Here is the research we’ve found on cyberbullying in Vietnam, 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: Ho, T. T. Q., Gu, C., and Wang, L.
Year: 2022
Title: Coping strategies and depression among cyberbullying victims in Vietnam: Self -esteem as a moderator
Journal: Technology in Society
URL: https://www.sciencedirect.com/science/article/abs/pii/S0160791X2100302X
Abstract: Coping strategies were associated with depression symptoms among cyberbullying victims. However, little is known about the moderating role of self-esteem in the association between coping strategies and depression symptoms among cyberbullying victims. Our study sought to determine whether self-esteem moderated the association between coping strategies and depression symptoms of cyberbullying victims among Vietnamese undergraduate students. A sample of 606 Vietnamese undergraduate students completed a questionnaire about strategies for dealing with cyberbullying, self-esteem and depression. The results showed that self-esteem moderated the association between problem solving strategy and depression symptoms B = −0.237, se = 0.067, CI = [-0.369, −0.105], between internalization strategy and depression symptoms of cyberbullying victims among Vietnamese undergraduate students B = −0.176, se = 0.066, CI = [-0.305, −0.047]. Our research has contributed to clarify the moderation mechanism of self-esteem in the association between coping strategies with cyberbullying and depression in victims.
Authors: Quynh, H. T. T., and Chuanhua, G.
Year: 2022
Title: VALIDITY AND RELIABILITY OF VIETNAMESE VERSION OF CYBERBULLYING COPING STYLES SCALE FOR STUDENTS
Journal: DALAT UNIVERSITY JOURNAL OF SCIENCE
URL: https://csdlkhoahoc.hueuni.edu.vn/data/2021/2/BAN_GOC_XUAT_BAN_BAI_BAO_1.pdf
Abstract: Based on the self-report coping scale (22 items) of Kochenderfer-Ladd and Skinner (2002), we have established and tested the validity and reliability of a Vietnamese version of the cyberbullying coping styles scale for students. The sample is 162 students from Hue University. Item discrimination analysis, item analysis, exploratory factor analysis, confirmatory factor analysis, and internal consistency reliability analysis were performed to assess the reliability and validity of the scale. The results show that the Vietnamese version of the cyberbullying coping styles scale had 21 items and 5 dimensions (problem solving, cognitive distance, looking for social support, externalization, and internalization). Analysis results showed that the Vietnamese version of the cyberbullying coping styles scale has good reliability and validity.
Authors: Ho, T. T. Q., and Gu, C.
Year: 2021
Title: Cyberbullying victimization and depression: self-esteem as a mediator and approach coping strategies as moderators
Journal: Journal of American College Health
URL: https://www.tandfonline.com/doi/abs/10.1080/07448481.2021.1877718
Abstract: The percentage of victims of cyberbullying among college students seems to increase. However, research on the mechanisms by which cyberbullying victimization (CV) suffer from depression is scarce. This study has purpose to figure out the mediating role of self-esteem (SE) as well as the moderating role of approach coping strategies in the association between CV and depression among Vietnamese college students. A total of 606 Vietnamese university students completed the Self-Esteem Scale, The Self-Report Coping Scale, The cyberbullying victimization scale, DASS 21. The results indicated that SE partially mediated the relation between CV and depression among Vietnamese college students as well as approach coping strategies moderated the involvement between CV and depression among Vietnamese college students. Our findings can help psychological service providers identify the methods by which cyberbullying sufferers related to depression and provide interventions to reduce depression for cyberbullying victims.
