quantitative research paper about bullying pdf in the philippines

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• v.27(1); 2021 Jan

Empathy, cyberbullying, and cybervictimization among Filipino adolescents

Tadena shannen.

1 Graduate Student, School of Nursing, Hallym University, Chuncheon, Korea

Shin-Jeong Kim

2 Professor, School of Nursing, Research Institute of Nursing Science, Hallym University, Chuncheon, Korea

Jungmin Lee

3 Lecturer, School of Nursing, Hallym University, Chuncheon, Korea

The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents.

The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance.

The degree of empathy did not show a statistically significant relationship with cyberbullying (r=−.07, p =.359) but did show a significant relationship with cybervictimization (r=.18, p =.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p <.001).

Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

INTRODUCTION

Cyberbullying is more harmful than other types of violence because a negative post or comment can reach a limit-less number of social media (SM) users, thereby increasing the opportunity of prolonged exposure and permanency [ 1 , 2 ]. Furthermore, younger generations currently tend to embrace the use of SM [ 1 ]. A term related to “cyberbullying” is “cybervictimization’, which refers to the experience of being victimized through the use of electronic information on the internet [ 2 ]. Cyberbullying is considered to be a form of violent behavior; therefore, it is expected that cyberbullying causes detrimental effects for both the victim and the perpetrator.

The use of the internet for SM has steadily grown over time. As of January 2020, the estimated number of active SM users worldwide was 3.8 billion, reflecting an increase from the number of 3.4 billion in January 2019 [ 3 ]. In particular, during the coronavirus disease 2019 (COVID-19) pandemic, there has been an increase in the number of digital platform users [ 4 ]. Individuals are now actively posting their new achievements during the pandemic lockdown and expressing their opinions more vocally than before, as SM is now the most frequently used communication method for most individuals [ 4 ]. One study showed that as SM use increases, students who are prone to bullying are more likely to face cyberbullying [ 4 ]. There can be a limitless exchange of information among the SM users, and this information can sometimes be used in negative ways that may cause harm or make someone feel harassed. The act of harassing or harming someone via the use of SM is called cyberbullying. Cyberbullying can happen by sending harassing messages, posting derogatory comments on SM sites, posting humiliating pictures, and threatening someone electronically [ 5 ].

Victims of cyberbullying usually report feelings of depression, anger, frustration, and even suicidal thoughts. Cyberbullying has been found to be linked to low self-esteem, family problems, academic problems, violence, and delinquent behaviors [ 1 , 4 ]. In general, the estimated number of adolescents experiencing cyberbullying is around 10%-40%, although the percentage depends on age and the definition of cyberbullying used in the study [ 1 , 2 ]. In the United States, among a sample of 5,700 middle to high school students, 33.8% admitted to being cyberbullied, while 11.5% admitted to being perpetrators of cyberbullying [ 1 ]. In South Korea, 10.8% of 50,000 elementary to high school students experienced cyberbullying [ 6 ]. In a survey conducted in the Philippines, it was found that 80% of 1,143 respondents aged 13-16 years experienced cyberbullying [ 7 ].

A psychological factor related to the development of violent behavior is having a low empathy level. Empathy can be defined using two dimensions: cognitive and affective. Cognitive empathy is the ability to communicate, tolerate, recognize, and perceive emotions, while affective empathy refers to the ability to perceive and share both the positive and negative emotions of other people [ 8 ]. A study showed that lower levels of empathy increased the development of violent or aggressive behaviors, while a higher level of empathy decreased the development of violent or aggressive behaviors [ 9 ]. Since cyberbullying is considered to be a violent behavior, it is possible that empathy influences cyberbullying.

Adolescence is an important developmental stage when adolescents transition from childhood to adulthood. The changes experienced by adolescents also affect their roles in their family, with friends, and in their communities. Thus, it is vital to pay special attention to adolescents [ 10 ]. The parents of Filipino adolescents set the expectation that they are to be aware of their actions and the consequences corresponding to those actions [ 11 ]. Camaraderie is a factor valued by Filipino adolescents, which is why it is natural for them to be friendly, resulting in the expectation that they know how to empathize with someone [ 11 ]. Nonetheless, little research has discussed Filipino adolescents’ characteristics, and although favorable characteristics have been mentioned, there has been an increase in cases of cyberbullying in the Philippines [ 7 ].

It has been reported that inhabitants of the Philippines spend an average of 4 hours a day using SM, exceeding the values reported for other countries [ 3 ]. Since prolonged exposure to SM can increase victimization, Filipinos may be exposed to the harmful effects of SM for a longer time than others [ 1 ]. Although there has been an increase in the number of cases of cyberbullying in the Philippines, little research has tackled this issue. Because of the detrimental effects of cyberbullying, it is important for adolescents to be aware of its seriousness and the importance of putting an end to this violent behavior. Since adolescence is a vital stage of life, it is important to properly guide adolescents throughout this period. To the researchers’ knowledge, no published study has yet investigated empathy among Filipino adolescents and its possible influence on cyberbullying and cybervictimization.

