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Analysis of Cyber-Bullying Forms by Aggressors in Elementary and Secondary Schools

100%
Kamenská J., Dulovics M.
The New Educational Review
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2017
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vol. 49
126-137
EN
The study maps cyber-aggressors in elementary and secondary schools, with regard to an analysis of cyber-bullying forms. The aim of the presented empirical research was to identify pupils in the research sample who had committed repeated aggressive behaviour towards another person via the Internet, as well as to find out significant differences in individual cyber-bullying forms by gender and attended school forms. The research sample consisted of 390 pupils of elementary schools and 541 pupils of secondary schools. Empirical data were collected with the use of the questionnaire method. 96 cyber-aggressors were identified in the research sample. They were pupils who ticked one or more statements relating to cyber-bullying forms, admitting that they had repeatedly used them. It was found out that the most frequent cyber-bullying form was insults, threats and name-calling in online communication, thus the so-called flaming
2
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Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils

100%
Makúchová J., Niklová M.
The New Educational Review
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2018
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vol. 51
150-161
EN
The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10–20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils’ gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.
3
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Measurement of Cyber-Bullying Severity

100%
Hollá K., Fenyvesiová L., Hanuliaková J.
The New Educational Review
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2017
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vol. 47
29-38
EN
The presented study presents results of research conducted in 2015 within the project of the Ministry of Education, Science, Research and Sport of the Slovak Republic VEGA No. 1/0244/15 Detection and Resolving Cyber-Bullying. The aim of the research was to find out and analyze levels of cyber-bullying severity. Participants in the research were 1118 respondents 11-18 years old (average age 15.25, SD 2.55) across the Slovak Republic. The severity of cyber-bullying was assessed through the GRM (Graded Response Model). The most severe forms of cyber-bullying were posting a mean video, creating a hurtful web-page and threats of bodily injury sent through a text message. The least severe forms were mean comments on the Internet, spreading rumours and posting mean or hurtful photographs of others.
4
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Manifestations of Aggressive Behaviour in Pupils – Theoretical Views and Research Findings

86%
Hollá K., Kuricová V.
The New Educational Review
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2013
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vol. 34
111-122
EN
The study presents results of research conducted by means of the BPAQ and Cyber-Bullying Tolerance questionnaires on a sample of 788 elementary school pupils of the 8th and 9th grades. It shows an increase in verbal aggression, hostility and anger in the pupils. In terms of gender, the increase was confirmed in verbal aggression in boys and physical aggression in girls. Tolerance to cyber-bullying as a form of aggressive behaviour increases with the development of science and technology and the increase in pupils´ aggressive behaviour. Knowledge of manifestations and causes of pupils´ aggressive behaviour is the basis for the educational work of teachers and other professionals.
5
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Zum Thema Cyber-Mobbing in der zeitgenössischen deutschen Jugendliteratur

58%
Hendryk E.
Colloquia Germanica Stetinensia
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2020
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issue 29
113-129
DE
Cyber-Mobbing (auch ‚Cyber-Gewalt‘ oder ‚Cyber-Bullying‘ genannt) ist eine Art psychischer Gewalt, die bei Benutzung des Internets und seiner Dienste, u. a. von E-Mail und sozialen Medien, ausgeübt wird. Es beruht auf Beschimpfung, Beleidigung und Erniedrigung des Opfers, der Verbreitung und Veröffentlichung von kompromittierenden Fotos, Videos und falschen Informationen im Netz. Die virtuelle Gewalt ist weitaus folgenreicher als das Mobbing im wirklichen Raum, weil ihre Reichweite unbegrenzt und der Täter anonym ist. Das sich verschärfende Problem der Cyber-Gewalt wird in stärkerem Maße in der Literatur, insbesondere in der Jugendliteratur, behandelt. Ziel des Artikels ist es, am Beispiel einiger ausgewählter deutscher Jugendromane die wichtigsten Aspekte dieses Phänomens, u. a. Motive und Folgen des Cyber-Mobbing, psychologische Porträts der Opfer und der Täter sowie den Einfluss der virtuellen Kommunikation auf die literarische Fiktion und Werkkonstruktion zu untersuchen.
EN
Cyberviolence (or cyber-harassment, cyber-bullying) is a type of mental violence executed with the use of the Internet, online tools and services such as e-mail or social media. Cyber-bullying can involve insults, words of abuse, humiliating the victim or sending and posting compromising photographs, films and false information on the Internet. Virtual violence is more acute than mobbing in real space and time since its scope is literally unlimited and the perpetrator remains anonymous. The increasing problem of cyberviolence is more and more often addressed in literature, especially literature for young adults. The aim of the paper is to identify and investigate, on the basis of an analysis of selected young-adult novels, the main aspects of this phenomenon, i. e. motives for and the effects of cyber-bullying, psychological characteristics of the victims and perpetrators as well as the impact of virtual reality on literary fiction and the structure of literary works.
PL
Cybermobbing (inaczej cyberprzemoc, cyberbullying) jest rodzajem przemocy psychicznej, stosowanej przy wykorzystaniu Internetu i jego narzędzi, m. in. poczty elektronicznej i mediów społecznościowych. Polega ona na obelgach, wyzwiskach, poniżaniu ofiary oraz na rozsyłaniu i publikowaniu w Internecie kompromitujących zdjęć, filmów i fałszywych informacji. Przemoc wirtualna jest bardziej dotkliwa niż mobbing w rzeczywistym czasie i przestrzeni, ponieważ jej zasięg jest nieograniczony, a sprawca anonimowy. Narastający problem cyberprzemocy podejmowany jest coraz częściej w literaturze, zwłaszcza młodzieżowej. Celem artykułu jest omówienie na przykładzie wybranych niemieckich powieści dla młodzieży głównych aspektów tego zjawiska, m. in. motywów i skutków cybermobbingu, psychologicznych portretów sprawców i ofiar oraz wpływu świata wirtualnego na fikcję literacką i konstrukcję utworów.
6
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Etyczne aspekty mediów społecznościowych oraz ich wpływ na zachowanie i sposób myślenia na początku XXI w.

51%
Kućko W.
Społeczeństwo i Polityka
|
2019
|
issue 4(61)
43-65
PL
Nowe media, portale społecznościowe i inne tego typu komunikatory stały się w naszych czasach nie tylko instrumentami komunikacji, ale także areopagami, środowiskami życia i działania wielu ludzi, zwłaszcza młodych. Celem tekstu jest próba oceny etycznej różnych nowych form komunikacji elektronicznej z punktu widzenia etyki katolickiej, w kontekście wychowania dzieci i młodzieży. W tekście są omówione niektóre problemy etyczne użytkowników mediów społecznościowych oraz ich konsekwencje dla relacji międzyludzkich. Analizowane są najnowsze badania naukowe oraz teksty katolickiej nauki społecznej. Przywołane są poglądy współczesnych myślicieli, na czele z Maurizio Ferrarisem, który snuje rozważania na temat etyki nowych mediów, stawiając kontrowersyjne pytanie: czy iPad ma duszę?
EN
In our time, new media, social networks and other such instant messengers have become not only instruments of communication, but also ‘Areopaguses’, environments of the life and activities of many people, especially the young. The text attempts to ethically evaluate various new forms of electronic communication in the light of Catholic ethics and in the context of the education of children and youth. The article discusses certain ethical problems of social media users and their consequences for interpersonal relationships. The most recent scientifi c research and texts of Catholic social science are analysed. The text cites views of modern thinkers, including Maurizio Ferraris, who deliberates on the ethics of new media, raising the controversial question: does the iPad have a soul?
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