & Keltikangas-Järvinen, 1997 (2010) and Wiklund et al. (2014) have demonstrated a significant correlation between positive attitudes toward deviant behaviors such as bullying and actual engagement in such actions. This correlation is also observed in online environments, with Hinduja and Patchin (2013) noting that adolescents with positive attitudes toward cyberbullying were significantly more likely to partake in such behavior. Indeed, many social cognitive theories underscore the association between attitudes and motivations or behavioral intentions. ...
In the modern digital era, the escalating usage of social networking sites for both professional and personal purposes has unintentionally fueled digital threats, among which workplace doxing is especially worrisome. Workplace doxing, an emerging deviant online behavior, involves intentionally exposing another individual’s personal information, sourced from the perpetrator's work environment, to the public online. This form of deviance happens without prior consent and can have profound implications on the privacy, security, and professional reputation of the individual affected and their associated organization. Despite the significant consequences of workplace doxing, research remains limited, with no empirical study investigating factors associated with its occurrence. The current research seeks to bridge this scholarly void, providing insights into the critical factors of workplace doxing and analyzing their implications.
Building on routine activity theory and the affordances perspective, this research explores the perpetrator's environmental factors facilitating workplace doxing. Employing a cross-sectional survey method, it investigates the relationship between workplace doxing and three primary factors: the perceived presence of a suitable target, the existence of motivated offenders, and the absence of capable guardianship. Moreover, the study explores how the affordances of social networking sites, visibility, persistence, and association shape the perpetrators' perceptions of these criminological factors, elucidating how the distinctive dynamics of these digital platforms may foster an environment conducive to workplace doxing.
Findings reveal significant associations between the perceived value and accessibility of information in the workplace and the likelihood of workplace doxing. Further, results highlight the perceived absence of effective guardianship within social networking sites to associate significantly with the behavior. Notably, the affordances of social networking sites appear instrumental in forming positive evaluations of criminological factors that may drive workplace doxing activities.
The current study provides a novel exploration of workplace doxing, bridging gaps in both theoretical and practical realms. Theoretically, it extends the routine activity theory to the context of workplace doxing, intersecting environmental factors of workplaces, and social networking sites. This study also integrates the affordance perspective with routine activity theory, shedding light on individuals' perceptions of SNS affordances and their assessments of criminogenic elements, thus enhancing understanding of SNS's unintended role in fostering workplace doxing. Practically, the study informs various stakeholders, including organizations, SNS providers, and policymakers, about crucial protective measures against workplace doxing and emphasizes the need for comprehensive strategies that consider the multifaceted nature of this online deviance.
... The research in the relevant literature reveals that online bullying occurs for various reasons, such as personal hostility, jealousy, competition, and psychological problems that bullies have (Hinduja & Patchin, 2013;Kowalski, Giumetti, Schroeder & Lattanner, 2014). When considered from the perspective of plastic surgeons, these motivations could be further in-creased due to the competitive nature of the field as their work is in the public eye, and their work could have some potential negative outcomes on patients. ...
Cyberbullying is a significant issue affecting all professions, including plastic surgeons. This article aims to examine the phenomena of trolling and flaming directed at doctors working as plastic surgeons on social media platforms such as Twitter, Instagram, Google Reviews, and YouTube. The research was conducted using content analysis methodology. For this purpose, over 50 online attack cases directed at plastic surgeons on social media platforms were subjected to content analysis. The words and phrases used in the instances of trolling and flaming were analyzed, and the reactions were grouped and evaluated. Studies in the literature reveal that most attacks stem from personal animosity, jealousy, competition, and psychological problems of the attackers. In these studies, attackers used various tactics such as slander, humiliation, and threats to discredit and tarnish the reputations of surgeons. They also provided examples of unsuccessful operations. The findings from the research indicate that the victims experience psychological distress, such as depression, anxiety, and stress, which negatively impacts their personal and professional lives. As a result, some doctors have considered leaving their jobs or reducing their online presence, as noted in the literature. This article emphasizes the necessity of taking measures against online cyberbullying directed at plastic surgeons. One way to address this is through strict regulations and policies that hold cyber attackers accountable for their behavior. Additionally, education and awareness efforts can help individuals identify and report cyberbullying. In conclusion, this research highlights the problematic issue of cyberbullying directed at plastic surgeons, its adverse effects, and offers recommendations. Fighting this issue and protecting professionals from the harms caused by cyberbullying underscores the importance of the research.
... Numerous studies have investigated cyberbullying among high school students, examining its prevalence, risk factors, and consequences [18][19][20][21][22]. However, there is a need for more research in diverse cultural contexts, such as Egypt, and a deeper examination of the specific risk factors and associations with stress and mental well-being. ...
