Here is the research we’ve found on cyberbullying in Taiwan, 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: PARK, M.S.-A., GOLDEN, K.J. VIZCAINO-VICKERS, S., JIDONG, D., and RAJ, S.
Title: Sociocultural values, attitudes and risk factors associated with adolescent cyberbullying in East Asia: a systematic review.
Journal: Cyberpsychology: Journal of Psychosocial Research on Cyberspace
Abstract: Cyberbullying amongst adolescents is a rapidly growing and alarming global phenomenon that can significantly harm their well-being. Studying cyberbullying in East Asia is especially important, where peer pressure based on collectivistic ideals and rigid cultural scripts for social interactions remain strong. Furthermore, the countries represented in this review are amongst the top globally for internet usage, suggesting that adolescents in East Asia are likely to be excessive users of social media communication and be more exposed to various forms of cyberbullying. This systematic review summarizes findings from peer-reviewed journal articles and book chapters on cyberbullying amongst adolescents between the ages of 10 and 19 in East Asian countries (N = 21). SCOPUS, Google Scholar, and PsycINFO databases were searched for relevant work published between 2008 and 2020. Search strategies involved using keywords related to cyberbullying, adolescents, East Asia, and the name of each country represented in the region (China, South Korea, Japan, Hong Kong and Taiwan). Key factors associated with cyberbullying specific to adolescents in this region are identified and discussed in this review, such as gender socialization patterns and literacy with digital media communication, emphasis on academic achievement and school factors, urban-rural digital divide, relationship with parents and teachers, and collectivistic values. The present review highlights the need to pay further attention to the sociocultural context in future cyberbullying research and calls for more context-specific cyberbullying prevention programs and awareness initiatives.
Authors: Yang, H., and Wu. W.
Title: The Effects of Social Learning and Internet Ethics of College Students Engaging in Cyberbullying Behavior in Taiwan
Journal: International Journal of Social Media and Online Communities
Abstract: Cyberbullying is a major problem among our school-age population. The growing number of studies suggests that cyberbullying can often cause serious academic, emotional, social, and safety issues for its peer victims. The purpose of current study is to examine the nature of respondents’ experience of cyberbullying and determine independently the impact of social learning and internet ethics on cyberbullying behavior among college students in Taiwan. The preliminary analysis is of a survey data collected from 359 undergraduate students in south of Taiwan through convenient sampling. The results of this study provide support for the hypotheses and explore the effect of social learning and perception of internet ethics on cyberbullying behavior among college students. Finding suggests that college students with lower level of social learning and with higher level of internet ethics will have less cyberbullying behavior than those with higher social learning and lower internet ethics.
Author: Hsieh, Y.
Title: Parental psychological control and adolescent cyberbullying victimisation and perpetration: the mediating roles of avoidance motivation and revenge motivation
Journal: Asia Pacific Journal of Social Work and Development
Abstract: This study aims to (1) explore adolescents’ online behaviours and experiences of cyberbullying, (2) examine the associations between parental psychological control and cyberbullying victimisation and perpetration, after controlling for age and positive parenting, and (3) further examine the mediating effects of avoidance and revenge motivation on the associations between parenting and cyberbullying victimisation and perpetration. Participants were 853 adolescents (mean age = 12.86) in Taiwan. The results reveal that psychological control is associated with both cyberbullying victimisation and perpetration. Avoidance partially mediated the relationship between psychological control and victimisation, whereas revenge fully mediated the association between psychological control and cyberbullying perpetration. Clinical implications are suggested to address both individual and contextual factors for prevention and intervention of cyberbullying.
Authors: Redmond, P., Lock, J. V., and Smart, V.
Title: Developing a cyberbullying conceptual framework for educators
Journal: Technology in Society
Abstract: In today’s technologically enhanced and changing world, incidents of cyberbullying are increasing and it is a reality that impacts children and adults. Educators need to be able to identify cyberbullying, implement effective management strategies that align with school policies, as well as engage in pro-active programming for prevention. This article proposes a cyberbullying conceptual framework that can be used as a tool to investigate cyberbullying. The framework is grounded in the literature that was analysed using a constant comparison method for purpose of identifying current and emerging themes and indicators for each of the key elements. The paper finishes with a discussion about the application of the Cyberbullying Conceptual Framework for Educators. This conceptual framework is important to educators given it helps to deconstruct the complex concept of cyberbullying and to construct praxis approaches for identification, management and prevention of cyberbullying.