Author(s): Tien Le, Q
Year: 2020
Title: A Study of the Core Relationship between Cyberbullying and Coping of High-School Pupils in Vietnam
Journal: International Journal of Innovation, Creativity, and Change
Abstract: Currently, bullying is a very concerning issue in society in general and in the school environment in particular. A new form of “bullying” called “cyberbullying” is also creating a high amount of anxiety and attention to society, especially in the current period, when information technology is growing. The use of mobile phones and the Internet to post inappropriate or harmful images or use cruel words to insult someone has caused emotional trauma and psychology for them, making them affected their studies and activities. Equipping teachers and students with knowledge of bullying, in particular, talks about bullying and related factors such as gender, age, personality, families can help reduce bullying in schools. Activities such as life value training, skills to make friends and communicate with friends will help them know how to treat you better. Life skills courses can help students be able to cope with and solve the difficulties and conflicts encountered in life most effectively. From there, contributing to improving the bullying phenomenon in students is increasingly severe today. Bullies come in many forms and levels. Over time, most of us, in our childhood or as adults, may have to deal with some bullies. Recent statistics show that one in four children is occasionally bullied. At work, at home, in the military, in hospitals, even in nursing homes, bullying has become a problem for adults. We have to deal with bullies carefully, and above all, that behaviour must be prevented. The article mentions a study that explores the relationship between cyberbullying and how high school students cope with cyberbullying. 736 students from 8 secondary and high schools in Hanoi, Hai Phong, and Hai Duong participated in this study. Results showed that 183 students (24% of the total study population) were victims of at least one form of cyberbullying. The extent and form of bullying among victims vary in terms of gender, region, age, and education level. Victims rarely share their bullying and avoid the problem, but they are aware of the seriousness of cyberbullying, considering it is not just a regular occurrence online.
Author(s): Nguyen, H. T. L., Nakamura, K., Kaoruko, S., and Vo, V. T.
Year: 2020
Title: Relationships among cyberbullying, parental attitudes, self-harm and suicidal behavior among adolescents: results from a school-based survey in Vietnam
Journal: BMC Public Health
URL: https://link.springer.com/article/10.1186/s12889-020-08500-3
Abstract: The rapid and widespread development of social networking sites has created a venue for an increase in cyberbullying among adolescents. Protective mechanisms and actions must be considered, such as how proximal family factors can prevent self-harm and suicidal behaviors among adolescents exposed to cyberbullying. The present study examined the associations among cyberbullying, parental attitudes, self-harm, and suicidal behaviors after adjusting for confounding factors. Data were obtained from a school-based survey of randomly selected grade 6 students (11 years old) performed in Hue City, Vietnam, in 2018. A total of 648 students were interviewed face-to-face using a structured questionnaire based on the Global School-based Student Health Survey (GSHS). Univariate, multivariable logistic regression analyses were performed at 95% confidence level. After adjusting for gender, perceived academic pressure, unhealthy behaviors, use of Internet devices, school bullying, and family living situation, a significantly higher risk of self-harm was detected among those who had experienced cyberbullying (adjusted odd ratio [AOR] = 2.97; 95% CI, 1.32–6.71). Parental acceptance retained a significant association with self-harm and suicidal behavior (P < 0.05) while parental concentration did not exhibit a significant association in a multivariable logistic regression model. In addition, suicidal ideation and suicidal planning were associated with an interaction effect between cyberbullying and parental concentration (AOR = 0.37; 95% CI, 0.15–0.94 and AOR = 0.23; 95% CI, 0.06–0.87, respectively). Cyberbullying has become an important phenomenon associated with self-harm among young adolescents in developing countries, and parental acceptance in proxy of parental attitude was positively related with severe mental health issues among adolescents. Thus, sufficient attention in efforts to promote adolescent health should be focused on family factors in the digital era of developing countries.
Authors: Ho, T. T. Q., Li, C., and Gu, C.
Year: 2020
Title: Cyberbullying victimization and depressive symptoms in Vietnamese university students: Examining social support as a mediator
Journal: International Journal of Law, Crime and Justice
URL: https://www.sciencedirect.com/science/article/abs/pii/S1756061619305221
Abstract: Cyberbullying is growing in university students and tends to become a serious problem. Victims of cyberbullying may develop depressive symptoms such as insecurity, loneliness, low self – esteem, sadness, feelings of not belonging, academic decline, and even thought suicidal thoughts and behavior. However, little is known about social support as a mediating factor for the relationship between cyberbullying victimization and depressive symptoms. This study aims to determine whether social support mediates the relationship between cyberbullying victimization and depressive symptoms in university students. Participants were 606 Vietnamese university students, who completed questionnaires related to their experience with cyberbullying victimization, depressive symptoms and perceived social support. This study indicates that: a) cyberbullying victimization is positively correlated with depressive symptoms; b) In the relationship between cyberbullying victimization and depressive symptoms in Vietnamese university students, social support is partly mediated. Our study contributes to the clarification and expansion of the intermediary mechanisms related to the development of depressive symptoms in university students who report being victims of cyberbullying.