Cyberbullying has emerged as a pervasive problem among high school students, with potentially severe consequences for their mental well-being. This study aimed to investigate the prevalence, risk factors, and associations of cyberbullying with stress and mental well-being among high school students in Zagazig, Egypt. A cross-sectional study was conducted among 562 high school students using a random sampling technique. The data were collected using a self-administered questionnaire that included the Cyberbullying Scale, Perceived Stress Scale (PSS-10), and General Health Questionnaire (GHQ-12). Descriptive statistics, independent samples t-tests, multiple regression, mediation, and logistic regression analyses were employed for data analysis. The prevalence of cyberbullying victimization was 38.3%, with 20.6% exposed to two or three cyberbullying behaviors and 4.1% exposed to four or more. Female students, those under 18 years old, those with lower educational achievement, and those with higher daily internet use were more likely to experience cyberbullying. Cyberbullied students reported significantly higher levels of perceived stress and poorer mental well-being compared to non-cyberbullied students. Perceived stress likely mediated the relationship between cyberbullying victimization and general psychological health. Cyberbullying is a significant problem among high school students in Zagazig, Egypt, with detrimental effects on their stress levels and mental well-being. Targeted interventions and prevention strategies are needed to address cyberbullying and promote the well-being of adolescents in the digital age.
... It can also increase self-harm and psychological distress [42]. Additionally, intensive social media use can lead to greater exposure to cyberbullying, "trolling" and other abusive online behaviours with a potentially dramatic impact on adolescents' lives, even leading to suicide [43,44], as confirmed by the network in which bullying in general (cyberbullying and bullying) was identified as a major risk factor for suicidal ideation. ...
Background and objectives:
Pandemic-related life changes may have had a deleterious impact on suicidal behaviours. Early detection of suicidal ideation and identification of subgroups at increased risk could help prevent suicide, one of the leading causes of death among adolescents worldwide. Here, we aimed to investigate the prevalence of and risk factors for suicidal ideation in adolescents using a population-based sample from Switzerland, two years into the pandemic.
Methods:
Between December 2021 and June 2022, adolescents aged 14 to 17 years already enrolled in a population-based cohort study (State of Geneva, Switzerland) were asked about suicidal ideation over the previous year. In addition to a regression model, we conducted a network analysis of exposures which identified direct and indirect risk factors for suicidal ideation (i.e. those connected through intermediate risk factors) using mixed graphical models.
Results:
Among 492 adolescents, 14.4% (95% CI: 11.5-17.8) declared having experienced suicidal ideation over the previous year. Using network analysis, we found that high psychological distress, low self-esteem, identifying as lesbian, gay or bisexual, suffering from bullying, extensive screen time and a severe COVID-19 pandemic impact were major risk factors for suicidal ideation, with parent-adolescent relationship having the highest centrality strength in the network.
Conclusion:
Our results show that a significant proportion of adolescents experience suicidal ideation, yet these rates are comparable with pre-pandemic results. Providing psychological support is fundamental, with a focus on improving parent-adolescent relationships.
The present time is the era of computers and internet and it is extremely difcult to imagine any type of work without it. Today, internet is used in almost every eld. The faster we all are moving towards the digital world, the faster the cases of cyberbullying are increasing. In the present times, technology has immense benets but at the same time it also brings some side effects. While today's children are easily becoming internet friendly, they are also unknowingly becoming victims of many types of side effects. Some people misuse the internet to cause physical and mental harm to other people, which is called cyberbullying. In simple words, harassing a person on the internet with obscene language, pictures and threats is called cyber bullying. This article discusses some common aspects related to cyber bullying. In this article, while reviewing the current literature related to cyber bullying and various aspects related to the causes and remedies of cyberbullying have been discussed.
This Campbell Systematic Review examines the effectiveness of cyber abuse interventions in increasing internet safety knowledge and decreasing risky online behaviour.
The review summarises findings from three studies: one conducted in Canada and the other two in the USA. The participants were middle school students in grades five to eight between the ages of 5‐19 who use the internet or cell phones. A total of 2,713 participants were included in the studies. Cyber abuse interventions and preventions are associated with an increase in internet safety knowledge. Despite the increase in knowledge, students who received the intervention did not become less likely to engage in inappropriate online behaviour, such as disclosing one's name, participating in open chat rooms, or emailing strangers.
The three studies were evaluations of the following cyber abuse interventions: I‐SAFE cyber safety program, the missing cyber safety program, and the in‐school cyber bullying intervention (HAHASO). The I‐SAFE cyber safety had the largest effect on internet safety knowledge. Both the missing program and HAHASO suggests that intervention did not significantly change internet‐related safety attitudes or reduce the number of reported cyber bullying experiences. Given the low number of studies available for rigorous cyber abuse prevention and intervention evaluations, the evidence base for these conclusions is weak.
