Here is the research we’ve found on cyberbullying in Benin, 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): Ijachi O
Title: Social Media Access and Cyberbullying- A Nigerian Perspective
Journal: International Journal of Innovative Studies in Medical Sciences (IJISMS)
Abstract: Freedom of speech is a core index of the strength of any democracy. The social media and messaging platforms today have become the ultimate expression of this right. Many social media platforms exist today and are commonly used by young people. In all forms of communication, the importance of mutual respect cannot be over-emphasized and social media platforms are not an exception. The dividing line between freedom of speech and respect for the person at the other end of the communication is becoming blurry today and this transition zone is widening. The “social media disinhibition phenomenon” is the mindset behind cyberbullying.
Author(s): Onditi, H. Z., & Shapka, J. D.
Title: Cyberbullying and Cybervictimization in Tanzanian Secondary Schools: Prevalence and Predictors
Journal: Journal of Education, Humanities and Sciences
Abstract: Abstract This study explored cyberbullying and cybervictimization, and the role of sociodemographic and access to technology variables for Tanzanian adolescents. A self-report questionnaire was completed by secondary school students aged 14 to 18 (Form 1 to Form IV). Results provide evidence that online violence is increasingly becoming a problem of concern for Tanzanian adolescents. In particular, whereas 42% of the students reported to have cyberbullied others using electronic communication devices, 58% admitted having experienced cyber victimization. Also, results showed that students who spend more time online, share cellphones with others, and who access digital devices in a private location are more likely to experience cyber victimization. We also found out that students who use digital devices in a private location, and who spend more time online (for older and male adolescents) were more likely to cyberbully others online. The findings provide a further evidence that cyberbullying is a problem of concern for all children and adolescents across cultures. The paper concludes by providing implications and suggestions for intervention programs, and for future studies.
Author(s): Emmanuel Okoiye, O., & Thompson Onah, A.
Title: Moderating effect of cyber bullying on the psychological well-being of in-school adolescents in Benin Edo State Nigeria.
Journal: European Journal of Sustainable Development
Abstract: This study adopted a descriptive survey research design of ex-post factor type to determine the moderating effect of cyber bullying on the psychological well-being of in-school adolescents in Benin Edo State Nigeria. Simple random sampling technique was used to select 300 in-school adolescents from fifteen randomly selected secondary schools in Benin Edo state. Four instruments used were: Cyber Bullying Prevalence Questionnaire (CBPQ) (α= 0.84); Rosenberg’s self-esteem scale (RSE) (α= 0.88); Self-Concept Clarity Scale: (α= 0.88) and General Self-Efficacy (GSE) scale (α= 0.90). Two research questions were answered and three hypotheses tested at 0.05 level of significance. Data were analysed using Pearson Product Moment Correlation and Multiple Regression. The measures of association between the variables identified in the study revealed that there was significant relationship between the variables (self-esteem, self-concept, self-efficacy and cyber bullying). The study produced an F-Ratio (3/296) = 10.451which implies that the consequence of cyber bullying has impact on in-school adolescent’s self-esteem, self-concept and self-efficacy. Also, self-esteem correlate with cyber bullying of-in school adolescents, r (298) = .289, p< .05. Likewise, self-concept correlates significantly with cyber bullying of in-school adolescents, r (298) = .457, p< .05. Furthermore, self-efficacy correlate significantly with cyber bullying of in-school adolescents, r (298) = .261, p< .05. Therefore, it is recommended that adolescents should be taught moral instructions in school as it would help them be of good character and develop the ability to negotiate relationships positively with significant other in the society.