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

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

ABSTRACT The article focuses on the results of a national empirical research on Generation Z’s perceptions and experiences of cyberviolence. This term refers to aggressive and intentional actions, carried out, through electronic tools by a single person or a group, which deliberately aim to hurt or damage another who cannot defend himself. The main aim of this study was to gather national data on cyberviolence in order to explore better how young people (aged 18–25) understand and experience this phenomenon and what maybe the most suitable actions to limit it. The data analysis explored three main issues: (1) The main platforms used by Generation Z on which cyberviolence can occur; (2) The level of knowledge and awareness that Generation Z has about the different forms of cyberviolence and their dangerousness; (3) The features of social media perceived as most dangerous by the respondents. The article also proposes a reflection on the actual level of awareness of young people about this issue and the need to consider digital literacy programmes that aim to teach young people how to analyse the media critically.

Generation Z and cyberviolence: between digital platforms use and risk awareness

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

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