Cyberbullying, the use of personal and information and communication technologies to harass or intimidate others, is an increasingly pervasive problem in schools. This mixed- methods study explored the effectiveness of a multimedia WebQuest in teaching 156 middle-school students about the dangers of cyberbullying and examined the role of gender in learning about cyber-harassment. Set within a constructivist framework, the study provides an innovative, technological intervention for cyberbullying education for use with adolescents and is instrumental in reshaping public policy surrounding cyberbullying education and prevention. The dissertation study occurred in two phases. Phase I, WebQuest Construction, was qualitative in nature and employed stakeholder focus groups to assess middle-school students’ knowledge and awareness surrounding cyberbullying. Data from the focus groups informed the construction of the WebQuest. The second phase, Data Collection from Students, was quantitative in nature and was composed of a pre-test, WebQuest treatment, and post-test. Data analyses for Phase II included paired-sample t tests, repeated-measures analyses of variance, and descriptive statistics that focused on three dependent variables, namely awareness, safety, and knowledge. Findings indicated statistically significant increases in awareness and knowledge from the pre-test to post-test among the middle-school aged participants, while the slight increase in safety from pre to post-test was not significant. The findings support the need for school communities to begin engaging in conversation surrounding the best ways to teach students about cyberbullying’s dangers through the use of technology and issue a call for a re-examination of constructivist learning theory.

Cyberbullying is a form of bullying that is rapidly on the increase. Cyberbullying continues to affect students today. Although studies on cyberbullying and school pupils have been done, a few studies mainly focus on how it affects the category of female students as well as their academic achievements. In previous studies, there have been limited theory to support and explain the severity of this phenomenon towards the female gender as several studies record a higher number in female victims than male victims. Therefore, this research further investigates the aspects of cyberbullying and female victimization. This study focuses on cyberbullying in a South African university. This research also highlights some factors that lead to female victimization. With the use of literature on cyberbullying and victimization, the researcher formulated a model to guide this research. This model was formulated on the assumption that a cyber-victim's academic performance may be determined by how they would have been greatly affected by being bullied. However, the extent to which a victim is affected by cyberbullying was determined by three factors, that is their age, gender and self-control. The factors mentioned were identified through a literature review. The proposed model was tested using a survey involving 262 female university students from the University of Cape Town in South Africa. The collected data was captured on excel and analyzed through the use of Statistica. The findings also revealed that the learners were frequent users of social media and digital devices which could have been the leading cause of them being vulnerable to cyberbullying. Analysis also showed that self-control had a significant influence on how affected learners responded to cyberbullying, whilst age had no significant influence on how learners responded to being bullied. How individuals responded to being bullied had an influence on their academic performance as those who responded negatively to cyberbullying produced poor academic results as compared to those who were not negatively affected. Given that, learning institute authorities can use knowledge obtained in this study to intervene where possible.

In today's technologically sophisticated world, people have many electronic methods of exchanging information and communicating. Unfortunately, these methods are not always used in positive ways; they can also be used to convey aggression and bullying. Recently, such acts of aggression have been labeled many things from cyberbullying to online social cruelty, and have received much media attention due to their tragic consequences including victim suicide. This study explores the impact of victim and bully gender in relation to perception of bully likability, punishment, impact on victim, and victim responses. Participants reviewed a Cyberbullying scenario in which the gender of the victim and perpetrator were manipulated. All scenarios were identical except for the gender pairs of the victim and perpetrator: Male (bully)-Male (victim), Male (bully)-Female (victim), Female (bully)-Female (victim), and Female (bully)-Male (victim). Participants then completed the Likability of Bully, Punishment for Bully, Impact on Victim, and Victim Response scales. A main effect of gender on the Punishment Scale for the gender of bully indicated that participants desired lighter punishment for females independent of the gender of the victim. The results of this study suggest that increasing awareness of the seriousness of all cyberbullying regardless of gender of bully is important.

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Yes / Cyberbullying has become a significant problem with the surge in the use of social media. The most basic way to prevent cyberbullying on these social media platforms is to identify and remove offensive comments. However, it is hard for humans to read and remove all the comments manually. Current research work focuses on using machine learning to detect and eliminate cyberbullying. Although most of the work has been conducted on English texts to detect cyberbullying, limited to no work can be found in Urdu. This paper aims to detect cyberbullying from the users' comments posted in Urdu on Twitter using machine learning and Natural Language Processing (NLP) techniques. To the best of our knowledge, cyberbullying detection on Urdu text comments has not been performed due to the lack of a publicly available standard Urdu dataset. In this paper, we created a dataset of offensive user-generated Urdu comments from Twitter. The comments in the dataset are classified into five categories. n-gram techniques are used to extract features at character and word levels. Various supervised machine-learning techniques are applied to the dataset to detect cyberbullying. Evaluation metrics such as precision, recall, accuracy and F1 scores are used to analyse the performance of machine learning techniques.

