<p>Internet är idag en del av ungdomars vardag. Denna relativt nya och okontrollerade miljö skapar nya möjligheter och dimensioner för mobbning. Detta arbete avser att undersöka utbredningen av mobbning via Internet (I-mobbning) bland ungdomar i Östersund. En enkät utarbetades och besvarades av 240 gymnasieelever i årskurs ett på Jämtlands Gymnasium i Östersund. Resultatet visar att under årskurs nio har var tionde elev upplevt sig mobbad via Internet.Det är män som I-mobbar i högre grad och kvinnor som drabbas i större utsträckning. Antalet I-mobbade elever minskar drastiskt från årskurs nio till första året i gymnasiet. Majoriteten av ungdomarna som blivit drabbade av I-mobbning kände till den som utfört mobbningen, likaså hade flertalet av de utsatta ungdomarna berättat för någon annan om Imobbningen. Resultaten är inte statistiskt säkerställda, tendenser i resultatet kan dock utläsas som till hög grad har stöd från tidigare forskning i området.</p>

Internet är idag en del av ungdomars vardag. Denna relativt nya och okontrollerade miljö skapar nya möjligheter och dimensioner för mobbning. Detta arbete avser att undersöka utbredningen av mobbning via Internet (I-mobbning) bland ungdomar i Östersund. En enkät utarbetades och besvarades av 240 gymnasieelever i årskurs ett på Jämtlands Gymnasium i Östersund. Resultatet visar att under årskurs nio har var tionde elev upplevt sig mobbad via Internet.Det är män som I-mobbar i högre grad och kvinnor som drabbas i större utsträckning. Antalet I-mobbade elever minskar drastiskt från årskurs nio till första året i gymnasiet. Majoriteten av ungdomarna som blivit drabbade av I-mobbning kände till den som utfört mobbningen, likaså hade flertalet av de utsatta ungdomarna berättat för någon annan om Imobbningen. Resultaten är inte statistiskt säkerställda, tendenser i resultatet kan dock utläsas som till hög grad har stöd från tidigare forskning i området.

School Bullying and Related Factors of the Case Study in Kaohsiung City. Advisor: Shu-Ching Yang, Ph.D. Author: Yu-Hsiu Chen Abstract The study use questionnaires and interviewing to survey school billing status and experience of fourth, fifth,and sixth graders in Kaohsiung. So we can understand those victims, bullies and witness who suffered from different types, frequency and degree of perceived harm.Then to explore the correlation between school bulling and the facyors, such as school management, teacher-student relationship, personal behavior, family disciplin and personalities and try to predict.First, based on grades and relationship. a total of 13 students interviewed. Campus Life questionnaire with "traditional bullying," "cyberbullying", "relevant factors" and "deal with attitude" proposition. There were 390 questionnaires given out and 381, effective ones returned. The effective received rate is 97.6%. They were analyzed by describe statistics, Independent-Sample t-test, One Way Anova, Pearson Product -moment Correlation, and multiple regression. The results of the study are listed as follow: 1. Elementary school students¡¦ School bullying is not serious in the case. Experience of bullying tend to serious injuries.Only respondents who suffered bullying experience serious. 2. Victim and the harm are mostly boys. However, interviews have found that gender differences only with the type tool. Higher grades more serious bullying. But school bullying is not difference with socioeconomic status. 3. Access to Internet cafes, more than 2-3 hours, online game, using the Internet without adult consent, not present when adults use the Internet, Prone to bullying. 4. Relevant factors and the type of school bullying and relationships are notable. School management, teacher-student interaction with the type of school bullying and relationships are negatively related. Behavior and attitude, family discipline, personality traits are positively correlated. 5. School bullying on the victim's psychological harm is more serious than physical. For the victim, victimization and bystander, have a negative influence. According to the results, suggestions are proposed as the reference for the school,f families and researchers in the future.

This study explored the status quo of cyberbullying in online game among adolescents in Kaohsiung City with questionnaire survey. And to benchmark the eight forms of cyberbullying by Willard (2007), we try to find out the interactive online game in which the three types of separation, whichever is more prone to explore in the cyberbullying? And the relations about these acts of bullying and aggressive behavior and emotional capacity of relevant. The results showed: 1 .sample of subjects participating in the proportion of online games is 81%. 2 .bullying type in the online game " Flaming ", " harassment", " Denigration," " Impersonation," " outing " and " Trickery " in boys than girls suffer through. 3 .bullying situations, to play the on-line games up to 12.3%, 8.5% of network games to play second place, while 5% of web game ranked third, other network activities have been bullying accounted for 4 % at least. 4 .cases of bullying others, but also to play the online game up to 8.1%, 7.6% of network games to play second place, and the site of 4.5% in third webgame, and other network activity in those accounts have been bullying 4.2% at least. 5 .online games will have received nearly forty percent bullying / being bullying who is also the victim and offender, of which the highest rate of online gaming. 6. to participate in online gaming and bullying are bullying those who do not know the majority of objects begin with. 7. The online game unique "treasures", "Association" related behavior, bullying / being the number of frequent bullying. 8., indicating stronger explicit aggressive behavior, cyberbullying / bullying situation is more. Vietnam can not express hostility, their lower overall cyberbullying. Keywords¡GCyberbullying, OnlineGame , Aggression , Emotionalmanagement , Hostility

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 23-24).

