Here is the research we’ve found on cyberbullying in Israel, 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): Zerach, G.
Title: Pathological narcissism, cyberbullying victimization and offending among homosexual and heterosexual participants in online dating websites.
Journal: Computers in Human Behavior
Abstract: Homosexual individuals are exposed to high levels of victimization. However, no studies have examined personality risk factors for cyberbullying victimization and offending among this population. This study investigated the relationships between pathological narcissism and cyberbullying victimization and offending among homosexual and heterosexual participants in online dating websites. Participants included 347 Israeli adults who completed a series of self-reported questionnaires. Our results show that homosexual men and women reported higher levels of cyberbullying victimization relative to heterosexual women. The groups did not differ in cyberbullying offending. Furthermore, homosexual men reported higher levels of pathological narcissism grandiosity relative to homosexual women. Pathological narcissism vulnerability and grandiosity were positively related to cyberbullying victimization, but not to offending, as well as to cyberbullying dating victimization and offending. Importantly, the group (homosexual male vs. other groups) moderated the association between pathological narcissism vulnerability and cyberbullying victimization. These findings highlight the differential associations between the two facets of pathological narcissism and cyberbullying victimization and offending among homosexual men and women, and lend empirical support to the high risk for cyberbullying victimization of homosexual men with pathological narcissistic vulnerability traits who are actively participating in the online dating sphere.
Citation: Zerach, G. (2016). Pathological narcissism, cyberbullying victimization and offending among homosexual and heterosexual participants in online dating websites. Computers in Human Behavior, 57, 292-299.
Author(s): Lapidot-Lefler, N., & Dolev-Cohen, M.
Title: Comparing cyberbullying and school bullying among school students: prevalence, gender, and grade level differences.
Journal: Social psychology of education
Abstract: Recent technological developments have added cyberspace as part of adolescents’ social milieu. Bullying, which is prevalent in adolescents’ social environment, also takes place in cyberspace, although it is believed to have a more potent and harmful effect. A study of cyberbullying and FtF bullying could elucidate critical implications for children, educators, and policy makers. The present study examined cyberbullying and school bullying among 465 junior-high and high-school students (136 boys and 329 girls) in Israel, through an online survey. Findings revealed that the phenomenon of cyberbullying is less prevalent than school bullying. In the majority of cases in cyberspace, the identity of the cyber bully was known to the victim and the audience. According to the findings, in cyberspace, boys tended to bully more often than did girls; no correlation was found between gender and victim or gender and audience. The implications of these findings are discussed in the context of online communication theory.
Citation: Lapidot-Lefler, N., & Dolev-Cohen, M. (2015). Comparing cyberbullying and school bullying among school students: prevalence, gender, and grade level differences. Social psychology of education, 18(1), 1-16.
Author(s): Tarablus, T., Heiman, T., & Olenik-Shemesh, D.
Title: Cyber bullying among teenagers in Israel: An examination of cyber bullying, traditional bullying, and socioemotional functioning.
Journal: Journal of Aggression, Maltreatment & Trauma
Abstract: In this study, the relationships between cyber bullying and involvement in traditional bullying, with reference to social support and gender differences, was examined. Social support plays an important role in empowering victims of cyber bullying and has a significant influence on children and teenagers’ well-being. A sample made up of 458 Israeli junior high students (242 female, 216 male) in the age range of 11 to 13 completed 4 questionnaires. Results indicated that there is an overlap between involvement in cyber bullying and involvement in traditional bullying. The findings indicate that girls were more likely to be cyber victims than boys and that boys were more likely to be cyber bullies than girls. Examination of the relationships between gender and social support variables such as friends, family, and others, shows that girls who were cyber victims reported having more support in all 3 types than cyber bullied boys. These findings can serve as a basis for prevention and intervention programs to cope with cyber bullying.
Citation: Tarablus, T., Heiman, T., & Olenik-Shemesh, D. (2015). Cyber bullying among teenagers in Israel: An examination of cyber bullying, traditional bullying, and socioemotional functioning. Journal of Aggression, Maltreatment & Trauma, 24(6), 707-720.
Author(s): Heiman, T., Olenik-Shemesh, D., & Eden, S.
Title: Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support.
