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From Internal to External, the Risk Chains for Cyberbullying Perpetration among School-aged Children in China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	From Internal to External, the Risk Chains for Cyberbullying Perpetration among School-aged Children in China./
Author:	Wang, Lin.
Description:	1 online resource (248 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28506442click for full text (PQDT)
ISBN:	9798708721556

From Internal to External, the Risk Chains for Cyberbullying Perpetration among School-aged Children in China.
Wang, Lin.

From Internal to External, the Risk Chains for Cyberbullying Perpetration among School-aged Children in China. - 1 online resource (248 pages)

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2020.

Includes bibliographical references

Made possible by technological advances in online communications, in the Internet age, in addition to their offline lives, people often have cyber lives. Though social networking is often implemented to conduct prosocial activities, such social networking activities might also be abused for anti-social purposes and have provided a platform for online bullying. The history of the development of social networking shows that cyberbullying is a phenomenon of growing concern. Not only does it challenge people of all ages, it is particularly problematic among adolescents, who are more vulnerable than adults because adolescents may lack maturity with respect to the capacities such as rational decision-making, peer pressure, thrill seeking, impulse control, and cognitive processing. In a word, the development of tele-communications technologies affords children and adolescents a new means of bullying one another.A growing body of literature has begun to document the mechanisms leading to cyberbullying perpetration in recent years, however, a few issues remaining to be addressed. Based on the approach/ inhibition theory of power, I3 theory, and general aggression model (GAM), a comprehensive theoretical model was established in the current study to investigate (a) the direct effects of personal factors (power imbalance) and situational factors (the online disinhibition effect) on cyberbullying perpetration; (b) the potential indirect effects of internal states (fun-seeking tendency and moral disengagement) between personal factors (power imbalance), situational factors (the online disinhibition effect), and cyberbullying perpetration based on the GAM, and (c) the potential moderating effects of parental mediation and school climate are examined in this study to provide insights into helping reduce the occurrence of cyberbullying perpetration.Multistage cluster random sampling was employed in this study. The self-administered paper-and-pencil survey was conducted in Zhenjiang City, Jiangsu Province, China. A total of 1103 students, whose mean age was 15.3 years and 52.5% of whom were girls, answered questionnaires about their cyberbullying involvement, perceived physical power, proficiency in technology use, social status, fun-seeking tendency, moral disengagement, perceived online anonymity, perceived online invisibility, perceived online asynchronicity, perceived parental mediation, and school climate. Social demography variables are also included in this study. The research is confidential and protects the privacy of all participants. Mplus 8.3 was employed to conduct the structural equation modeling (SEM) analysis and multiple group comparison analysis.The results of the SEM analysis indicate that the sample shows a good model fit as a whole. The overall findings partially supported the hypotheses of the study. Specifically, proficiency in technology use directly predicted cyberbullying perpetration. Meanwhile, proficiency in technology use also operated through funseeking tendency, which, in turn, predicted cyberbullying perpetration. Perceived social status among peers not only directly predicted cyberbullying involvement but also operated through fun-seeking tendency and then predicted cyberbullying perpetration. Perceived online anonymity had no direct effect on cyberbullying perpetration but went through fun-seeking tendency and then in turn predicted cyberbullying perpetration. Meanwhile, perceived online anonymity also went through moral disengagement and then predicted cyberbullying perpetration. Similarly, perceived online asynchronicity had no direct effect on cyberbullying perpetration but went through fun-seeking tendency and then predicted cyberbullying perpetration. Also, perceived online asynchronicity went through moral disengagement and in turn predicted cyberbullying perpetration. Besides, the results found that perceived physical power and perceived online invisibility neither directly predicted cyberbullying perpetration nor went through fun-seeking tendency or moral disengagement to predict cyberbullying perpetration. The results of group comparison analysis also provided empirical support for the importance of parental mediation in buffering the effect of perceived online anonymity, invisibility, and asynchronicity on cyberbullying perpetration. Also, school climate is demonstrated to moderate the associations among perceived online anonymity, invisibility, asynchronicity, and cyberbullying perpetration. The findings of the present research have theoretical, practical, and policy implications for understanding and tackling cyberbullying involvement among adolescents. Specifically, on the theoretical level, this study verified the applicability of the approach/ inhibition theory of power, I3 theory, and GAM in the Chinese context. The hypotheses based on the theories were partially supported, which enriches our understanding of the utilization of these theories in a different cultural context. Besides, the integrated theoretical framework was first built and tested in this study of exploring the risk factors in predicting cyberbullying involvement and will enrich the literature on the related topics. On a practical level, the findings of the present study have implications for parents and schools regarding how to provide effective interventions or practice to inhibit or reduce the occurrence of online bullying. Regarding policy implications, the findings of the present study have provided implications for the policymakers to issue effective policies to reduce the occurrence of cyberbullying involvement and protect Internet users from being victimized.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798708721556Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

