Many hopes exist regarding the opportunities that the internet can offer to young people as well as fears about the risks it may bring. Informed by research on media literacy, this article examines the role of selected measures of internet literacy in relation to teenagers’ online experiences. Data from a national survey of teenagers in the UK (N = 789) are analyzed to examine: first, the demographic factors that influence skills in using the internet; and, second (the main focus of the study), to ask whether these skills make a difference to online opportunities and online risks. Consistent with research on the digital divide, path analysis showed the direct influence of age and socioeconomic status on young people’s access, the direct influence of age and access on their use of online opportunities, and the direct influence of gender on online risks. The importance of online skills was evident insofar as online access, use and skills were found to mediate relations between demographic variables and young people’s experience of online opportunities and risks. Further, an unexpected positive relationship between online opportunities and risks was found, with implications for policy interventions aimed at reducing the risks of internet use.

Balancing opportunities and risks in teenagers' use of the internet: the role of online skills and internet self-efficacy

Eurasian Journal of Social Sciences Editorial Board Aims and Scope Abstracting/Indexing Editorial Policy Submission Guidelines Online Submission Forthcoming Articles Current/Past Issues Ethics & Malpractice Eurasian Journal of Social Sciences Online ISSN: 2148-0214 Eurasian Journal of Social Sciences (EJSS) accepts articles on topics that combines social sciences (such as politics, education, psychology, sociology but not limited to) […] 

Eurasian journal of social sciences

Whether gaming has a beneficial or detrimental effect on young people's lives is a defining feature in both the research and the public discussion of youth digital gaming. In this qualitative study, we draw from a thematic analysis of the experiences of 180 game players in Finland, aged 15–25 years. Utilizing the digital gaming relationship (DGR) theory, we explore how different aspects of gaming actualize in their lives, and how different features of gaming culture participation come together to form their experience. We contend that framing gaming as a balancing act between beneficial and detrimental obscures much of the complexity of young people's gaming, reinforces a partially false dichotomy, and overlooks young people's agency. Based on our results, we suggest alternative approaches that help reduce and avoid these problems.

https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1164992/pdf

The light, the dark, and everything else: making sense of young people's digital gaming

Introduction Cyberbullying and cybervictimization are spread worldwide, and due to COVID-19, an increasing number of children and adolescents have been impacted. Since the beginning of the twenty-first century, research has investigated and highlighted the key risk factors for cyberbullying and cybervictimization, and numerous anti-cyberbullying prevention and intervention programs have been developed and assessed for their efficacy. Despite this, no studies have specifically focused on the individual, relational, and contextual risk factors associated with the onset of youth involvement in cyberbullying and cybervictimization. Methods To address this lacuna, 333 Italian students aged 10–16 years (M = 12.16, SD = 1.35) were involved in a year-long longitudinal study and filled in the anonymous online actuarial Tabby Improved Checklist two times with a 6-month interval. Onset risk factors for cyberbullying and cybervictimization have been separately analyzed by excluding all students involved in cyberbullying from the original sample or in the cybervictimization baseline (T1). Results The results showed that being male, being involved in school bullying, having low levels of awareness of online risk, and having high levels of affective empathy were all significant onset risk factors for cyberbullying. Similarly, being male, being involved in school bullying and victimization, having high levels of affective empathy, and moral disengagement were onset risk factors for cybervictimization. Conclusion Given the negative psychological and behavioral consequences of cyberbullying and cybervictimization, this article includes discussions on practical and policy implications for future research, stressing the need to develop, implement, and evaluate the effectiveness of primary prevention programs addressing and managing onset risk factors for cyberbullying and cybervictimization.

/pdf/onset-risk-factors-for-youth-involvement-in-cyberbullying-2jgr8lil.pdf

Onset risk factors for youth involvement in cyberbullying and cybervictimization: A longitudinal study

Abstract Cyberbullying has become more widespread as a result of the common use of social media, particularly among teenagers and young people. A lack of studies on the types of advice and support available to victims of bullying has a negative impact on individuals and society. This work proposes a hybrid model based on transformer models in conjunction with a support vector machine (SVM) to classify our own data set images. First, seven different convolutional neural network architectures are employed to decide which is best in terms of results. Second, feature extraction is performed using four top models, namely, ResNet50, EfficientNetB0, MobileNet and Xception architectures. In addition, each architecture extracts the same number of features as the number of images in the data set, and these features are concatenated. Finally, the features are optimized and then provided as input to the SVM classifier. The accuracy rate of the proposed merged models with the SVM classifier achieved 96.05%. Furthermore, the classification precision of the proposed merged model is 99% in the bullying class and 93% in the non-bullying class. According to these results, bullying has a negative impact on students’ academic performance. The results help stakeholders to take necessary measures against bullies and increase the community’s awareness of this phenomenon.