Cyberbullying is an alarming phenomenon affecting the lives of adolescents across the country. Traditional bullying has moved from the playground to cyberspace. This online environment allows perpetrators to attack their victims beyond the walls of school, twenty-four hours a day. Advancements in and access to technology have made electronic communication the preferred method for adolescents to socialize. Although email, texts, social media sites, and websites were created to ease communication, some adolescents are using these tools to harass and harm their peers. The purpose of this study was to gain a deeper understanding of the existence and prevalence of Cyberbullying in middle schools across Region VII in southwest Virginia. Cyberbullying policies and strategies used to address Cyberbullying were examined. The experiences of middle school principals with Cyberbullying incidents were explored. The aim of this study was to address the following three research questions: 1. What is the status of Cyberbullying in Region VII of southwest Virginia? 2. What are middle school principals' perspectives regarding their schools' effectiveness in responding to Cyberbullying? 3. What are middle school principals' recommendations to strengthen Cyberbullying policies and procedures? A quantitative method was chosen and a survey was conducted with the goal of adding to the literature that existed on Cyberbullying in public schools. Through the development and administration of a survey, quantitative data was collected. A quantitative analysis was conducted using descriptive statistics. The study adds to the current empirical research base on Cyberbullying in middle schools, especially in the rural area of a state. The perceptions of principals working in middle schools are valuable. This study tapped into this knowledge base and added to the literature on Cyberbullying by providing insights into the feelings and perceptions of administrators. Analyzing the experiences of the participants provided valuable information for those interested in learning more about Cyberbullying in middle schools in southwest Virginia. Findings of the study include information for Region VII of southwest Virginia on the status of Cyberbullying, middle-level schools' effectiveness in responding to Cyberbullying, and principals' recommendations to strengthen Cyberbullying policies and procedures. Based on the survey results, it is clear that Cyberbullying existed within the school systems in the region. Cyberbullying incidents occurred both at school and away from school. The largest percentage of these incidents occurred in the seventh and eighth-grades. Survey data indicated gender played a role in Cyberbullying with female students having the most reported incidents. Bullying prevention programs were being implemented in most school systems and schools in this region, and, in some cases, Cyberbullying was specifically addressed. In school systems and schools where no bullying or Cyberbullying prevention programs were implemented, overwhelmingly, principals felt they should be. Data revealed most principals found it difficult to identify Cyberbullying instances but believed they did report Cyberbullying incidents consistently. Most principals felt their school system's Cyberbullying policies were effective in dealing with Cyberbullying incidents, that the policies did not need revision, and that no additional policies were needed. Most principals felt Cyberbullying consequences implemented at their school effectively deterred Cyberbullying. Three strategies were identified by more than fifty percent of principals that would help in deterring Cyberbullying incidents. These strategies were increased parental involvement, encouraging students to report Cyberbullying, and anti-bullying education. / Ed. D.

No / Cyberbullying is the act of bullying or causing harassment or intimidation on another person by using technological means, such as devices, social media or networks. Despite the numerous efforts being carried out by both government and non-government organizations, cyberbullying continues to be on the rise and has become a national concern. This study highlights the motivating factors of cyberbullying in Malaysia. First, the study aims to investigate the factors motivating persons becoming cyberbullying perpetrators. Second, the study aims to examine the factors enhancing the susceptibility of persons becoming victims of cyberbullying. Engaging in both qualitative and quantitative approaches, this study adopts socio-legal approach in understanding and enquiring 19 interview experts and 120 survey respondents. The study found various factors that motivates perpetrators of cyberbullying, which could be divided into internal and external factors. Similarly, the factors that enhance the susceptibility of victims of cyberbullying could also be internal and external. The implication of the study is deeper understanding of the various factors motivating cyberbullying in Malaysia. Inherently, risk management strategies could be proposed could be developed to minimize the factors hence reducing the likelihood of cyberbullying occurrences in Malaysia. Hopefully, the findings of the study would contribute to the body of knowledge on the area of cybercrimes in general, and cyberbullying in particular. It is also hoped that this study would assist the general public to better manage the risk of cyberbullying, within the wider agenda of safe nation in Malaysia. / This study is funded by the Digital Society Research Grant Fund (DSRG) by Malaysian Communications and Multimedia Commission (MCMC), Malaysia.

