Here is the research we’ve found on cyberbullying in Lithuania, 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: Fulantelli, G., Taibi, D., Scifo, L., Schwarze, V., and Eimler, S.C.
Title: Cyberbullying and Cyberhate as Two Interlinked Instances of Cyber-Aggression in Adolescence: A Systematic Review
Journal: Frontiers in Psychology
Abstract: In this paper we present the results of a systematic review aimed at investigating what the literature reports on cyberbullying and cyberhate, whether and to what extent the connection between the two phenomena is made explicit, and whether it is possible to identify overlapping factors in the description of the phenomena. Specifically, for each of the 24 selected papers, we have identified the predictors of cyberbullying behaviors and the consequences of cyberbullying acts on the victims; the same analysis has been carried out with reference to cyberhate. Then, by comparing what emerged from the literature on cyberbullying with what emerged from the literature on cyberhate, we verify to what extent the two phenomena overlap in terms of predictors and consequences. Results show that the cyberhate issue related to adolescents is less investigated than cyberbullying, and most of the papers focusing on one of them do not refer to the other. Nevertheless, by comparing the predictors and outcomes of cyberbullying and cyberhate as reported in the literature, an overlap between the two concepts emerges, with reference to: the parent-child relationship to reduce the risk of cyber-aggression; the link between sexuality and cyber-attacks; the protective role of the families and of good quality friendship relationships; the impact of cyberbullying and cyberhate on adolescents’ individuals’ well-being and emotions; meaningful analogies between the coping strategies put in practice by victims of cyberbullying and cyberhate. We argue that the results of this review can stimulate a holistic approach for future studies on cyberbullying and cyberhate where the two phenomena are analyzed as two interlinked instances of cyber-aggression. Similarly, prevention and intervention programs on a responsible and safe use of social media should refer to both cyberbullying and cyberhate issues, as they share many predictors as well as consequences on adolescents’ wellbeing, thus making it diminishing to afford them separately.
Author(s): Baraldsnes, D.
Title: Prevalence of Cyberbullying and the Views of 5-12 Grade Pupils and Teachers on Cyberbullying Prevention in Lithuanian Schools
Journal: Universal Journal of Educational Research
Abstract: This article analyses the views of cyberbullying prevention among 5-12 grade pupils and teachers in Lithuanian schools. It defines the concept of cyberbullying in the context of school pupils, and analyses the theoretical grounds for prevention of this form of bullying. The article also presents the results of the survey (which was conducted in 2009-2010) and reveals the views of 2064 pupils of 5 -12 grade and their 1062 teachers towards the prevention of cyberbullying. Based on the empirical research, it could be concluded that efforts to prevent cyberbullying among 5-12 grade pupils in school must be consistent, and permanent, and involve the whole school community. From the perspective of the pupils, the most effective measures to prevent cyberbullying should be oriented toward psychological conditioning (to strengthen pupil’s self-esteem and to outline the consequences for pupils who are involved in cyberbullying).
Author(s): Gedutienė, R., Šimulionienė, R., Čepienė, R., & Rugevičius, M.
Title: Patyčios elektroninėje erdvėje: jaunesniojo amžiaus paauglių patirtis.
URL: (Now defunct)
Abstract: As a result of rapid growth of electronic communication the new environment for bullying has emerged. Currently cyberbullying has become an important issue in academic research. This is not the case in Lithuania yet. The article presents the study conducted in Klaipėda city and Klaipėda district. 396 adolescents (195 boys and 201 girls) from 11 to 15 years were surveyed. The extent of cyberbullying and cybervictimization is investigated, and combined bully and victim behaviors are examined in the article.
Author(s): Erentaitė, R., Bergman, L. R., & ŽUKAUSKIENĖ, R.
Title: Cross‐contextual stability of bullying victimization: A person‐oriented analysis of cyber and traditional bullying experiences among adolescents.
Journal: Scandinavian journal of psychology
Abstract: sing a person-oriented approach the study examined whether bullying victimization at school continued into cyberspace victimization in a large sample of high school students in Lithuania (N = 1667, 58% girls), age 15–19 (M = 17.29, SD = 0.95). Three forms of traditional bullying (verbal, physical and relational) and seven forms of cyberbullying victimization through cell phones and computers were included in the analysis. The findings revealed that 35% of traditional bullying victims were also bullied in cyberspace. In particular, adolescents who experienced predominantly verbal and relational bullying at school, showed a higher risk of victimization in cyberspace a year later, while this was not observed for predominantly physical forms of traditional bullying. The findings point to the importance of a cross-contextual perspective in studies on stability of bullying victimization.