Browsing by Subject "Cyberbullying"
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    The influence of attachment styles on cyberbullying experiences among university students in Thailand, mediated by sense of Belonging: a path model
    ( 2020) Bergersen, Bjorn T. ; Varma, Parvathy
    The widespread proliferation of technology-driven electronic interactions among humans in recent years has led to a new sense of connectedness. There is also an increasing number of reports of harmful online behavior against other people and negative consequences on users who are involved in such behaviors. Cyberbullyinghas become a frequently used term in current research of online aggression and victimization. This study attempted to investigate the prevalence of cyberbullying experiences among university students in Thailand. Based on a theoretical framework of attachment theory and the belongingness hypothesis, this study also explored whether or not cyberbullying experiences could be predicted by experiences from attachment and belongingness. 249 students at an international university in Bangkok, Thailand participated in the study by completing a survey questionnaire using the Cyberbullying and Online Aggression Instrument (COAI), the Sense of Belonging Instrument-Psychological (SOBI-P), and the Relationship Scales Questionnaire (RSQ).
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    Middle school cyberbullying experiences: a case study at a private school in Thailand
    (Bangkok : Assumption University Press, 2022) Hefner, Richard M.
    The purpose of this study was to compare the differences between male and female perpetration and victimization cyberbullying experiences at an international middle school in Thailand using the Cyberbullying Experience Survey. Comparisons were also made with teacher’s perceptions of student answers. This study also supplied information on the current situation of cyberbullying experiences among students to the school being researched. Data was collected from 79 middle school students and 11 middle school teachers using a Google Form with a 6-level Likert scale. The results showed low levels of cyberbullying activity throughout the sample. However, extreme experiences were reported by outliers from the sample. Recommendations include grades 1–12 cyberbullying classes, school-wide cyberbullying policy, as well as cyberbullying educational support website where students can get help.
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    A STUDY OF THE DIRECT AND INDIRECT RELATIONSHIPS BETWEEN ONLINE DISINHIBITION AND DEPRESSION AND STRESS BEING MEDIATED BY THE FREQUENCY OF CYBERBULLYING FROM VICTIM AND PERPETRATOR PERSPECTIVES
    (Digital Production Press, Assumption University, 2017) Arunee Charaschanya ; Blauw, Jon
    This study attempted to investigate the direct and indirect influences of online disinhibition effect on university students’ levels of depression and stress, being mediated by their reported frequency of cyberbullying as victim and perpetrator. A total of 217 students completed a survey questionnaire consisting of a demographics section, the Online Disinhibition Scale (Udris, 2014) to measure benign online disinhibition and toxic online disinhibition, the Cyberbullying Scale (Patchin & Hinduja, 2010) to measure cyberbullying as victim and perpetrator, and the Depression, Anxiety, and Stress Scale (Lovibond & Lovibond, 1995) to measure depression and stress levels. Results revealed that the participants’ reported mean score of benign online disinhibition (i.e., helpful and prosocial behaviors) was higher than that of toxic online disinhibition (i.e., hurtful and denigrating behaviors). Results of path analysis showed that the participants’ reported level of toxic online disinhibition has both direct and indirect influences on their reported levels of depression and stress. In terms of direct influence, it was found that the higher the participants’ reported level of toxic online disinhibition, the higher their reported levels of depression and stress. The results also showed that in terms of indirect influence, the higher the participants’ reported level of toxic online disinhibition, the more they reported themselves as being victims of cyberbullying and, subsequently, the higher their reported levels of depression and stress. The participants’ reported level of benign online disinhibition was not found to be significantly associated with their reported levels of depression and stress, either directly or indirectly.