Executive summary/Abstract
BACKGROUND
The Internet has created a new communication tool, particularly for young people whose use of e‐mail, websites, instant messaging, web cams, chat rooms, social networking sites and text messaging is exploding worldwide. While there are many benefits that result from electronic based communication, the Internet is, however, concurrently a potential site for abuse and victimization, whereby young people can fall victim to sexual perpetrators, stalkers, exploiters, and peers who bully online. Interventions regarding cyber abuse have been developed in response to a growing emphasis on protecting children and youth from online dangers.
OBJECTIVES
To examine the effectiveness of cyber abuse interventions in increasing Internet safety knowledge and decreasing risky online behaviour.
SELECTION CRITERIA
The scope of this review is experimental and quasi‐experimental prevention and intervention strategies that target children ages 5 to 19 years old and/or their parents, utilize a control group, and examine an outcome related to cyber abuse such as Internet safety knowledge, risky online behaviour, or exposure to inappropriate online content.
SEARCH STRATEGY
We searched the following databases : Psychological Abstracts (PsycINFO, PsycLIT, ClinPsyc‐clinical subset); MEDLINE; EMBASE; Database of reviews of effectiveness (DARE online); ChildData (child health and welfare); ASSIA (applied social sciences); Caredata (social work); Social Work Abstracts; Child Abuse, Child Welfare & Adoption; Cochrane Collaboration; C2‐SPECTR; Social Sciences Abstracts; Social Service Abstracts; Dissertation Abstracts International (DAI). We also handsearched Youth and Society; Journal of Interpersonal Violence; Annual Review of Sex
Research; Computers in Human Behavior; Computers & Education; and Journal of Adolescent Health. Additionally, we contacted experts in the field and searched for grey literature.
DATA COLLECTION AND ANALYSIS
Two screeners reviewed abstracts and full‐text of all articles. Three articles met all inclusion criteria, and effect sizes and z‐tests were calculated for all relevant outcomes.
MAIN RESULTS
Significant z‐tests were found between pre‐and post‐test scores on measures related to Internet safety knowledge such as managing online risk and identifying online predators. Most z‐tests related to pre‐ and post‐ measures of risky online behaviour were not significant, including disclosing one's name, participating in open chat rooms, or emailing strangers.
REVIEWERS’ CONCLUSIONS
Results provide evidence that participation in psychoeducational Internet safety interventions is associated with an increase in Internet safety knowledge but is not significantly associated with a change in risky online behaviour. The need for further research in this field is highlighted.
Criminologists often allude to 'peer influence' in explanations of crime and delinquency, but the meaning of that concept rarely receives careful attention. Companions in Crime organizes the extensive literature on peer influence and group delinquency into a coherent form for the first time. Chapters focus on the role of peers over the life course, the group nature of delinquent behavior, and the applicability of peer influence for explaining the major features of delinquent behavior. The most extensive chapter of the book examines possible mechanisms of peer influence and the evidence in favor of each. The principal thesis of Companions in Crime is that deviant behavior is predominantly social behavior, and criminologists must eventually determine the significance of that fact.
This study investigated the prevalence of bullying and victimization among students in grades 7 and 8. It also explored the relationship of bullying and victimization to gender, grade level, ethnicity, self-esteem, and depression. Three survey instruments were used to obtain data from a convenience sample of 454 public school students. Twenty-four percent reported bullying involvement. Chi-square tests indicated significantly more male than female bullying involvement, seventh graders reported more involvement than did eighth graders, and there were no statistically significant differences in involvement based on ethnicity. Both bullies and victims manifested higher levels of depression than did students who were neither bullies nor victims. There were no significant differences between groups in terms of self-esteem.
Ever since G. Stanley Hall's (1904) seminal work a century ago, peer relationships have been regarded as a central feature of American adolescence. From the early years through the present, researchers have remained decidedly ambivalent about the effects of peers on American adolescents (Berndt, 1999), but few deny the significance of peer relationships and interactions during this stage of life. Do peers comprise a supportive social context that fosters identity and helps to socialize youth into adult roles, or do they form an arena for frivolous and delinquent activity, with patterns of interaction that undermine autonomy and self-esteem? In this chapter I overview some of the major features of peer relations that have occupied researchers' attention over the past 10 or 15 years. Insights emerging from their studies underscore the complexity of adolescent peer relations and clarify the conditions under which peer interactions foster healthy or unhealthy development.
A general social learning theory of deviance is applied to adolescent smoking as a form of substance use and tested with data from a 5-year longitudinal study of a panel (N=454) of respondents in grades 7 through 12 in an Iowa community. The major components of the process specified in the theory are differential association, differential reinforcement, definitions (attitudes), and modeling. The process is one in which the operation of these variables produces abstinence or smoking, but with some reciprocal effects of smoking behavior on the social learning variables. Previous research on various kinds of deviance and substance use has been supportive of the theory. The findings in this study from LISREL models of the overall social learning process and each of the component of association, reinforcement, and definitions are also supportive.