Here is the research we’ve found on cyberbullying in Lithuania, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.
Author(s): Baraldsnes, D.
Title: Prevalence of Cyberbullying and the Views of 5-12 Grade Pupils and Teachers on Cyberbullying Prevention in Lithuanian Schools
Journal: Universal Journal of Educational Research
Abstract: This article analyses the views of cyberbullying prevention among 5-12 grade pupils and teachers in Lithuanian schools. It defines the concept of cyberbullying in the context of school pupils, and analyses the theoretical grounds for prevention of this form of bullying. The article also presents the results of the survey (which was conducted in 2009-2010) and reveals the views of 2064 pupils of 5 -12 grade and their 1062 teachers towards the prevention of cyberbullying. Based on the empirical research, it could be concluded that efforts to prevent cyberbullying among 5-12 grade pupils in school must be consistent, and permanent, and involve the whole school community. From the perspective of the pupils, the most effective measures to prevent cyberbullying should be oriented toward psychological conditioning (to strengthen pupil’s self-esteem and to outline the consequences for pupils who are involved in cyberbullying).
Citation: Baraldsnes, D. (2015). The Prevalence of Cyberbullying and the Views of 5-12 Grade Pupils and Teachers on Cyberbullying Prevention in Lithuanian Schools. Universal Journal of Educational Research, 3(12), 949-959.
Author(s): Gedutienė, R., Šimulionienė, R., Čepienė, R., & Rugevičius, M.
Title: Patyčios elektroninėje erdvėje: jaunesniojo amžiaus paauglių patirtis.
Abstract: As a result of rapid growth of electronic communication the new environment for bullying has emerged. Currently cyberbullying has become an important issue in academic research. This is not the case in Lithuania yet. The article presents the study conducted in Klaipėda city and Klaipėda district. 396 adolescents (195 boys and 201 girls) from 11 to 15 years were surveyed. The extent of cyberbullying and cybervictimization is investigated, and combined bully and victim behaviors are examined in the article.
Citation: Gedutienė, R., Šimulionienė, R., Čepienė, R., & Rugevičius, M. (2014). Patyčios elektroninėje erdvėje: jaunesniojo amžiaus paauglių patirtis. Tiltai, 58(1), 133-148.
Author(s): Erentaitė, R., Bergman, L. R., & ŽUKAUSKIENĖ, R.
Title: Cross‐contextual stability of bullying victimization: A person‐oriented analysis of cyber and traditional bullying experiences among adolescents.
Journal: Scandinavian journal of psychology
Abstract: sing a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15–19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization.
Citation: Erentaitė, R., Bergman, L. R., & ŽUKAUSKIENĖ, R. (2012). Cross‐contextual stability of bullying victimization: A person‐oriented analysis of cyber and traditional bullying experiences among adolescents. Scandinavian journal of psychology, 53(2), 181-190.