Authors: Tran, C. V., Weiss, B., and Nguyen, N. P. H.
Year: 2020
Title: Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam
Journal: International Journal of School & Educational Psychology
URL: https://www.tandfonline.com/doi/abs/10.1080/21683603.2020.1837700
Abstract: Rates of Internet usage among Vietnamese students have been estimated to be high and consequently, risk for cyber-bullying and cyber-victimization also may be high. However, current research in this area is limited, with the two primary studies of cyber-bullying among Vietnamese students based on short questionnaires (three and four items) and limited samples (i.e., from one school, and from two schools in the same city). A more comprehensive assessment thus is important in order to more precisely define the magnitude of the problem and to more accurately identify culturally relevant risk factors. In the present study, 1,040 Vietnamese 6th through 12th-grade students from 4 schools in Hanoi and Ho Chi Minh City were assessed using the Revised Cyber Bullying Inventory. Results indicated that 7.1% of participants were victims of cyber-bullying only, 4.7% were initiators of cyber-bullying only, and 11.3% were both initiators of cyber-bullying and victims of cyber-bullying; thus, about one-fourth of the sample was involved in maladaptive online behaviors. Academic achievement was significantly related to levels of cyber-bullying but not cyber-victimization, with top-performing students showing significantly higher levels of cyber-bullying than all other students. Implications of these results are discussed.
Author(s): Tien Le, Q
Year: 2020
Title: A Study of the Core Relationship between Cyberbullying and Coping of High-School Pupils in Vietnam
Journal: International Journal of Innovation, Creativity, and Change
Abstract: Currently, bullying is a very concerning issue in society in general and in the school environment in particular. A new form of “bullying” called “cyberbullying” is also creating a high amount of anxiety and attention to society, especially in the current period, when information technology is growing. The use of mobile phones and the Internet to post inappropriate or harmful images or use cruel words to insult someone has caused emotional trauma and psychology for them, making them affected their studies and activities. Equipping teachers and students with knowledge of bullying, in particular, talks about bullying and related factors such as gender, age, personality, families can help reduce bullying in schools. Activities such as life value training, skills to make friends and communicate with friends will help them know how to treat you better. Life skills courses can help students be able to cope with and solve the difficulties and conflicts encountered in life most effectively. From there, contributing to improving the bullying phenomenon in students is increasingly severe today. Bullies come in many forms and levels. Over time, most of us, in our childhood or as adults, may have to deal with some bullies. Recent statistics show that one in four children is occasionally bullied. At work, at home, in the military, in hospitals, even in nursing homes, bullying has become a problem for adults. We have to deal with bullies carefully, and above all, that behaviour must be prevented. The article mentions a study that explores the relationship between cyberbullying and how high school students cope with cyberbullying. 736 students from 8 secondary and high schools in Hanoi, Hai Phong, and Hai Duong participated in this study. Results showed that 183 students (24% of the total study population) were victims of at least one form of cyberbullying. The extent and form of bullying among victims vary in terms of gender, region, age, and education level. Victims rarely share their bullying and avoid the problem, but they are aware of the seriousness of cyberbullying, considering it is not just a regular occurrence online.
Citation: Lea, Q. T. A Study of the Core Relationship between Cyberbullying and Coping of High-School Pupils in Vietnam (2020). International Journal of Innovation, Creativity and Change.
Author(s): Ruiz, R. M. N. M.
