Investigating the mechanisms of theory of planned behavior on Cyberbullying among Thai adolescents

Purpose The purpose of this paper is to examine the etiological model of cyberbullying behaviors among Thai adolescents, testing the hypothesis that the constructs of theory of planned behavior (TPB), including self-esteem, will influence and have impact on cyberbullying intention and behaviors. Design/methodology/approach Structural equation modeling (SEM) was used to analyze the data. Self-administered questionnaires were used among multi-stage stratified random samples from secondary schools in the Bangkok. The sample size consisting of 354 subjects included those who were victims (44.7 percent), perpetrators (33.1 percent) and witness (67.8 percent). Findings The SEM showed subjective norm (SN) to be the most direct influential factor of cyberbullying intention and behaviors, followed by attitude toward cyberbullying (Intention β=0.31, 0.24; p=0.01, Behavior β=0.09, 0.07; p=0.012 and 0.05, respectively). However, the SEM revealed that all variables from TPB including self-esteem in the equation can explain the variation scores of intention and cyberbullying behaviors at 54 and 67 percent levels (adjusted R2=0.54 and 0.67), respectively. The SEM showed that model modification indices indicate a good fit to the data (χ2=0.00, df=0, p>0.05, CMIN/df=0, GFI=1, AGFI=1, CFI=1 and RMSEA=0). Research limitations/implications The experiences or witness of family violence and support at school level, which is supposed to mitigate the bullying problems, were neglected from this study. Practical implications The preventive measures for cyberbullying behaviors among adolescents should involve activities fostering self-esteem, developing proper attitude and SN to prevent cyberbullying. The initiatives and developed school supportive system for adolescents to understand how to control themselves when engaging in social network are imperative. However, for future research, family violence witness and attempt to lure the cyberbullying victims into offline meeting should be explored more. Social implications TPB and the use of social media should be taken into account for planning and designing appropriate intervention to reduce and eliminate cyberbullying among all stakeholders in both public and private sectors in the area of health and educational institutes in order to endeavor and to advocate the anti-cyberbullying policy in Thailand. Originality/value TPB and self-esteem explained a substantial portion of and more modest but significant amount of variance in cyberbullying intention and behaviors. However, SN and attitude toward cyberbullying which was found to be most influential factors could be the useful information for designing intervention toward cyberbullying prevention for Thai adolescents and advocate implementing the anti-cyberbullying policy in Thailand.

International Perceptions of Cyberbullying Within Higher Education

In this study, we investigated perceptions of cyberbullying within higher education among 1,587 professionals from Australia, Canada, the United Kingdom, and the United States. Regardless of country or professional role, participants presented essentially the same bleak picture. Almost half of all participants observed cyberbullying between students within the last year, about one in every five intervened in an incident, and only 10% felt completely prepared to do so. Likewise, 85% of participants perceived their institution to be less than completely prepared to handle cyberbullying, with fewer than 50% even aware whether their school had a cyberbullying policy and fewer than 25% having a policy that specifically addresses cyberbullying. The majority of participants perceived cyberbullying as negative; however, approximately 10% dissented from this view. Finally, a group-serving bias was replicated; cyberbullying was perceived as more problematic at other institutions than their own. This research calls for evidence-based, systematic policy development and implementation, including how to train those who see cyberbullying as a positive phenomenon.

State-Level Cyberbullying Policy

Cyberbullying is the use of information technology to deliberately hurt, taunt, threaten or intimidate someone. Currently, there are no federal statutes in the United States which directly address this problem. The response of the states has varied from attempting to use existing anti-bullying laws to limit cyberbullying to passing new laws that specifically target cyberbullying behavior. An important question is, “why are some states taking a lead in combating this cybercrime through new laws while others are relying on existing laws?” The literature on policy adoption suggests politics, resources and public need are important factors in predicting why certain states are more likely to enact government policies. This chapter analyzes the impact of these factors and others on policy adoption by exploring the level of legislative action to update existing cyberbullying laws for 2009 through 2014.

State-Level Cyberbullying Policy

Cyberbullying is the use of information technology to deliberately hurt, taunt, threaten or intimidate someone. Currently, there are no federal statutes in the United States which directly address this problem. The response of the states has varied from attempting to use existing anti-bullying laws to limit cyberbullying to passing new laws that specifically target cyberbullying behavior. An important question is, “why are some states taking a lead in combating this cybercrime through new laws while others are relying on existing laws?” The literature on policy adoption suggests politics, resources and public need are important factors in predicting why certain states are more likely to enact government policies. This chapter analyzes the impact of these factors and others on policy adoption by exploring the level of legislative action to update existing cyberbullying laws for 2009 through 2014.

Cyberbullying

Robert J. Mitchell Junior/Senior High School is a small institution located in central New York. Although generally minimal behavior problems occur at the school, currently cyberbullying is on the rise. One of the students, James, was recently a victim of cyberbullying. A picture of him was posted on a social networking site, which initiated a barrage of cruel text messages and emails. Although James didn’t tell anyone about the incident, another student complicit in some of the bullying, Sarah, confessed to him. Sarah and James then went to their teacher, Mr. Moten, to tell him about the bullying and that they thought another student was responsible for creating the social networking site and posting the picture. Without the benefit of a school or district cyberbullying policy, Mr. Moten then attempts to figure out what to do to help James and stop the harassment.

Cyberbullying

Robert J. Mitchell Junior/Senior High School is a small institution located in central New York. Although generally minimal behavior problems occur at the school, currently cyberbullying is on the rise. One of the students, James, was recently a victim of cyberbullying. A picture of him was posted on a social networking site, which initiated a barrage of cruel text messages and emails. Although James didn’t tell anyone about the incident, another student complicit in some of the bullying, Sarah, confessed to him. Sarah and James then went to their teacher, Mr. Moten, to tell him about the bullying and that they thought another student was responsible for creating the social networking site and posting the picture. Without the benefit of a school or district cyberbullying policy, Mr. Moten then attempts to figure out what to do to help James and stop the harassment.