Here is the research we’ve found on cyberbullying in Hungary, 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: Dóra Eszter Várnai, Marta Malinowska-Cieślik, Andrea Madarasová Gecková, Ladislav Csémy, Zsolt Horváth

Year: 2022

Title: Do Neighbors Have More Peaceful Students? Youth Violence Profiles among Adolescents in the Czech Republic, Hungary, Poland, and Slovakia

Journal: Int. J. Environ. Res. Public Health


Abstract: (1) Background: Co-occurrence or overlaps of different forms or involvement in peer violence among adolescents have been broadly studied. The study aimed to assess adolescents’ violence profiles related to bullying, cyberbullying, and fighting in the Czech Republic, Hungary, Poland, and Slovakia. The study was to investigate the pattern of bullying, cyberbullying, and fighting involvement among adolescents in these four countries to test the stability of previously identified profiles. (2) Methods: We analyzed the data from the 2017/2018 international Health Behaviour in School-aged Children survey, which used proportionate sampling among adolescents aged 11–15 years old (n = 24,501). A Latent Class Analysis (LCA) was performed to determine violence profiles in each country. (3) Results: In Slovakia, three distinct latent classes were identified, primarily cyber victims, school bullies, and those involved in multiple forms, and in the Czech Republic, Hungary and Poland bully victims was the fourth class. (4) Conclusions: The findings suggest that peer violence prevention programs in adolescents should consider violence profiles and multiple involvements.



Authors: Nikolett Arató, András N. Zsidó, Kata Lénárd and Beatrix Lábadi

Year: 2020

Title: Cybervictimization and Cyberbullying: The Role of Socio-Emotional Skills

Journal: Frontiers in Psychology


Abstract: Social and emotional competences are considered to have a crucial role in cyberbullying as, e.g., difficulties concerning emotion regulation and empathy can characterize both cyberbullies and cybervictims. Although, the dynamics of socio-emotional processes underlying cyberbullying are still open for research, as e.g., there are contradicting results concerning the role of empathy in cybervictimization. Thus, the aim of our study was to explore the specific maladaptive emotion regulation strategies characterizing cybervictims and to clarify the role of empathy in cybervictimization. Furthermore, another goal was to explore whether moral disengagement characterizes cyberbullies in absence of empathic and adaptive emotion regulation skills. 524 students (214 males, aged 12–19 years) participated in our research. We used self-report questionnaires to measure cyberbullying perpetration and cybervictimization, adaptive and maladaptive emotion regulation strategies, moral disengagement, affective, cognitive empathy, and intention to comfort. Our main findings show that cyberbullying is associated with difficulties in socio-emotional competences. Cyberbullies and bully-victims demonstrate less empathic responsiveness and display higher moral disengagement than noncyberbullies. On the other hand cybervictims tend to use both adaptive and maladaptive emotion regulation strategies to cope with their negative emotions. In addition, cybervictims have higher cognitive and affective empathy than cyberbullies and bully-victims. Our findings confirm and extend the research on the relationship among socio-emotional skills and cyberbullying as well as cybervictimization. Moreover, our results have important implications for prevention programs targeting emotion regulation and empathy.



Authors: Zsila, Á., Urban, R., Demetrovics, Z.

Year: 2019

Title: Gender Differences in the Association Between Cyberbullying Victimization and Perpetration: The Role of Anger Rumination and Traditional Bullying Experiences

Journal: International Journal of Mental Health and Addiction


Abstract: Studies investigating the similarities and differences in traditional bullying and cyberbullying experiences have demonstrated considerable gender differences concerning its determinants. The aim of the present study was to provide further evidence for the differential role of determinants for males and females by investigating the moderating role of traditional bullying and anger rumination in the relationship of past cyberbullying victimization and recent cyberbullying perpetration in respect to gender. A total of 1500 Hungarian adolescents and adults (57.9% male, Mage = 28.9 years, SD = 8.7) completed an online survey on bullying experiences. Results indicated that males were more likely than females to engage in cyberbullying when they had been previously bullied online. Furthermore, low anger rumination elevated the risk of perpetration among male cyberbullying victims, while repeated victimization in traditional bullying increased the risk of cyberbullying perpetration among females. These results underline the importance of considering gender differences in intervention efforts against bullying.