Year: 2018
Title: Curbing Cyberbullying Among Students: A Comparative Analysis of Existing Laws Among Selected Asian Countries
Journal: PEOPLE: International Journal of Social Sciences
URL: https://dx.doi.org/10.20319/pijss.2019.43.12851305
Abstract: Last 2013, the Philippines approved the Anti-Bullying law, which covered cyberbullying. However, a 2015 study revealed that 80% of filipino teenagers aged 13 to 16 are still experiencing cyberbullying (Takumi, 2016). This paper attempted to compare existing laws on cyberbullying among selected ASEAN (Association of Southeast Asian Nations) countries such as Indonesia, Malaysia, Philippines, Singapore, Thailand, and Vietnam. It also aims to identify each country’s anti-cyberbullying measures that might fit other ASEAN countries’ needs. To achieve its purposes, it used a qualitative research with the following primary methods: discourse analysis of cyberbullying laws and alternative strategies addressing said concern; and literature review of online journals, online publications, and online news articles. The study revealed that the Philippines is the only ASEAN country with a cyberbullying law that addresses the students, while other countries have alternative strategies in addressing the issue. Further, it found that cyberbullying is experienced by individuals aged 6 to 30 through Facebook and Twitter. The study suggests that the government should require schools to develop specific and consistent policies that would address this concern; and a curriculum that promotes digital responsibility. Finally, parents are encouraged to educate their children on ethical values, particularly in the digital world.
Citation: Ruiz, R. M. N. M. (2018). Curbing Cyberbullying Among Students: A Comparative Analysis of Existing Laws Among Selected Asian Countries. PEOPLE: International Journal of Social Sciences, 4(3).
Authors: Van Cong, T., Ngoc, N. P. H., Weiss, B., Van Luot, N., & Dat, N. B.
Year: 2018
Title: Definition and Characteristics of “Cyberbullying” among Vietnamese Students
Journal: Journal of Science: Education Research
URL: https://doi.org/10.25073/2588-1159/vnuer.4212
Abstract: The purpose of the present study was to define the term “cyberbullying” from the perspective of middle- and high-school students in Vietnam, detailing its characteristics. The study used qualitative focus groups with Vietnamese students, teachers, parents, school psychologists, and psycho-educational experts in Hanoi, Vietnam. From the perspective of these informants, cyberbullying involves seven characteristics: (a) The indirect transmission of negative, untrue, hateful, and/ or secret, personal information through electronic devices and applications, (b) with the intention to hurt the victim, (c) which may or may not be part of a series of repetitive actions that nonetheless may have ongoing effects, (d) with the perpetrator an individual or a group, (e) in the context of a power imbalance relationship, (f) with the perpetrator(s) able to hide his or her identity, (g) and the bullying able to occur at all times in any place the victim has internet access.
Authors: Le, H. T. H., Dunne, M. P., Campbell, M. A., Gatton, M. L., Nguyen, H. T., & Tran, N. T.
Year: 2017
Title: Temporal patterns and predictors of bullying roles among adolescents in Vietnam: a school-based cohort study
Journal: Psychology, health & medicine
URL: https://doi.org/10.1080/13548506.2016.1271953
Abstract: Although many cross-sectional studies have examined bullying experiences and correlated factors among adolescents in schools, relatively little is known about the extent to which bullying roles are stable or fluid over time. This short-term quantitative longitudinal study in Vietnam examined temporal patterns and predictors of bullying roles over an academic year. A total of 1424 middle and high school students aged 12–17 years completed two anonymous, self-administered questionnaires six months apart in 2014 and 2015. Young people were classified into different bullying roles as follow: not-involved (38.9%), victims only (24%), bullies only (6.6%), and bully-victims (40.4%) across the two times. About 60% of all surveyed students experienced bullying either as victim, bully, or bully-victim during the year. Of these students, nearly three in four indicated unstable bullying roles over time. Multivariate multinomial logistic regressions indicated factors ranging from individual (age, gender, and mental health) to family (social support, parental supervision and monitoring, witnessing parental violence, and conflict with siblings), school (perceived social support, teachers’ attempt to stop bullying at school), and peers (social support, students’ attempt to stop bullying at school) have significant associations with levels of bullying involvement. Implications for bullying prevention programs nationally and internationally are discussed.