The purpose of this study was to investigate empathy, cyberbullying, and cybervictimization among Filipino adolescents, with the following specific goals:

• To identify the degree of empathy, cyberbullying, and cybervictimization among junior high school students.
• To identify differences in empathy, cyberbullying, and cybervictimization according to participants’ general characteristics.
• To identify the relationships among empathy, cyberbullying, and degree of cybervictimization.

2. Theoretical Framework

Two theoretical frameworks were used to support the study: the social learning theory developed by Albert Bandura [ 12 ] and the general strain theory developed by Robert Agnew [ 13 ] ( Figure 1 ).

Empathy, cyberbullying, and cybervictimization framework.

Social learning theory [ 12 ] reflects the understanding that a person learns and develops attitudes, behaviors, and emotional reactions by observing others’ actions. It combines cognitive and behavioral learning theory. Cyberbullying incidents and SM may influence ones’ empathy due to what a person observes or experiences through SM. Along with other factors that may also affect someone’s empathy, a person might, or might not, engage in cyberbullying.

General strain theory [ 13 ] supports the assumption that negative experiences can lead to strain or stress. Victimization is considered a stressful experience, and according to this theory, experiences of stress or strain may cause a person to perform a positive or negative action to decrease the stress or strain. Within this framework, the study used general strain theory to investigate whether cybervictimization increased victims’ likelihood to engage in cyberbullying as a response to the strain that they experienced.

1. Study Design

This research is a descriptive study using a questionnaire to investigate empathy, cyberbullying, and cybervictimization among Filipino adolescents.

2. Participants

The participants were junior high school students who were currently enrolled in a public secondary school in Cavite Province, Philippines. Junior high school is the term used in the Philippines to describe grade 7 to 10 students, whereas in South Korea, the term middle or high school is used. The participants were students from grades 7 to 10 who were aged 12 to 19 years old and used SM applications. The school was selected using convenience sampling. The sample size for the correlation was calculated using G*Power 3.1.9.2. The results indicated that 164 participants were needed for an effect size of .25, a significance level of .05, and a test power of .95. Anticipating an 80% response rate, 201 participants were recruited. Responses from 168 participants were analyzed after excluding uncompleted questionnaires.

3. Measurements

The Basic Empathy Scale was developed by Jolliffe and Farrington [ 14 ] and validated among 363 adolescents (grade 10) in the United Kingdom. The scale is a 20-item instrument with two subscales (cognitive empathy with 9 items, Cronbach’s α = .79; affective empathy with 11 items, Cronbach’s α = .85). It is a 5-point Likert-type scale (strongly disagree=1, disagree=2, neutral=3, agree=4, and strongly agree=5). Eight items are reverse-scored. A higher score indicates a higher empathy level [ 14 ]. For the current study, four items were omitted to obtain a more acceptable Cronbach’s α. Each of the eight items was used to measure cognitive empathy and affective empathy. Cronbach’s α values of .67 for the complete empathy scale, .51 for cognitive empathy, and .52 for affective empathy were recorded. Cronbach’s α values ranging from .50 to .75 are generally accepted because these values indicate moderate reliability [ 15 ]. The researcher conducted a pilot study without omitting the four questions and recorded a Cronbach’s α of .79 for the complete empathy scale, .67 for cognitive empathy, and .65 for affective empathy. After omitting the four questions, Cronbach’s α values of .81 for the complete empathy scale, .80 for cognitive empathy, and .66 for affective empathy were recorded.

2) Cyberbullying and cybervictimization

The Revised Cyber Bullying (Cyber Victim) Inventory-II is the second revision of the tool developed by Topcu and Erdur-Baker [ 16 ] and validated among 1,803 high school students attending public high school in Ankara, Turkey. The purpose of the revision was to update and eliminate specific technology names. Consisting of 10 items, participants rate each item twice (once for reporting cyberbullying experience and once for reporting cybervictimization) on a 4-point rating scale (1=never, 2=once, 3=twice or three times, 4=more than three times). Scores are added to achieve the total score in each form. A total score of 10 means being not involved in cyberbullying or cybervictimization, respectively, whereas a higher score indicates more frequent engagement in cyberbullying and cybervictimization. The Cronbach’s α coefficients were .80 for the cybervictimization part and .79 for the cyberbullying part [ 17 ]. In this study, Cronbach’s α values of .80 for cyberbullying and .75 for cybervictimization were recorded. A pilot study recorded a Cronbach’s α of .88 for the entire questionnaire, .57 for the cyberbullying subscale, and .92 for the cybervictimization subscale.

3) Content validity index

The modified questionnaire used in this study to measure empathy was reviewed and approved by a group of experts, including two professors from the child and adolescent department and three nurses who had both worked in a pediatric unit at a university hospital for over 5 years and had doctoral degrees in nursing. The content validity index was .91 using the rating of item relevance.