Authors: Chang, F. C., Chiu, C. H., Miao, N. F., Chen, P. H., Lee, C. M., & Chiang, J. T.
Title: Predictors of unwanted exposure to online pornography and online sexual solicitation of youth.
Journal: Journal of health psychology
Abstract: This study examined factors associated with the unwanted exposure to online pornography and unwanted online sexual solicitation victimization and perpetration of youth in Taiwan. A total of 2315 students from 26 high schools were assessed in the 10th grade, with follow-up performed in the 11th grade. Self-administered questionnaires were collected. Multivariate analysis results indicated that higher levels of online game use, pornography media exposure, Internet risk behaviors, depression, and cyberbullying experiences predicted online sexual solicitation victimization, while higher levels of Internet chat room use, pornography media exposure, Internet risk behaviors, cyberbullying experiences, and offline sexual harassment predicted online sexual solicitation perpetration.
Authors: Chan, H. C. O., & Wong, D. S.
Title: Traditional school bullying and cyberbullying in Chinese societies: Prevalence and a review of the whole-school intervention approach.
Journal: Aggression and Violent Behavior
Abstract: Traditional school bullying and cyberbullying have been a growing concern globally. In this review, we first review the prevalence of traditional school bullying and cyberbullying in selected major Chinese societies, namely the Mainland China, Taiwan, Hong Kong, and Macau. Empirical findings on the characteristics of bullying perpetrators, victims, and the offense circumstances are described. As an intervention strategy, we then comprehensively review the whole-school intervention approach in tackling traditional school bullying and cyberbullying. Its origin, key components, and different factors that may contribute to the effective implementation of the whole-school approach in preventing and reducing bullying behaviors among children and adolescents are discussed. We conclude the review with potential implications for the application of this intervention approach in tackling traditional school bullying and cyberbullying in Chinese societies.
Authors: Chen, L. M., Cheng, W., & Ho, H. C.
Title: Perceived severity of school bullying in elementary schools based on participants’ roles.
Journal: Educational Psychology
Abstract: The purpose of this study was to examine the perceived severity of school bullying among participants with different roles (victims, bullies, bullies/victims and non-involved individuals) and to determine whether interactions between type of bullying and participant roles exist. Two Olweus-like global items and a revised School Bullying Severity Scale for elementary students were used in this study. A total of 1816 valid surveys completed by students in grades 5 and 6 (mean age = 11.5, SD = 0.84) were collected. Data were analysed using a mixed-model two-way ANOVA. The results revealed a significant main effect of type of bullying. Physical and verbal bullying were perceived as more severe than relational and cyberbullying. A significant two-way interaction between bullying category and participant role was also identified. Bullies did not perceive the four types of victimisation behaviours differently, whereas victims and bullies/victims both rated physical victimisation as most severe and cyber-victimisation as least severe. However, effect sizes were small. Implications for bullying prevention and intervention are discussed.
Authors: Yen, C. F., Chou, W. J., Liu, T. L., Ko, C. H., Yang, P., & Hu, H. F.
Title: Cyberbullying among male adolescents with attention-deficit/hyperactivity disorder: prevalence, correlates, and association with poor mental health status.
Journal: Research in developmental disabilities
Abstract: The aims of this study were to examine the prevalence rates and multilevel correlates of cyberbullying victims and perpetrators among male adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) in Taiwan. The relationships between cyberbullying involvement and depression, anxiety, and suicidality were also examined. The experiences of cyberbullying victimization and perpetration in 251 male adolescents with ADHD were assessed. Logistic regression analysis was used to examine the correlates of cyberbullying victims and perpetrators. The relationships between cyberbullying involvement and depression, anxiety, and suicidality were examined using multiple regression analysis. A total of 48 (19.1%) and 36 (14.3%) participants reported that they were cyberbullying victims or perpetrators, respectively. Those who had increased age and a higher parental occupational socioeconomic status, and reported more severe traditional passive bullying victimization were more likely to be cyberbullying victims. Those who had increased age and combined-type ADHD, and reported lower BAS reward responsiveness, more severe Internet addiction and more severe traditional passive bullying perpetration were more likely to be cyberbullying perpetrators. Cyberbullying victims reported more severe depression and suicidality than those who were not cyberbullying victims. A high proportion of male adolescents with ADHD are involved in cyberbullying. Clinicians, educational professionals, and parents of adolescents should monitor the possibility of cyberbullying involvement among male adolescents with ADHD who exhibit the cyberbullying correlates identified in this study.
