Here is the research we’ve found on cyberbullying in Cyprus, 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.
Authors: Wright, M.F., Wachs, S., Huang, Z., Kamble, S.V., Saudi, S., Bayraktar, F., Li, Z., Lei, L., Shu, C.
Title: Longitudinal Associations among Machiavellianism, Popularity Goals, and Adolescents’ Cyberbullying Involvement: The Role of Gender
Journal: The Journal of Genetic Psychology
Abstract: Drawing on the social-ecological perspective, this longitudinal study investigated the potential moderating effect of gender in the relationships among Machiavellianism, popularity goals, and cyberbullying involvement (i.e. victimization, perpetration) among adolescents from China, Cyprus, India, and the United States. There were 2,452 adolescents (Mage = 14.85; SD = .53; 13–16 years old; 49.1% girls) from China, Cyprus, India, and the United States included in this study. They completed surveys on Machiavellianism, popularity goals, and cyberbullying victimization and perpetration during the fall of 2014 (Time 1). One year later, during the fall of 2015, adolescents completed surveys on cyberbullying victimization and perpetration. Findings revealed that Machiavellianism and popularity goals were both associated positively with Time 2 cyberbullying victimization and perpetration for all adolescents. The associations between Machiavellianism and Time 2 cyberbullying perpetration and between popularity goals and Time 2 cyberbullying perpetration were stronger for Chinese and Indian boys than girls. Opposite patterns were found for popularity goals and Time 2 cyberbullying perpetration for adolescents from the United States. Gender did not moderate any of the associations for Cypriot adolescents or for Time 2 cyberbullying victimization. The social-ecological perspective provides a useful understanding of how various contexts influence bullying.
Authors: Solomontos-Kountouri, O. and Strohmeier, D.
Title: The need to belong as motive for (cyber)bullying and aggressive behavior among immigrant adolescents in Cyprus
Journal: New Directions in Child and Adolescent Development
Abstract: Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of adolescents (non-immigrants, first-generation and second-generation immigrants) in Cyprus. The sample consists of 507 non-immigrant Greek Cypriots, 149 first-generation and 93 second-generation immigrants (age M = 16.1, SD = 0.39; range 15–19; 52% female). Data was collected via validated self-report scales. In line with our hypotheses, latent means and covariances structure (MACS) models revealed that the affiliation motive was a stronger predictor for all five forms of aggressive behavior among first-generation immigrant adolescents indicating that the need to belong is especially important for their acculturation. The practical importance of these findings for better integrating newcomer immigrants in schools and aggression prevention are discussed.
Authors: Michelle F. Wright, Lawrence B. Schiamberg, Sebastian Wachs, Zheng Huang,
Shanmukh V. Kamble, Shruti Soudi, Fatih Bayraktar, Zheng Li, Li Lei & Chang Shu
Title: The Influence of Sex and Culture on the Longitudinal Associations of Peer Attachment, Social Preference Goals, and Adolescents’ Cyberbullying Involvement: An Ecological Perspective
Journal: School Mental Health
Abstract: Using an ecological perspective, this one-year longitudinal study examined the moderating effect of sex in the associations among peer-related contexts (i.e., peer attachment, social preference goals) and cyberbullying involvement among adolescents from China, Cyprus, India, and the United States, along with investigating cross-cultural differences in these associations. Participants were 2,452 seventh and eighth grade adolescents (age range 12–16 years old; 49.1% girls) from China, Cyprus, India, and the USA. Adolescents completed questionnaires on peer attachment, social preference goals, and cyberbullying involvement (i.e., perpetration, victimization) at Time 1. Cyberbullying involvement was administered at Time 2 (one year later). Peer attachment and social preference goals were negative predictors of Time 2 cyberbullying involvement. Peer attachment and Time 2 cyberbullying perpetration were moderated by sex for Chinese adolescents only, as well as social preference goals and Time 2 cyberbullying perpetration for Chinese and the US adolescents. Sex did not moderate the associations among peer attachment, social preference goals, and Time 2 cyberbullying victimization. The findings of this study have implications for interventions focused on improving adolescents’ interactions with their peers at school and urges the need to develop bullying prevention programs sensitive to culture and sex. The ecological framework contributes to a more complete understanding of how multiple contexts influence bullying dynamics and provides a clear basis for policy and intervention.