Hybrid Deep Learning Model–Based Prediction of Images Related to Cyberbullying

Despite an abundance of research from multiple perspectives and disciplines, to date cyberbullying research has been fragmented and is often conducted atheoretically, using theories borrowed from general psychology and/or criminology, or considers only individual-level explanations such as demographics, personalities, and psychological conditions which may be insufficient to fully understand and explain the behaviour. Social psychological approaches that examine the everyday power relations in children’s lives and the study of identity, relationships, and belonging systems may provide meaningful context and a more holistic perspective. The purpose of this paper is to demonstrate the positive impact of applying identity theories and a sociological perspective to the study of cyberbullying. This paper provides an overview of cyberbullying, followed by examples of how general psychological theories and theories borrowed from criminology and aggression have been applied to cyberbullying, including a cyberbullying-specific theory. Several key theories of identity that could be employed in the study of cyberbullying are then identified. Lastly, the utility of using a socio-psychological perspective using social identity theory and social network analysis to study of cyberbullying is explored. In order to manage cyber violence, we need to act on multiple levels, including individual, relational, organizational, and community levels.

/pdf/extending-the-current-theorization-on-cyberbullying-3ygamczdf0.pdf

Extending the Current Theorization on Cyberbullying: Importance of Including Socio-Psychological Perspectives

Introduction Cyberbullying, or repeatedly communicating antagonistic messages using digital or electronic media meant to deal out harm or discomfort to others, has been considered more pervasive and impactful than traditional bullying since perpetrators can remain anonymous online, are not bound by time or place. In addition, cyberbullied youth are reluctant to involve others such as an adult or confront the perpetrator adults. Therefore, the primary purpose of this study was to capture a holistic understanding of potential youth cyberbullying prevention and intervention strategies (i.e., inhibiting forces that may reduce cyberbullying) from key stakeholders with professional knowledge about cyberbullying (i.e., educational administration, psychological counseling, technology and bullying education consultation, policing, research, and social support services). Methods Twenty (n = 20) participants were recruited using purposive and snowball sampling techniques from both urban and rural school districts in one Western Canadian province to participate in either in a semi-structured individual interview (n = 16) or a scheduled focus group (n = 4) to achieve depth and understanding of cyberbullying issues. The I3 Model, a process-oriented metatheory of aggression with the potential to explain how cyberbullying behaviors continue to occur, was used as a frame to analyze the qualitatively gathered data using six phases of reflexive thematic analysis. Results Participants identified educational efforts related to awareness of cyberbullying and consequences of perpetration, digital citizenship programming for students and social skills training, providing remediation to youth who are in online conflict with one another, and parental engagement with the technology used by their youth as key factors in mitigating instances of cyberbullying. Discussion This study furthers research on cyberbullying prevention and intervention in schools by illuminating experiences from under researched and unique stakeholders in the field. These key findings and suggestions for future research are further discussed.

https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1067484/pdf

Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders

ABSTRACT This study explored male youth’s reflections of their adolescent online gaming experiences including the similarities and differences between trash-talking and cyberbullying. In 2019, qualitative data was gathered from 19 participants ranging in age from 18 to 25 years of age using individual interviews and focus groups. Participants responded to questions about the types of games played, gaming culture, trash-talking and cyberbullying while playing online, and shared their personal gaming experiences. Using male socialization and social norms as theoretical lenses, analysis of the data resulted in three main themes: (1) the complexity of the gaming culture; (2) the role of cyberbullying in online gaming (including three subthemes: what is cyberbullying, how is cyberbullying different than trash-talking, and frequency of cyberbullying); and (3) the role of trash-talking in online gaming (including three subthemes: when talking trash the genre of the game matters, and when talking trash group matters, and why talk trash?). This study provides new insights into the complexity of online gaming culture and norms including the importance of genres of games and sub-cultures, expanding our current understanding of gamers’ perceptions of what cyberbullying is and is not, and the role of trash-talking in gaming.

‘There’s a fine line between trash-talking and cyberbullying’: a qualitative exploration of youth perspectives of online gaming culture

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Extending the Current Theorization on Cyberbullying: Importance of Including Socio-Psychological Perspectives

Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders

‘There’s a fine line between trash-talking and cyberbullying’: a qualitative exploration of youth perspectives of online gaming culture