The Importance of Defining Roles between Guardians and Teachers Against the Risks of Mobile Phone Usage by High School Students: Practical Measures Against Cyber-Bullying by Using the Experience of Serious Indirect Bullying in Japan

2011 ◽  
Author(s):  
Hirohiko Yasuda
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Phone ◽  
Cyber Bullying ◽  
School Students ◽  
Indirect Bullying ◽  
Mobile Phone Usage

scholarly journals Examining Cyber Bullying and Cyber Victimization in High School Students

2017 ◽  
Vol 6 (2) ◽  
pp. 334
Author(s):  
Demet Pekşen Süslü
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Phone ◽  
Private School ◽  
Cyber Bullying ◽  
The Internet ◽  
Cyber Victimization ◽  
School Students ◽  
Significant Difference ◽  
Parents Education

The aim of this research is to examine some variables related to cyber bullying and cyber victimization in high school students. It was investigated whether there is a difference for cyber bullying and cyber victimization behaviours, in terms of gender, age, type of school, parents’ education, having of computer/mobile phone/tablet, the frequency of using the internet and place where they are connecting to the internet. The study is conducted using a correlational method. Research group consisted of 1085 students. The age of the students in this study is between 14-17. For the analysis of research data, Mann-Whitney U test, Kruskal-Wallis test and Post-Hoc Mann-Whitney U test were applied. According to the findings of study, there is no significant difference for the cyber bullying grades in terms of parents’ education, the types of school and place where students are connecting to the internet. There is no significant difference for the cyber victimization grades in terms of gender, age and mothers’ education. Cyber bullying grades of 16 years old students are higher than the other age groups. State school students’ cyber victimization grades are higher than private school students’. Additionally, for the period they use the internet, it was seen that cyber bullying and cyber victimization grades are higher for the students using the internet more than 3 hours. In terms of cyber victimization grades it was obtained that the grades of students connecting to the internet from a mobile phone are higher than the students connecting to the internet at home.

scholarly journals The connection of committing and experiencing cyber-bullying peer violence with depression, anxiety and stress in high school students

2021 ◽  
Author(s):  
Marija Draganic
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
Cyber Bullying ◽  
Online Identity ◽  
School Students ◽  
Peer Violence ◽  
Significant Difference ◽  
Identity Concealment ◽  
Explained Variance

<p></p><p>This research has aimed to determine whether cyber-bullying peer violence is associated with depression, anxiety and stress in high school students. The research results are based on the data obtained from a sample of 202 Montenegrin high school students. It has been established that committing and experiencing e-violence is associated with depression. Committing and experiencing verbal online violence, as well as involvement in online counterfeiting/criminal acts, is associated with depression, while involvement in online identity concealment and lies has no connection with depression. When it comes to anxiety, the results of this research show that involvement in verbal e-violence and in online counterfeiting/criminal acts leads to anxiety, while committing and experiencing online identity concealmentis not related to anxiety. When it comes to committing and experiencing verbal online violence and stress, although there is a statistically significant difference, it is not applicable for all values. Consequently, we cannot draw a strong enough conclusion about it. Victims of online counterfeiting and criminal acts, according to the results of our research, have a higher level of stress than those not involved in this type of cyber-bullying peer violence.</p><p><i>Cyber victim and bullying scale </i>has been used to collect data on committing and experiencing e-violence among peers (Cetin, Yaman and Peker, 2011).Permission to use this scale was requested and obtained. The scale examines experiencing and committing online violence. It consists of two parts, each part containing 22 particles. In the first part (<i>Experiencing cyber-bullying </i>subscale), participants have assessed whether the described behavior happened to them,on a scale from 1 (never) to 5 (always). In the second part (<i>Committing cyber-bullying </i>subscale), and with identical particles, respondents have assessed whether they themselves behaved in this way. </p><p></p><p> </p><p><i>In our research, we have performed a factor analysis of the </i><i>Cyber victim and bulling scale .</i></p> <p>When it comes to the <i>Committing cyber-bullying </i>subscale, the percentage of explained variance amounts to 55.141%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.</p> <p>When it comes to the <i>Experiencing cyber-bullying</i> subscale, the percentage of explained variance amounts to 65,211%, whereas factor analysis also points to 3 factors, namely: a) verbal online violence; b) online identity concealment and lies; and c) online counterfeiting and criminal acts.<i> W</i>e have used a scale for assessing the depression, anxiety and stress levels (DASS21) to determine whether experiencing e-violence leads to depression, anxiety and stress,and to what extent. We have chosen this scale because the results of a research checking its psychometric qualities have indicated that the DASS-21 scale’s psychometric qualities recommend it for use in researching unpleasant emotional states in adolescents. DASS-21 is a 21-item self-report measure giving three subclasses of seven items each: depression , anxiety and stress. Participants have been asked to indicate which statement applied to them over the past week on the Likert 4-point scale. DASS-21 has high reliability, consistent factor structure and high convergent valiadity. We did not have to ask permission for this scale and it can be used freely.</p><p></p>

Factors associated with mental health among high school students in Iran: Does mobile phone overuse associate with poor mental health?

2018 ◽  
Vol 31 (1) ◽  
pp. 6-13 ◽  
Author(s):  
Hassan Mahmoodi ◽  
Haidar Nadrian ◽  
Abdolreza Shaghaghi ◽  
Mohammad Asghari Jafarabadi ◽  
Asad Ahmadi ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Mobile Phone ◽  
Poor Mental Health ◽  
School Students ◽  
Factors Associated

scholarly journals Empathy, cyberbullying, and cybervictimization among Filipino adolescents

2021 ◽  
Vol 27 (1) ◽  
pp. 65-74
Author(s):  
Tadena Shannen ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Significant Relationship ◽  
Cyber Bullying ◽  
Public High School ◽  
School Students ◽  
Bivariate Correlation ◽  
Empathy Scale ◽  
Basic Empathy Scale

Purpose: The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents.Methods: The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance.Results: The degree of empathy did not show a statistically significant relationship with cyberbullying (r=-.07, <i>p</i>=.359) but did show a significant relationship with cybervictimization (r=.18, <i>p</i>=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, <i>p</i><.001).Conclusion: Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

scholarly journals The Relationship between Mobile Phone Addiction and Depression and Hopelessness among High School Students in Divandareh city in 2018

2019 ◽  
Vol 3 (10) ◽  
pp. 58-64
Author(s):  
Karo Servatyari ◽  
Pooya Valizadeh Ardalan ◽  
Shima Yazdanpanah ◽  
Hero Yazdanpanah ◽  
Milad Parkalian
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Phone ◽  
School Students ◽  
Mobile Phone Addiction ◽  
The Relationship

Commentary regarding “Factors associated with mental health among high school students in Iran: Does mobile phone overuse associate with poor mental health?”

2019 ◽  
Vol 32 (2) ◽  
pp. 102-103
Author(s):  
Seyed Mohammad Javad Mortazavi ◽  
Mahdi Malakoutikhah ◽  
Asma Zare ◽  
Abdolhamid Tajvar ◽  
Milad Derakhshan Jazari
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Mobile Phone ◽  
Poor Mental Health ◽  
School Students ◽  
Factors Associated
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