A cross-sectional quantitative causal research design was employed to explore the relationship between adolescent digital aggression, cyberbully behavior and moral disengagement. A survey was created and electronically administered to 1077 high school students in Grades 9-12 in a selected school district in Texas. High school students were chosen because research has shown a decrease in traditional bullying and an increase of digital aggression and cyberbullying at this developmental level. A principal component analysis (PCA) of the survey was conducted to determine latent constructs. The results of the PCA revealed 6 latent variables, which included moral disengagement, school climate and culture, social relationships, spirituality, family systems, and mood (anger). Moral disengagement was the dependent variable in the current study, while the remaining latent constructs were treated as independent variables. In addition to the latent constructs, student demographics and self-identification as a cyberbully or cybervictim were included as independent variables in the one-way analysis of variance (ANOVA) and multiple regression models. An ANOVA of the survey items where the participants self-identified as a cyberobserver, a cybervictim or a cyberbully was initially conducted. Participants who identified as a cyberobserver explained less than 1.0% of the variance in moral disengagement. Additionally, participants who identified as a cybervictim also explained less than 1.0% of the variance in moral disengagement. However, participants identified as a cyberbully accounted for 7.28% of the variance in moral disengagement. Results of the multiple regression analyses indicated that gender, age, school climate and culture, social relationships, academic success, ethnicity, family systems, spirituality, and mood (anger) significantly impacted a student’s willingness to morally disengage and participate in digital aggression. Among these variables, the variance explained in moral disengagement ranged from 0.8% (Social Relationships) to 16.8% (Mood-Anger). The variables of socio-economic status and grade in school were not statistically significant predictors of moral disengagement. The results of this study are relevant for school administrators, counselors and teachers as digital aggression and cyberbully behaviors appear to be growing as ‘smart phone’ and other ‘always on’ technology trend to younger populations nationwide. The results of this study further underscore the importance of creating a school climate and culture that promotes a safe and secure learning environment for all students. This may be accomplished by incorporating adolescent aggression and bully prevention programs in school curriculums to address both traditional and digital aggressive behaviors. Recommendations are presented and future research is discussed.