Authors: Yang, S. C., Lin, C. Y., & Chen, A. S.
Title: A Study of Taiwanese Teens’ Traditional and Cyberbullying Behaviors
Journal: Journal of Educational Computing Research
Abstract: This study examined several types of teen behaviors, specifically bullying, being bullied, and witnessing bullying, and analyzed teens’ judgments of the seriousness of the bullying. A Bullying Behaviors Scale (BBS) was designed to investigate both traditional bullying (TB) and cyberbullying (CB) behaviors among teens in grades 5 through 11. The study also explored the prevalence of both types of bullying according to gender and grade. Descriptive statistics revealed that TB and CB were moderately prevalent among teens, with CB occurring less frequently than traditional bullying. Verbal bullying was the most common form of TB for victims, bullies, and bystanders, followed by relational and physical bullying. Bullying events were found to be more prevalent among boys than girls and were more frequently experienced by older children than younger children for almost all types of TB and CB. The only exception was physical bullying, whose victims tended to be younger. The study concludes by discussing suggestions for further research.
Authors: Chang, F. C., Lee, C. M., Chiu, C. H., Hsi, W. Y., Huang, T. F., & Pan, Y. C.
Title: Relationships Among Cyberbullying, School Bullying, and Mental Health in Taiwanese Adolescents
Journal: Journal of school health
Abstract: Background: This study examined the relationships among cyberbullying, school bullying, and mental health in adolescents.
Authors: Huang, Y. Y., & Chou, C.
Title: Revisiting cyberbullying: Perspectives from Taiwanese teachers
Journal: Computers & Education
Abstract: Cyberbullying among students has received extensive attention from researchers and educators. Most research is, however, based on student reports while teachers’ perceptions of this aggressive behavior among students have rarely been studied. We surveyed 2821 Taiwanese teachers on their perceptions of cyberbullying among students, including the types and tools, the ability to remain anonymous, students’ responses, and their own practices of handling cyberbullying incidents at school. The results showed that teachers believed that the circulation of embarrassing pictures and videos was the most prevalent type of cyberbullying but that instant messaging was the most frequently used tool. Our findings also revealed teachers’ tendency of overestimating students’ willingness to report cyberbullying. The students’ grade level that the teachers taught and whether they take on administrative duties were found to influence their perceptions of student cyberbullying. We found that teachers were not confident to handle cyberbullying incidents and we suggest that anti-cyberbullying training be included in teacher education.
Authors: Lee, M. S., Zi-Pei, W., Svanström, L., & Dalal, K.
Title: Cyber bullying prevention: Intervention in Taiwan
Journal: PloS one
Abstract: Background:This study aimed to explore the effectiveness of the cyber bullying prevention WebQuest course implementation.
Authors: Huang, Y. Y., & Chou, C.
Title: An analysis of multiple factors of cyberbullying among junior high school students in Taiwan.
Journal: Computers in Human Behavior
Abstract: Cyberbullying, as a serious kind of repeated, intentional, and harmful aggressive behavior, cannot be ignored. In light of the limited studies and inconsistent findings on the matter, this study explores cyberbullying’s frequency and other factors (gender, academic achievement, types of technologies used, and anonymity) relevant to both the issue itself and the East Asian context. The interrelationship of different roles (bullies, victims, and bystanders) in cyberbullying is also examined. A survey was conducted with 545 Taiwan junior high school students. The results indicate that male students were more likely to bully others in cyberspace and that cyberbullying was not affected by one’s level of academic achievement. Regarding the various technologies and various country-specific cyberbullying forms pertinent to technology users, instant messenger (IM) users experienced significantly more cyberbullying than users of other technologies. The survey results also indicate that the anonymity of cyberbullying was not a pertinent factor. The study found that the dominant attitude toward cyberbullying was indifference, raising alarms about the lack of cyberbullying prevention. Peers, who were the people most teenagers would likely turn to when experiencing cyberbullying, usually took no action because of their tendency to avoid conflicts and to maintain group harmony. In its interpretation of the findings, this study emphasizes Taiwan’s context, including Confucian philosophy.