Authors: Kyriakos Charalampous, Myria Ioannou, Stelios Georgiou, and Panayiotis Stavrinides
Title: Cyberbullying, psychopathic traits, moral disengagement, and school climate: the role of self-reported psychopathic levels and gender
Journal: Educational Psychology
Abstract: Little research evidence exists for the mechanisms through which cyberbullying develops and is maintained. The purpose of the present was to investigate a social-ecological diathesis-stress model for cyberbullying. The study examined the unique and interactive effects of psychopathic traits, moral disengagement and school climate on cyberbullying and cybervictimization. A sample of 407 adolescents aged 15–18 years completed the Youth Psychopathic Inventory, the Moral Disengagement Scale, the School Climate Bullying Survey and the Personal Experiences Checklist. The structural equation models performed provided support for a social-ecological diathesis-stress model for cyberbullying and cybervictimization. Different effects were present for participants differing in the levels of self-reported psychopathy and gender. Implications for research and practice are discussed.
Authors: Ercag, E.
Title: An Analysis of the Attitudes of Secondary School Students on Cyber Bullying Behaviors
Journal: Revista Romaneasca Pentru Educatie Multidimensionala
Abstract: The utilization of ICT in education has led to the widespread use of these technologies by students. Accordingly, traditional peer bullying has shifted from the school playgrounds to the virtual world and thus created an updated form of bullying called cyber bullying. The purpose of this study is to look into Cyber Bullying Behaviors of Secondary School Students in Northern Cyprus. The randomly selected sample consisted of a total 1206 students attending junior high school, high school and vocational high schools in the 2018-2019 academic year. A descriptive research method of the general survey model was applied in this research. The students were given a questionnaire form that included a ‘Cyber bullying Scale’ and a ‘Personal Information Form’ during the data collection process. The results determined that the students of secondary and vocational secondary education engaged in low level cyber bullying behaviors. It is believed that the results obtained will contribute to the prevention of cyber bullying behaviors and to future studies towards encouraging a boost in healthy internet usage.
Authors: Yanik, C. and Bulut Serin, N.
Title: Investigating variables related to cyber bullying and exposure to cyberbullying behaviors in adolescents (TRNC sample)
Journal: Ilkogretim Online – Elementary Education Online
Abstract: The aim of this study is to investigate whether cyber bullying behaviors differ in terms of different socio-demographic variables in the secondary adolescent students. The research was conducted in the Turkish Republic of Northern Cyprus in the 2017-2018 academic year. It was conducted in high schools and secondary schools. The sample of the study consists of 145 students aged 13-17 who are 8th, 9th, 10th and 11th grade students. 63.4% of the participants were female and 36.6% were male. It is a descriptive study using quantitative research method. In the study, Personal Information Form, Revised Cyber Bullying Inventory (Topçu and Erdur-Baker, 2018) were used. Independent sample t test, One Way Analysis of Variance was used. There were no significant differences between the variables such as age, number of siblings, family income level, parents’ occupational status, maternal occupational status and cyberbullying/doing. Although there is no significant difference in age, cyberbullying is observed in 15 years of age.
Author(s): Fousiani, K., Dimitropoulou, P., Michaelides, M. P., & Van Petegem, S.
Title: Perceived Parenting and Adolescent Cyber-Bullying: Examining the Intervening Role of Autonomy and Relatedness Need Satisfaction, Empathic Concern and Recognition of Humanness.
Journal: Journal of Child and Family Studies
Abstract: Due to the progress in information technology, cyber-bullying is becoming one of the most common forms of interpersonal harm, especially among teenagers. The present study (N = 548) aimed to investigate the relation between perceived parenting style (in terms of autonomy support and psychological control) and cyber-bullying in adolescence. Thereby, the study tested for the intervening role of adolescent need satisfaction (i.e., autonomy and relatedness), empathic concern towards others, and adolescents’ recognition of full humanness to cyber-bullying offenders and victims. Findings revealed both a direct and an indirect relation between parenting and cyber-bullying. More specifically, parental psychological control directly predicted cyber-bullying, whereas parental autonomy support related to less cyber-bullying indirectly, as it was associated with the satisfaction of adolescents’ need for autonomy, which predicted more empathic concern towards others, which in turn differentially related to recognition of humanness to victims and bullies. The discussion focuses on the implications of the current findings.