Here is the research we’ve found on cyberbullying in Japan, 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: Cross, D., Li, Q., Smith, P. K., & Monks, H.
Title: Understanding and preventing cyberbullying: where have we been and where should we be going?
Journal: Q. Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspectives
Abstract: This book contributes to an understanding of cyberbullying, its nature, harmful effects, and correlates of this behavior as it affects young people. Many previous publications on cyberbullying have focused on studies in North America. However, in this book we have presented findings from eleven countries: Australia, Austria, Canada, England, Finland, Italy, Japan, Portugal, Spain, South Korea, and the United States. By providing a range of cultural perspectives, this collection of research aims to contribute new knowledge about the cross-cultural issues relevant to cyberbullying, and the generality or specificity of findings. Beyond that, we hope to develop more effective strategies to prevent and reduce harm from cyberbullying. This chapter discusses some issues arising from the research presented in the twelve empirical studies in this book, and considers the implications of this and other relevant research for the design, development, and evaluation of cyberbullying interventions. (PsycINFO Database Record (c) 2019 APA, all rights reserves.
Citation: Cross, D., Li, Q., Smith, P. K., & Monks, H. (2012). Understanding and preventing cyberbullying: where have we been and where should we be going?. Q. Li, D. Cross, & P. K. Smith (Eds.), Cyberbullying in the global playground: Research from international perspectives
Author(s): Udris, R.
Title: Cyberbullying among high school students in Japan: Development and validation of the Online Disinhibition Scale.
Journal: Computers in Human Behavior
Abstract: Recent research has revealed some factors that contribute to cyberbullying, but the role of online disinhibition remains an area for further clarification. This study examined online disinhibition and cyberbullying behavior among Japanese adolescents. A sample of 887 high school students (mean age 16.31) were administered a survey about their cyberbullying experience. The questionnaire included the Online Disinhibition Scale (ODS), a new 11 item instrument developed to assess online disinhibition levels. In order to validate ODS, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted. EFA yielded two factors subsequently named “benign disinhibition” and “toxic disinhibition”. Results from CFA supported the two factor solution as an acceptable model fit. Logistic regression analyses showed that online disinhibition was significantly associated with cyberbullying.
Citation: Udris, R. (2014). Cyberbullying among high school students in Japan: Development and validation of the Online Disinhibition Scale. Computers in Human Behavior, 41, 253-261.