The Effects of Social Learning and Internet Ethics of College Students Engaging in Cyberbullying Behavior in Taiwan

The Effects of Social Learning and Internet Ethics of College Students Engaging in Cyberbullying Behavior in Taiwan

Hui-Ling Yang, Wei-Pang Wu
Copyright: © 2020 |Pages: 9
DOI: 10.4018/IJSMOC.2020010102
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Cyberbullying is a major problem among our school-age population. The growing number of studies suggests that cyberbullying can often cause serious academic, emotional, social, and safety issues for its peer victims. The purpose of current study is to examine the nature of respondents' experience of cyberbullying and determine independently the impact of social learning and internet ethics on cyberbullying behavior among college students in Taiwan. The preliminary analysis is of a survey data collected from 359 undergraduate students in south of Taiwan through convenient sampling. The results of this study provide support for the hypotheses and explore the effect of social learning and perception of internet ethics on cyberbullying behavior among college students. Finding suggests that college students with lower level of social learning and with higher level of internet ethics will have less cyberbullying behavior than those with higher social learning and lower internet ethics.
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Literature Review And Hypothesis Development

A corresponding definition of cyberbullying is “an individual or a group will fully use information and communication involving electronic technologies to facilitate deliberate and repeated harassment or threat to another individual or group by sending or posting cruel text and/or graphics using technological means” (Mason, 2008; Li, 2007). Cyberbullying statistics around the word reveal alarming facts about virtual harassment, its impact, and the many different forms it can take. The bulk of the literature continues to focus on the teenage school environment. For example, Ybarra and Mitchell’s (2004) research found 7% of adolescents reported they have been cyber bullied, compared to 14% in Australia (Campbell, 2005) and 24.9% in Canada (Chu, 2008). To date, limited but growing articles have examined cyberbullying during college years (Reason & Rankin, 2006; MacDonald & Roberts-Pittman, 2010). MacDonald and Roberts-Pittman (2010) indicated that 38% of college students reported knowing someone who had been cyberbullied, 21.9% reported having been cyberbullied, and 8.6% reported cyberbullying someone else. More recently, a survey was released from Cyberbullying Research Center in 2016, which has been collecting data on the subject since 2002. This study surveyed a sample of 5700 middle and high school students between the ages of 12 and 17 in the United States. Approximately 34% of the students reported experiencing cyberbullying in their lifetimes. The same survey conducted by the same organization in 2019, found that school bullying rates increased by 35% from 2016 to 2019.

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