In This introdu-WPS Office
In This introdu-WPS Office
In This introdu-WPS Office
INTRODUCTION
BACKGROUND INFORMATION
Cyberbullying involves sending or posting harmful or cruel text or images using the Internet (eg, instant
messaging, e-mails, chat rooms, and social networking sites) or other digital communication devices,
such as cell phones. Principals should work with staff members to develop a clear definition of
cyberbullying; determine how its effect on students' school experience will be measured; and create
protocols for reporting cyberbullying, intervening, and collaborating with local law enforcement.\n This
should include how and where most cyberbullying occurs, how to recognize the behavior, its damaging
effects (social, behavioral, and academic), and how to prevent and respond to it. Principals should
contact law enforcement officials when there are threats of violence to people or property, coercion,
stalking, obscene or harassing phone calls or text messages, hate crimes, sexual exploitation, or
photography of someone in a private place.
OBJECTIVE OF THE STUDY
Striving to understand the importance of cyberbullying and the destructive emotional effects, as well as
the mental damage that it causes, can help us to comprehend how modern youth are interacting in a
world where they are not only being bullied in the classroom but also in what used to be the safe
confines of their homes. This study focuses on evaluating the prevalence of cyberbullying among
teenagers of various ethnic groups enrolled in public high schools in Texas. Results demonstrated that
ethnicity appeared to have an effect on cyberbullying. Statistically significant differences were found
between White and Hispanic students which shed new light on educational studies using ethnicity as a
factor.
RELATED LITERATURE
Qing Li
This study investigates the nature and the extent of adolescences’ experience of cyberbullying. A survey
study of 264 students from three junior high schools was conducted. In this article, ‘cyberbullying’ refers
to bullying via electronic communication tools. The results show that close to half of the students were
bully victims and about one in four had been cyber-bullied. Over half of the students reported that they
knew someone being cyberbullied. Almost half of the cyberbullies used electronic means to harass
others more than three times. The majority of the cyber-bully victims and bystanders did not report the
incidents to adults. When gender was considered, significant differences were identified in terms of
bullying and cyberbullying. Males were more likely to be bullies and cyberbullies than their female
counterparts. In addition, female cyberbully victims were more likely to inform adults than their male
counterparts.
BODY
Results In our research involving approximately 2,000 randomlyselected middle-schoolers from one of
the largest school districts in the United States, cyberbullying victims and offenders both had
significantly lower self-esteem than those who have not experienced cyberbullying. This relationship
persisted even while controlling for gender, race, and age, though our results suggest that males, non-
Whites, and older middle-schoolers tend to have lower levels of self-esteem than their peers. Based on
the standardized regression coefficients and percent of variance explained, the relationship between
cyberbullying victimization and self-esteem is stronger than that of cyberbullying offending and self-
esteem.
CONCLUSION
This article reviews what research has learned about cyberbullying, and the practical implications of
those research findings. In general, there are few firm conclusions that can be drawn from the extant
literature, as differences in definitions, methods, and measures make it impossible to compare findings
across studies. We do have enough information to identify important trends with respect to associations
with traditional bullying, gender, age, risk factors, and outcomes. Even though the research is not yet
conclusive, we have sufficient knowledge to inform prevention and intervention.
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