Journal: European Journal of Special Needs Education
Abstract: Cyberbullying is defined as an intentional online act via electronic media, to harm, embarrass and/or humiliate another person. As adolescents with attention deficit hyperactivity disorder (ADHD) are at a higher risk in being involved in bullying behaviour as perpetrators or victims, the main purpose of this study is to examine the prevalence of their cyber experience and its impact on loneliness, perceived self-efficacy and social support. The study population included 140 adolescent students with ADHD taking part in general classes and 332 students without disabilities, all of whom completed four self-report questionnaires (cyberbullying, perceived feelings of loneliness, self-efficacy and social support). The findings show no significant differences between students with or without ADHD regarding the time spent on the net and their perceived usage expertise. Most participants with ADHD were familiar with the internet and spent a similar amount of time surfing as the adolescents without ADHD. Results revealed significant differences between the student groups (ADHD/Non-ADHD) and some of the social-emotional measures: students with ADHD who were cybervictims and students with ADHD who were cyberwitnesses reported on greater feelings of emotional loneliness and a lower belief in their social self-efficacy than the non-ADHD students. Furthermore, ADHD student cyberwitnesses also reported on feelings of greater social loneliness. Findings revealed that girls were significantly more often cybervictims than boys. However, boys reported on significantly more involvement as cyberperpetrators than girls.
Citation: Heiman, T., Olenik-Shemesh, D., & Eden, S. (2015). Cyberbullying involvement among students with ADHD: relation to loneliness, self-efficacy and social support. European Journal of Special Needs Education, 30(1), 15-29.
Author(s): Olenik-Shemesh, D., Heiman, T., & Rabin, E.
Title: Virtual Anti-Bullying Village Project for Coping with Bullying and Cyberbullying within a 3d Virtual Learning Environment: Evaluation Research.
Abstract: The current study aims to evaluate the implementation of a unique educational project — The Virtual Anti-Bullying Village for Kids and Teens that was designed and operated by the European Commission. A 3D virtual environment as an innovative, international project for adolescents, focused on knowledge acquisition and new ways of coping with bullying and cyberbullying. Sixty seventh graders (Israeli adolescents) completed five questionnaires before and after the project to assess its impacts regarding cyberbullying and socio-emotional variables. They evaluated the project as important, enjoyable, and increasing their knowledge about cyberbullying, but expressed a need for more practical tools for coping. At the end of the project, the control group reported more cyberbullying experiences, as well as a decrease in social support, whereas the research group reported no changes in cyberbullying experiences and in socio-emotional aspects.
Citation: Olenik-Shemesh, D., Heiman, T., & Rabin, E. (2014). Virtual Anti-Bullying Village Project for Coping with Bullying and Cyberbullying within a 3d Virtual Learning Environment: Evaluation Research. International Journal of Cyber Society and Education, 7(2), 97.
Author(s): Bouhnik, D., & Mor, D.
Title: Gender differences in the moral judgment and behavior of Israeli adolescents in the internet environment.
Journal: Journal of the Association for Information Science and Technology
Abstract: This study explored differences between genders regarding adolescents’ behavioral characteristics and moral judgment in the Internet environment. A questionnaire was administered to 1,048 students in the 7th to 11th grades in six different schools, one class in each grade. The questionnaire included personal data, characteristics of Internet interaction patterns, moral dilemmas in daily life, and moral dilemmas in the virtual environment. No significant differences were found between the genders regarding the age usage of the Internet began, Internet experience, and average daily hours of Internet use. We found that boys prefer, more than girls, to surf at school and in Internet cafes. Girls tend to use the Internet more for doing homework and blogs than boys, whereas boys tend to play Internet games more than girls. Gender differences were found regarding immoral behavior. Boys were involved more frequently than girls in behaviors such as cyberbullying, plagiarism, impersonation, and downloading music and movies illegally from the Internet. A correlation was found between gender and moral judgment. Although both boys and girls made relatively little “humane judgment” in the Internet environment, girls tended to make “humane judgment” more frequently than boys. In the Internet environment, boys tended to make “absence of judgment” evaluations more than girls. Girls tended, relatively more, toward “normative judgment” that reflects adherence to peer-group conventions with minimal reflexivity.
Citation: Bouhnik, D., & Mor, D. (2014). Gender differences in the moral judgment and behavior of Israeli adolescents in the internet environment. Journal of the Association for Information Science and Technology, 65(3), 551-559.
Author(s): Eden, S., Heiman, T., & Olenik‐Shemesh, D.
Title: Teachers’ perceptions, beliefs and concerns about cyberbullying.