Author(s): Le, H.
Year: 2017
Title: Bullying roles and associations with mental health of adolescents in Vietnam: A short-term longitudinal study
Journal: N/A
URL: https://doi.org/10.5204/thesis.eprints.106949
Abstract: Bullying is a public health concern because this type of interpersonal aggression among adolescents is common and has substantial impact on mental health and wellbeing. Although numerous studies on bullying have been conducted in Western countries, there has been relatively limited research in bullying with standardised measurement in the South- East Asian region. Moreover, few longitudinal studies have measured both traditional bullying and cyberbullying to examine the change in bullying roles and the prospective influence of this change on health.
Authors: Le, H. T. H., Nguyen, H. T., Campbell, M. A., Gatton, M. L., Tran, N. T., & Dunne, M. P.
Year: 2017
Title: Longitudinal associations between bullying and mental health among adolescents in Vietnam
Journal: International journal of public health
URL: https://doi.org/10.1007/s00038-016-0915-8
Abstract: This study measured bullying roles across an academic year and examined how change in bullying experiences is associated with symptoms of depression, psychological distress, and suicidal ideation among adolescents in Vietnam. 1424 students in middle and high schools completed two self-administered questionnaires, six months apart in 2014–2015. Students who were victimised often and those who were classified as highly involved as both victims and bullies at one or both survey times showed significantly higher levels of depression, psychological distress, and suicidal ideation than other students. The mental health of adolescents who were involved in bullying as a victim or bully remained at low levels was generally similar to those not involved in any bullying. However, females who had stable but low level in victimisation or bully–victim status had worse mental health than males with stable-low-level exposure. This is the first longitudinal analysis of bullying among adolescents in Vietnam. Persistent and frequent bullying was strongly linked with poor mental health for males and females. A new observation is that Vietnamese girls appear to be more sensitive to low level but long-term bullying involvement than were boys.
Citation: Le, H. T. H., Nguyen, H. T., Campbell, M. A., Gatton, M. L., Tran, N. T., & Dunne, M. P. (2017). Longitudinal associations between bullying and mental health among adolescents in Vietnam. International journal of public health, 62(1), 51-61.
Authors: Le Thi Hai Ha, Ha, Nguyen, Huong Thanh, Truong, Quang Tien, Campbell, Marilyn, Gatton, Michelle, & Dunne, Michael
Year: 2016
Title: Validity and reliability of traditional and cyberbullying victimisation scale: Findings from a school-based survey in urban areas of Hanoi and Hai Duong
Journal: Vietnam Journal of Public Health (English Edition)
URL: http://eprints.qut.edu.au/96727/
Abstract: Bullying victimization is associated with mental health of adolescents. The purpose of this study is to develop a reliable and valid scale, which determines victimization behaviours (including traditional and cyber bullying victimization) among school students. A total of 1,424 adolescents (54.9% female, mean age = 14.7, SD= 1.9) enrolled in two middle and two high schools in Hanoi and Hai Duong province completed self-administered questionnaires in 2014. Results of principal component analysis indicated that two factors emerged which accounted for 58.0% of the total variance. For predictive validity, results showed high correlations between mean score of victimization and gender, age, depressive syndromes, psychological distress, and suicidal ideation. Internal consistency coefficients for reliability of cyberbullying victimization and traditional bullying victimization subscales were 0.92 and 0.73 respectively, and 0.85 for the whole scale. Results demonstrate the traditional and cyberbullying victimization scale is a valid and reliable instrument.
Citation: Le Thi Hai Ha, Ha, Nguyen, Huong Thanh, Truong, Quang Tien, Campbell, Marilyn, Gatton, Michelle, & Dunne, Michael (2016) Validity and reliability of traditional and cyberbullying victimisation scale: Findings from a school-based survey in urban areas of Hanoi and Hai Duong. Vietnam Journal of Public Health (English Edition), 13(40), pp. 198-204.