Bullying is a national public health problem that is affecting millions of youth in Canada. With the proliferation of technology, bullying has permeated private spaces and is no longer limited to just school grounds. Due to the ease of accessibility of technology among youth, bullying is able to circumvent traditional safety barriers provided within the homes of youth which compounds concerns for parents. Since cyberbullying is still at an early stage, there is a need for research that explores the past experiences of students who have directly or indirectly encountered cyberbullying. Therefore, this study explores the experiences with cyberbullying of students at the University of Ottawa, who are between the ages of 18-23. The researcher conducted ten interviews guided by the transcendental approach to phenomenological reduction method. The study also sought to understand why cyberbullying happens and how adolescents who have directly or indirectly encountered cyberbullying respond. The findings revealed that online risk behaviour, perceived predictors of victimisation, response to cyber abuse, and justification for avoiding help-seeking behaviour appear to be linked to the severity of a user’s cyberbullying experience.

Submitted in partial fulfilment of the requirements for the degree of Masters of Education (Educational Psychology) in the Department of Educational Psychology & Special Education Faculty of Education at the University of Zululand, South Africa, 2012. / Cyberbullying is a new form of bullying and harassment that is also referred to as electronic or online bullying. It may involve the following: sending mean, vulgar or threatening messages or images, posting sensitive or private information online, pretending to be someone else online in order to make a person look bad or intentionally exclude a person from an online group. Viewed as covert psychological bullying conveyed through electronic means it has been identified as the most problematic form of emerging cruelty among adolescents in schools. Existing research studies on cyberbullying suggests that it is increasing at a phenomenal rate and it is not clear whether online perpetrators and victims possess the same characteristic behaviours and psychosocial profiles as their traditional bullying counterparts. However in South Africa there is a paucity of research. The present study seeks to examine the behavioural and psychosocial factors associated with cyberbullying among Grade 8 to 10 learners, in a cross-section of schools, in KwaZulu-Natal. The purpose of the research was to determine: the prevalence of cyberbullying; the relationship between age, gender, rural and urban dichotomy and socioeconomic status of victims and perpetrators of cyberbullying; school personnel’s management of cyberbullying; and the relationship between psychosocial factors and behavioural characteristics and cyberbullying. Two questionnaires were used. The first was a 3-part psychosocial questionnaire and the other a cyberbullying questionnaire (Riebel, Jager, & Fischer, 2008). The data from this study confirms that cyberbullying is prevalent in various forms, in secondary schools, in KwaZulu-Natal. The total sample was N=450. Of which 199 (44.22%) reported that they were victims or perpetrators of cyberbullying. There were 127 (28.22%) who identified themselves as victims and 72 (16.0 %) admitted to be perpetrators. The most frequent form of cyberbullying experienced was rumours and slander using the internet or cellular phone. The electronic communication preferences of participants were: instant messaging (50%); 47% used social networking; about 44% used chatrooms and 32% used email. Females spent more time in chatrooms and sent more instant messages than the males. The results show that friends and fellow learners were responsible for the cyberbullying most frequently. The victims rarely choose to reveal that they were cyberbullied to their teachers. Participants chose their friends as the primary person to talk to about their victimisation while the secondary person was their parents. Teachers were the last person of choice to seek help. Comparison of victims, non-victims, perpetrators and non-perpetrators of cyberbullying on the Life Satisfaction Scale (LSS), indicated that victims of cyberbullying were the most dissatisfied group (9.83%) while perpetrators reported high satisfaction. There was a significant difference between victims and non-victims on their performance on the psychological well-being scale and this was also the case for perpetrators and nonperpetrators of cyberbullying. Victims did not like themselves; expressed a poor sense of self, low self-esteem and lack of self-confidence and had more negative self-perceptions which affected their psychological well-being. They expressed feeling of helplessness, loneliness, sadness, despair, anger, and self loathing. Perpetrators also had strong feelings of worthlessness, guilt, sadness and hopelessness. They were tearful and expressed a loss of interest in daily activities, experienced difficulty cThe behavioural characteristics described by the groups showed considerable variations. Victims of cyberbullying rated themselves highest on being serious and they rated themselves lower on being friendly, emotional, stubborn and happy. Perpetrators of cyberbullying rated themselves highest on being aggressive, nervous, stubborn, happy, awkward and sad. Victims and perpetrators had experienced more difficulty learning to read and were in trouble more often in school than the non-victims and non-perpetrators. Cyberbullying is prevalent in South African secondary schools, among Grade 8, Grade 9 and Grade 10 learners and occurs among males and females, from rich and poor backgrounds, rural and urban areas irrespective of racial and ethnic backgrounds. Implications of these results are discussed with special focus on intervention and management of cyberbullying concentrating on school work and expressed a lack of enthusiasm and motivation.

Regardless of culture or nation, students today are experiencing bullying via technology. With the rise of technology, this abuse has the ability to become more far-reaching, and more pervasive than ever. These students face oppression, and in some cases severe imbalances of power. Current research is being conducted and laws created based on varying operational and conception definitions of the term "cyberbullying." This study aims to analyze and provide a coherent definition for the term "cyberbullying" as it is used in research and legislation, especially in the context of today's educational environments. The results help shed light on the large variances in the term and suggestions are made to clarify the definition as the field continues to move forward.

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Thesis(M. A. (Research Psychology)) -- University of Limpopo, 2020 / Incidents associated with internet trolling and cyberbullying are a problem among adolescents. A quantitative research method was applied in this study to explore if attitudes towards cyberbullying can mediate the association between the Dark Tetrads of personality and internet trolling among undergraduate University students in South Africa.. A convenience sample (N = 249) of undergraduates was recruited, and data were collected using a structured, composite questionnaire, within a cross-sectional research design. The findings indicated that there was a small but statistically significant indirect effect, b = 0.4, BCa CI [0.015, 0.071]. A more nuanced analysis showed that only the mediation models involving psychopathy and everyday sadism as independent variables were statistically significant (p < .05). From the results, it can be concluded that internet trolling does mediate the relationship between the Dark Tetrads of personality and attitudes towards cyberbullying. However, the Dark Tetrad personality dimensions of Machiavellianism and narcissism are not significantly involved in the relationship.