THE VIOLENCE IN THE INTERNET

The paper presents the results of research into the changes in the dynamics of cyberbullying and the conditions that usually accompany these types of risk behavior in Poland. The study covers the years 2010 (N=2143) and 2015 (N=1868). During quantitative data analysis, successive — yet, at a minimal and varied level — deviations were noticed in the occurrence of online risk behavior, particularly in the areas of the perpetration and spread of cyberbullying. A higher percentage of behaviors identified as cyberbullying is particularly noticeable in image-related areas. There are more individuals who have been cyberbullying victims rather than perpetrators, and the growth in the former is much more apparent. The development of the information society has brought with it a higher level of digital competency, which also includes developing the attitudes and skills necessary for the safe use of digital tools and services. Thus, the comparative analysis also takes into account the context of systematically developed preventive actions in the area of e-threats, which increased the level of digital safety among adolescents in 2010 and 2015.

The New Educational Review

Cyberbullying is a behaviour of ever increasing occurrence. Methods of cyberbullying vary, from less serious to very serious forms. The aim of the research was to find out what forms pupils in the Slovak Republic use to perpetrate cyberaggression and through what forms they are victimized. The research was conducted on a sample of 696 pupils of elementary and secondary schools, using the research tool Cyberbullying and Online Aggression Survey Instrument (2010). It was proved that the simplest form of cyberbullying is gross insults posted on the Internet and the most difficult form is creation of websites and videos to cause emotional injury.

European Journal of Psychology and Educational Research, 2019

The issue of cybercrime and other anti-social activities is increasingly discussed today. The cause is an increasing number of individuals, companies or states exposed to these threats. This article deals with the issue of cyber aggression as one of the kinds of other anti-social activities. The article presents the results of researches in the Slovak Republic, but also the results of a survey at selected schools conducted by the Faculty of Safety Engineering of the University of Zilina. The main aim of the article is to point out the issue of cybercrime and other antisocial activities among adolescents and to point out the relationship between their education and vulnerability.

Cyberbullying is often defi ned as aggression conducted through mobile phones and the Internet. This phenomenon is predominantly understood as a kind of peer aggression, when both the perpetrator(s) and the victim belong to the same group (class or online community). However, the Internet extends and facilitates harassment not only of peers. The paper focuses on different kinds of electronic aggression identifi ed through qualitative research (interview, e-mail interviews and focus groups with students and teachers). The results have shown that except cyberbullying one can indicate fi ve further types of electronic aggression. They are: aggression against celebrities (e.g. actors, singers, etc.), aggression against the vulnerable (e.g. alcoholics, etc.), aggression against school staff, aggression against groups/ideas (when the victim is not a particular, identifi able person) and free-fl oating (random) aggression (often when the victim is totally anonymous to the perpetrator). This typology has been positively verifi ed in a survey on a representative sample of Polish adolescents (N = 2143). The paper presents the typology with the examples from the qualitative stage of research, also discussing potential socialization risks for each kind of electronic aggression. It shows also (on the basis of quantitative research) the prevalence of perpetration and victimization of different kinds of electronic aggression as well as their co-occurrence. It demonstrates the factors that infl uence such involvement. It must be stated that although peer aggression cyberbullying seems to be predominant, other kinds of electronic aggression have also been frequently conducted by the respondents. For example,a significant percentage of perpetrators attacked through new media the following groups of victims: random Internet users (30.3%), groups of people (19.7%), celebrities (13.9%), and vulnerable victims (13.3%). The conclusions underline the need to extend prevention educational tools to different kinds of electronic aggression, not restricting them to cyberbullying understood as an extension of traditionalbullying.

Current Issues in Personality Psychology, 2021

IntroductionCyberbullying has recently attracted attention because of its increasing occurrence and serious consequences for victims. The purpose of the study was to examine the prevalence rates of cyberbullying and the association between cyberbullying and protective/risk factors (cognitive empathy, assertiveness, cooperation, pro-social behaviour, and social support) among Polish adolescents.Material and methodsParticipants (822 students, 448 girls and 374 boys, M = 12.97, SD = 1.02) completed a computer-based online questionnaire.ResultsThe majority of respondents did not experience cyberbullying in the last six months, while a significant group still experienced cyberbullying regularly (28.1%). Engaging in cyberbullying appeared to be even less common: it was reported by 12.3% of respondents. Family and peer social support appeared to be the strongest protective factor against experiencing cyberbullying while assertiveness was a characteristic that makes a person more likely to ...