[pt] O intenso contato das gerações mais jovens com a internet traz novas demandas para a escola. Como a escola vê seu papel diante desse cenário? A pesquisa teve como objetivo identificar e analisar as representações sociais de diretores e coordenadores pedagógicos acerca do papel da escola nas questões relativas ao cyberbullying, em interação com o discurso midiático. O trabalho de campo foi realizado em duas etapas: na primeira, foram coletados materiais sobre cyberbullying em veículos de comunicação de grande circulação (três jornais, três revistas, duas estações de rádio e dois canais de televisão); na segunda etapa, foram realizadas entrevistas com diretores e coordenadores pedagógicos de dez escolas da rede pública municipal do Rio de Janeiro, localizadas em diferentes bairros, selecionadas aleatoriamente a partir de uma amostra representativa de 40 escolas. O referencial teórico-metodológico adotado é a Teoria das Representações Sociais, de Serge Moscovici, e a Teoria do Núcleo Central, de Jean Claude Abric. O material das duas etapas da pesquisa foi submetido a uma análise de conteúdo com o auxílio do software Atlas TI. Os elementos do núcleo central das representações sociais, comuns aos meios de comunicação e às entrevistas, foram: a relação entre bullying e cyberbullying, internet (mais especificamente, os sites de redes sociais) e o papel da família. O papel da escola foi identificado como um elemento central no discurso dos meios de comunicação, mas não na fala dos gestores escolares. No discurso veiculado nas mídias, a escola é representada como tendo um importante papel a cumprir, na prevenção e no combate ao cyberbullying, mas é vista como omissa e negligente. No discurso dos gestores, é a família que é vista como falha. / [en] The intense contact of the youngest generations with the Internet brings new demands to the school. How does the school see its role in this scenario? The research aims to identify and to analyze the social representations of the role of school in cyberbullying-related issues, from the speech of directors and/or pedagogical coordinators, and in the interaction between the school discourse and the media discourse. The field research was conducted in two stages: in the first one, cyberbullying materials were collected in mass media (three newspapers, three magazines, two radio stations and two television channels); in the second stage, interviews were carried out with directors and pedagogical coordinators of ten public schools in the city of Rio de Janeiro, located in different neighborhoods, randomly selected from a representative sample of 40 schools. The theoretical and methodological framework adopted is the Social Representations Theory, proposed by Serge Moscovici, and the Central Nucleus Theory, elaborated by Jean Claude Abric. The material of the two stages of the research was submitted to an analysis of content with the aid of Atlas TI software. The elements of the central nucleus of the social representations, common to the media and the interviews, were the relation between bullying and cyberbullying, Internet (more specifically, the social networking sites), and the role of the family. The role of school was identified as a central element in the media discourse, but not in the speech of the school managers. In the media discourse, school is represented as having an important role to play in preventing and combating cyberbullying, but it is seen as omissive and negligent. In the discourse of the managers, it is the family that is seen as neglectful.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-04-13T21:43:13Z No. of bitstreams: 1 DISS_2014_Cirlei da Aparecida Brandão.pdf: 2368867 bytes, checksum: a4c6e3a4ac3cd1ca4925c460c50b6559 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-27T17:06:30Z (GMT) No. of bitstreams: 1 DISS_2014_Cirlei da Aparecida Brandão.pdf: 2368867 bytes, checksum: a4c6e3a4ac3cd1ca4925c460c50b6559 (MD5) / Made available in DSpace on 2018-04-27T17:06:30Z (GMT). No. of bitstreams: 1 DISS_2014_Cirlei da Aparecida Brandão.pdf: 2368867 bytes, checksum: a4c6e3a4ac3cd1ca4925c460c50b6559 (MD5) Previous issue date: 2014-04-28 / CAPES / FAPEMAT / O presente trabalho teve como objetivo interpretar as situações de violência entre alunos do 6º ao 9º ano do Ensino Fundamental na forma de bullying e cyberbullying no âmbito da Educação Física Escolar, com vistas a produzir dados que possam orientar futuros projetos de intervenção educativa na área. Para tanto, realizou-se um levantamento bibliográfico que apresentou aspectos conceituais, origem, causas da violência e da violência escolar. Discutiu-se ainda, o bullying e a variante cyberbullying na ambiência da Educação Física escolar, incidência, causas, modos de manifestação, distinções, perfil dos protagonistas, bem como suas consequências. Como metodologia adotou-se o estudo de caso, a pesquisa quali-quanti, numa perspectiva fenomenológica, tendo como universo de pesquisa uma escola particular de Mato Grosso, sendo sujeitos 119 alunos do Ensino Fundamental, do 6º ao 9º ano, cujas idades estão compreendidas entre 10 a 15 anos; professores de Educação Física e das demais disciplinas; equipe diretiva e equipe técnica. Utilizou-se como instrumento de pesquisa a aplicação de inquérito online, na plataforma SurveyMonkey, respondido pelos alunos. Outro instrumento de pesquisa adotado foi a técnica de grupos focais com os alunos, professores e equipe diretiva, cuja modelagem foi uma análise interpretativa. Constatou-se que na ambiência da Educação Física, quando as aulas priorizam a competição, torna-se um ambiente facilitador de ocorrência bullying, que pode se desencadear em cyberbullying, e que na maioria dos casos, nem a escola e nem os professores ficam sabendo, portanto não são tomadas medidas adequadas. / This study aimed to construe the situations of violence among students from 6th to 9th grade of Elementary School in form of bullying and cyberbullying as part of physical education, in order to produce data as guidelines for future educational intervention programs in the area. With this goal, we performed a bibliographic survey that showed conceptual aspects, origin, causes of violence and school violence. We also discussed bullying and cyberbullying variant in the ambience of Physical Education, incidence, causes, manifestations, distinctions, profile of protagonists as well as their consequences. The methodology adopted was the case study, qualitative and quantitative research with a phenomenological perspective, with the universe for a particular school in Mato Grosso, being subject 119 elementary school students, from 6th to 9th grade, whose ages were between 10 through 15 years, physical education teachers and other disciplines, management and technical staff. Survey on SurveyMonkey platform was used as on line research tool, answered by the students. Another survey instrument used was the technique of focus groups with students, teachers and management team, whose model was an interpretive analysis. It was found in the ambience of physical education when classes prioritize competition, it is a facilitator of bullying occurrence, which can be unleashed on cyberbullying, environment, and that in most cases, neither the school nor the teachers are told, so appropriate attitudes are not taken.