Journal: British journal of educational technology
Abstract: Schools and teachers nowadays face new difficulties and challenges as a result of the fast growth of cyberbullying. The aim of the study is to examine the perceptions, beliefs and concerns about cyberbullying, as well as the needs, of a professionally diverse group of teachers. Three-hundred and twenty-eight teachers (88.4% female, 11.6% male) from different types of schools and professional foci were randomly selected and completed a cyberbullying questionnaire regarding their perceptions of cyberbullying and about their personal experiences in relation to cyberbullying. They also provided background information. Findings indicate that teachers noted that cyberbullying is a problem in their school, suggesting that urgent attention be paid to three aspects: policy making, enhancing awareness of the school team and coping strategies for parents. About half the teachers reported that students complain of harassment through the mobile phone and Internet, and some teachers were themselves cyberbullied. It was found that the teachers’ gender, education level and the age of the students they taught affected their level of concern about cyberbullying, and therefore how credible they found the school’s commitment to act on it. Female teachers expressed more concern than male teachers, as did teachers of younger children. Special education teachers were more concerned than mainstream teachers and were more likely to believe that the cyberbullying must be confronted. The results contribute to our understanding of the teachers’ perceptions, beliefs and concerns about cyberbullying, which could serve as a basis for developing policy guidelines in schools as well as establishing programs for school teachers to cope with cyberbullying.
Citation: Eden, S., Heiman, T., & Olenik‐Shemesh, D. (2013). Teachers’ perceptions, beliefs and concerns about cyberbullying. British journal of educational technology, 44(6), 1036-1052.
Author(s): Heiman, T., & Olenik-Shemesh, D.
Title: Cyberbullying experience and gender differences among adolescents in different educational settings
Journal: Journal of learning disabilities
Abstract: Cyberbullying refers to a negative activity aimed at deliberate and repeated harm through the use of a variety of electronic media. This study examined the Internet behavior patterns and gender differences among students with learning disabilities who attended general education and special education classes, their involvement in cyberbullying, and the relationships among being cyberbullied, their responses, and their coping strategies. The sample consisted of 149 students with learning disabilities (LD) attending general education classes, 116 students with comorbid LD attending special education classes, and 242 typically achieving students. All the students, studying in middle and high schools, completed a self-report cyberbullying questionnaire. Findings indicate that although no significant differences emerged in the amount of surfing hours and students’ expertise in the use of the Internet, students attending special education classes are more likely to be cybervictims and cyberperpetrators; girls are more likely to be cybervictims, whereas boys are more likely to be cyberperpetrators. These results contribute to our understanding of students’ involvement in cyberbullying and can serve as a basis for developing preventive programs as well as intervention programs for students and for educational school teams.
Citation: Heiman, T., & Olenik-Shemesh, D. (2013). Cyberbullying experience and gender differences among adolescents in different educational settings. Journal of learning disabilities, 0022219413492855.
Author(s): Olenik-Shemesh, D., Heiman, T., & Eden, S.
Title: Cyberbullying victimisation in adolescence: Relationships with loneliness and depressive mood.
Journal: Emotional and Behavioural Difficulties
Abstract: Cyberbullying is deliberate, aggressive activity carried out through digital means. Cybervictimisation in adolescence may be related to negative psychosocial variables such as loneliness and depressive mood. The purpose of the present study, the first of its kind in Israel, was to examine the association between adolescent cybervictimisation and two socio-emotional variables: loneliness and depressive mood. The sample consisted of 242 Israeli adolescents, aged 13–16 years, who completed questionnaires regarding Internet use, cyberbullying, traditional bullying, loneliness and depressive mood. In total, 16.5% of the participants reported being cybervictims and 32.5% reported knowing someone who was cybervictimised. The results revealed a relationship between cybervictimisation and loneliness (social, emotional and general) as well as depressive mood. A logistic hierarchical regression found that loneliness, gender and depressive mood each explained some variance in cybervictimisation in adolescents. As an anchor for comparison, and in order to shed light on the findings, results are presented in comparison to traditional bullying. The results make a contribution to national and international cyberbullying research and broaden the knowledge about potential risk factors for cybervictimisation.
Citation: Olenik-Shemesh, D., Heiman, T., & Eden, S. (2012). Cyberbullying victimisation in adolescence: Relationships with loneliness and depressive mood. Emotional and Behavioural Difficulties, 17(3-4), 361-374.