Abstract
The aim of the study was to describe how 12–13 and 15–16 years old Estonian students perceived cyberbullying, in the context of cyberbullying criteria and type of cyberbullying behaviour, and if any differences occurred between the age groups. The questionnaire sample consisted of 325 adolescents from two age groups: 12–13 (49%) and 15–16 (51%) year olds. Data were analysed and statistical comparisons made between the two age groups. The results revealed that scenarios involving power imbalance criteria were labelled more as cyberbullying and were evaluated more severe among both age groups, than all the other cyberbullying criteria scenarios. Two criteria specific to the cyber context (publicity and anonymity) were not so important for students in order to label behaviour as cyberbullying. Impersonation and visual cyberbullying represented the cyberbullying construct better, with no differences between the two age groups, and were considered more serious than written–verbal behaviour and exclusion.
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Acknowledgements
The authors acknowledge the contribution of Working Group WG1 of the COST Action IS0801 project “Cyberbullying: Coping with negative and enhancing positive uses of new technologies, in relationships in educational settings.”
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Appendix: Presence (Y) and Absence (N) of the Cyberbullying Criteria in the 32 Scenarios
Appendix: Presence (Y) and Absence (N) of the Cyberbullying Criteria in the 32 Scenarios
Scenario | Intention | Repetition | An imbalance of power | Public (PUB)/private (RRI) | Anonymity |
|---|---|---|---|---|---|
1 | N | N | N | PRI | N |
2 | N | N | Y | PRI | N |
3 | Y | N | Y | PRI | N |
4 | N | Y | Y | PRI | N |
5 | Y | Y | Y | PRI | N |
6 | Y | N | N | PRI | N |
7 | N | Y | N | PRI | N |
8 | Y | Y | N | PRI | N |
9 | N | N | N | PUB | N |
10 | N | N | Y | PUB | N |
11 | Y | N | Y | PUB | N |
12 | N | Y | Y | PUB | N |
13 | Y | Y | Y | PUB | N |
14 | Y | N | N | PUB | N |
15 | N | Y | N | PUB | N |
16 | Y | Y | N | PUB | N |
17 | N | N | N | PUB | Y |
18 | N | N | Y | PUB | Y |
19 | Y | N | Y | PUB | Y |
20 | N | Y | Y | PUB | Y |
21 | Y | Y | Y | PUB | Y |
22 | Y | N | N | PUB | Y |
23 | N | Y | N | PUB | Y |
24 | Y | Y | N | PUB | Y |
25 | N | N | N | PRI | Y |
26 | N | N | Y | PRI | Y |
27 | Y | N | Y | PRI | Y |
28 | N | Y | Y | PRI | Y |
29 | Y | Y | Y | PRI | Y |
30 | Y | N | N | PRI | Y |
31 | N | Y | N | PRI | Y |
32 | Y | Y | N | PRI | Y |
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Luik, P., Naruskov, K. (2018). Student’s Perceptions of Cyberbullying in the Context of Cyberbullying Criteria and Types: The Role of Age. In: Uden, L., Liberona, D., Ristvej, J. (eds) Learning Technology for Education Challenges. LTEC 2018. Communications in Computer and Information Science, vol 870. Springer, Cham. https://doi.org/10.1007/978-3-319-95522-3_3
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DOI: https://doi.org/10.1007/978-3-319-95522-3_3
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