International Journal of Social and Educational Innovation, 2019

The present study sets up to investigate possible changes in the manner of manifesting violence involving middle school and high school students in Suceava county. Taking into consideration the tremendous impact of social networks on establishing means of communication and of free time, it is inevitable for the cybernetic environment to be a place where certain forms of violence can manifest themselves. By applying a questionnaire adapted by A.N.Grigore (2016) and used on the Romanian school population, we have proposed to investigate the incidence of the cyberbullying phenomenon in middle schools and high schools from Suceava county. Once finished, the study confirms cyberbullying isn't a pseudo phenomenon, which justifies the need for nonformal education and school counselling programs to take into cyberbullying into account, as a form of violence in which students might be involved.

In today's world, which is transform from technology age to the concept age, it is beyond of struggling to make technology as a usual device of life, and it is considered that using computer and Internet is not a dispensable fact of the life. Even though the main purpose of the discovery of the Internet is make the information easier, cheaper, faster and safe to reach, and also make communication easier. Expected rapid expansion of the Internet may lead to the emergence of positive expectations of its purpose as well as negative consequences such as unlimited and uncontrolled access to any information or contacts convenience. These results of its effects on the size of various age groups studied and continue to be examined. The aim of this study is to examine the researches about cyber bulling that is the one of the negative effects of Internet usage. The empirical studies searched by the keywords of "cyber bullying", "cyber harassment" and "Internet bullying" published in the years 2002-2012, in Science Direct and EBSCO databases are the sample of the study. The content analysis method was used for investigation of the studies. The data set are centred in four main classes. This analysis included the issues of profile of the victims, usage of medium, cyber effect and the difference between cyber and traditional bullying.

Universal Journal of Educational Research, 2015

This article analyses the views of cyberbullying prevention among 5-12 grade pupils and teachers in Lithuanian schools. It defines the concept of cyberbullying in the context of school pupils, and analyses the theoretical grounds for prevention of this form of bullying. The article also presents the results of the survey (which was conducted in 2009-2010) and reveals the views of 2064 pupils of 5-12 grade and their 1062 teachers towards the prevention of cyberbullying. Based on the empirical research, it could be concluded that efforts to prevent cyberbullying among 5-12 grade pupils in school must be consistent, and permanent, and involve the whole school community. From the perspective of the pupils, the most effective measures to prevent cyberbullying should be oriented toward psychological conditioning (to strengthen pupil's self-esteem and to outline the consequences for pupils who are involved in cyberbullying).

International Journal of Environmental Research and Public Health, 2023

Cyberbullying has recently attracted attention due to its increasing prevalence and serious consequences for both victims and perpetrators. The objective of this population-based study was to examine the determinants of a person becoming a perpetrator of cyberbullying, including personal resources (emotional self-regulation, self-esteem, internal locus of control, optimism), social skills (prosocial behavior, assertiveness, cognitive empathy, cooperation), peer relationships (peer support, threats from peers, peer rejection, dislike of peers), and problematic Internet use (excessive Internet use, impulsive reactions to Internet deprivation). Participants (N = 541) were students at elementary schools (age 14-15) in Ostroleka, a city in central-eastern Poland. Two-part regression was used to explore protective/risk factors of the likelihood of an individual using cyberviolence (dichotomous part: involvement in violence) and how often it is used (continuous part: frequency of cyberbullying). The results showed that the emotional component is crucial to cyberbullying, as indicated by the importance of emotional self-control, which reduces the frequency of cyberbullying. Other important factors are assertiveness, impulsive response to limited Internet access (which increases the likelihood of engaging in cyberbullying) and fear of peers (which reduces its frequency). In turn, the importance of pro-sociality (which inhibits engagement) and peer support (which promotes engagement) points to the second important component of cyberbullying-that is, group mechanisms. At the same time, the results indicate that while the importance of Internet addiction as a risk factor for cyberbullying should not be underestimated, the amount of time spent online cannot be seen as the source of the problem. The study leads to the conclusion that effective interventions targeting cyberbullying should focus on the development of more adaptive styles of coping with emotions.

Journal of Language and Cultural Education, 2016

Cyber-culture points out the life in cyberspace and goes beyond national cultures. It is particularly attractive for the young people who use Information and Communications Technologies (ICT) to express their attitudes, values, beliefs and thinking. Those do not need to be necessarily in accordance with the standards of an individual society. Cyberculture becomes dangerous. Great risk lies in cyberbullying that represents negative impact of cyber-culture on human behavior. The aim of the study is to detect cyberbullying as a negative impact of cyber-culture among of Slovak children and adolescents. The research was carried out on a sample of 1619 11-18-year old respondents (average age was 14.51). Results of cyberbullying research carried out using Latent Class Analysis (LCA) have proved the appropriateness of 3-latent-class module. Relative entropy of the module reached 0.915. It was demonstrated that 52.9% of respondents belonged to the group of uninvolved, 42.7% were victims and ...