CyberbullyingIndex Terms--Genre/Form:

542853
Electronic books.

From Internal to External, the Risk Chains for Cyberbullying Perpetration among School-aged Children in China.
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In a word, the development of tele-communications technologies affords children and adolescents a new means of bullying one another.A growing body of literature has begun to document the mechanisms leading to cyberbullying perpetration in recent years, however, a few issues remaining to be addressed. Based on the approach/ inhibition theory of power, I3 theory, and general aggression model (GAM), a comprehensive theoretical model was established in the current study to investigate (a) the direct effects of personal factors (power imbalance) and situational factors (the online disinhibition effect) on cyberbullying perpetration; (b) the potential indirect effects of internal states (fun-seeking tendency and moral disengagement) between personal factors (power imbalance), situational factors (the online disinhibition effect), and cyberbullying perpetration based on the GAM, and (c) the potential moderating effects of parental mediation and school climate are examined in this study to provide insights into helping reduce the occurrence of cyberbullying perpetration.Multistage cluster random sampling was employed in this study. The self-administered paper-and-pencil survey was conducted in Zhenjiang City, Jiangsu Province, China. A total of 1103 students, whose mean age was 15.3 years and 52.5% of whom were girls, answered questionnaires about their cyberbullying involvement, perceived physical power, proficiency in technology use, social status, fun-seeking tendency, moral disengagement, perceived online anonymity, perceived online invisibility, perceived online asynchronicity, perceived parental mediation, and school climate. Social demography variables are also included in this study. The research is confidential and protects the privacy of all participants. Mplus 8.3 was employed to conduct the structural equation modeling (SEM) analysis and multiple group comparison analysis.The results of the SEM analysis indicate that the sample shows a good model fit as a whole. The overall findings partially supported the hypotheses of the study. Specifically, proficiency in technology use directly predicted cyberbullying perpetration. Meanwhile, proficiency in technology use also operated through funseeking tendency, which, in turn, predicted cyberbullying perpetration. Perceived social status among peers not only directly predicted cyberbullying involvement but also operated through fun-seeking tendency and then predicted cyberbullying perpetration. Perceived online anonymity had no direct effect on cyberbullying perpetration but went through fun-seeking tendency and then in turn predicted cyberbullying perpetration. Meanwhile, perceived online anonymity also went through moral disengagement and then predicted cyberbullying perpetration. Similarly, perceived online asynchronicity had no direct effect on cyberbullying perpetration but went through fun-seeking tendency and then predicted cyberbullying perpetration. Also, perceived online asynchronicity went through moral disengagement and in turn predicted cyberbullying perpetration. Besides, the results found that perceived physical power and perceived online invisibility neither directly predicted cyberbullying perpetration nor went through fun-seeking tendency or moral disengagement to predict cyberbullying perpetration. The results of group comparison analysis also provided empirical support for the importance of parental mediation in buffering the effect of perceived online anonymity, invisibility, and asynchronicity on cyberbullying perpetration. Also, school climate is demonstrated to moderate the associations among perceived online anonymity, invisibility, asynchronicity, and cyberbullying perpetration. The findings of the present research have theoretical, practical, and policy implications for understanding and tackling cyberbullying involvement among adolescents. Specifically, on the theoretical level, this study verified the applicability of the approach/ inhibition theory of power, I3 theory, and GAM in the Chinese context. The hypotheses based on the theories were partially supported, which enriches our understanding of the utilization of these theories in a different cultural context. Besides, the integrated theoretical framework was first built and tested in this study of exploring the risk factors in predicting cyberbullying involvement and will enrich the literature on the related topics. On a practical level, the findings of the present study have implications for parents and schools regarding how to provide effective interventions or practice to inhibit or reduce the occurrence of online bullying. Regarding policy implications, the findings of the present study have provided implications for the policymakers to issue effective policies to reduce the occurrence of cyberbullying involvement and protect Internet users from being victimized.
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