4. Data Collection Method

After receiving approval to conduct the study from the Institutional Review Board of Hallym University, the researcher coordinated with a teacher at a public secondary school in the Philippines. The researcher was endorsed by the school principal, and a letter describing the timetable for gathering data, the research tools, the purpose of the study, and permission to conduct the study was personally given. After receiving permission to conduct the study, endorsement letters, student and parental consent forms were distributed to the students and were signed by both the student and parents as proof that they agreed to participate in the study. After receiving the consent forms, a pilot study was conducted among two students from each grade level to assess the validity of the tool. After validation, the researcher collected data by distributing the questionnaires, giving instructions, and remaining in the classroom for the duration of questionnaire completion be able to respond to any questions or clarification from the participants. It took around 15 minutes for each class to complete the questionnaires. The collected questionnaires were kept and locked in the cabinet of the corresponding author’s research room and were not accessible to any other researchers.

5. Ethical Considerations

The two instruments used in this study were approved for use by the original authors through email. In addition, the study was conducted after receiving approval from the Institutional Review Board of Hallym University (HIRB-2019-092). The study was conducted at a public secondary school. The researcher explained the purpose and procedure of the research to the participants who agreed to participate by completing an informed consent form. Assurance was given that the results of the study would only be used for the current study and that the anonymity of the participants would be maintained. Participants were provided snacks worth about $1 per person as compensation.

6. Statistical Analysis

Data were analyzed using SPSS for Windows version 25 (IBM Corp., Armonk, NY, USA). Participants’ demographic characteristics were analyzed in terms of percentage, frequency, and mean±standard deviation. The Shapiro-Wilk hypothesis test and the Levene test for equality of variance were performed to confirm the normality of the distribution and within-group normality. The t-test and analysis of variance were conducted to identify differences in empathy, cyberbullying, and cybervictimization according to participants’ characteristics. The Duncan multiple range test was used to determine specific differences between pairs of means. Bivariate correlation analysis was conducted to assess the relationships among empathy, cyberbullying, and cybervictimization

1. Descriptive Characteristics of the Participants

The descriptive characteristics of the participants are shown in Table 1 . Of the 168 participants, 44.0%(n=74) were male and 56.0%(n=94) were female, and their ages were 12-19 years old, with a mean of 14.3±1.4 years. Forty-four (26.2%) of the participants were in the 10th grade, followed by 25.6 % (n=43) in eighth grade, 24.4% (n=41) in seventh grade, and 23.8% (n=40) in the ninth grade. The most commonly utilized SM platform by the participants was Facebook (98.8%; n= 166). The average time of SM usage per day was 296.1±266.1 minutes (4.93 hours or almost 5 hours). Among the 168 participants, the majority used SM applications more than seven times per day (n=57, 34.3%), followed by three to four times (n=46, 27.7%), five to six times (n=39, 23.5%), and one to two times (n=24, 14.5%). The cell phone was the primary device used to check SM platforms (n=154, 91.7%). The predominant purpose of using SM was to watch videos (n=121, 72.0%), while the least common purpose was to read articles (n=62, 36.9%).

Demographic Characteristics of Participants ( N =168)

SM, social media; SNS, social networking site.

2. Degree of Empathy, Cyberbullying, and Cybervictimization

The content, mean score, and standard deviation of the Basic Empathy Scale and Revised Cyber Bullying Inventory-II are presented in Table 2 . The total mean score for empathy was 3.4±0.4 out of 5, indicating a high level of empathy among the participants. The item with the highest mean score was “I can understand my friend’s happiness when she/he does well at something” (3.7±1.1). Followed by “When someone is feeling ‘down’ I can usually understand how they feel” (3.6±1.2), “I often become sad when watching sad things on or in films” (3.6±1.3), “I can often understand how people are feeling even before they tell” (3.7±1.1), and “I can usually work out when people are cheerful” (3.6±1.1). The item with the lowest mean score was “I find it hard to know when my friends are frightened” (2.8±1.1). The average score was divided by 10 which is the number of items. Thus, for cyberbullying was 1.6±0.5, and that for cybervictimization was 1.7±0.6 out of 4, which indicated the existence of cyberbullying and cybervictimization, with a slightly higher score for the latter. “Insulting someone [on the internet]” was the item with the highest average score (1.9±1.0 for cyberbullying and 2.1±1.1 for cybervictimization), followed by “taking over the password of someone’s account [on the internet]”(1.8±0.9 for cyberbullying and 1.8±0.9 for cybervictimization). “Creating a humiliating website [on the internet]” showed the lowest mean score (1.1±0.5 for cyberbullying and 1.2±0.6 for cybervictimization).

Empathy, Cyberbullying, and Cybervictimization of the Participants ( N =168)

3. Differences in the Level of Empathy, Cyberbullying, and Cybervictimization According to Participants’ General Characteristics

Patterns in empathy, cyberbullying and cybervictimization according to participants’ general characteristics are shown in Table 3 . Total empathy, cognitive empathy, and affective empathy were significantly higher among female participants than among male participants (t=3.82, p <.001, t=2.19, p =.030, and t=4.05, p =.001, respectively). However, there were no significant differences in cyberbullying and cybervictimization by gender (t=0.20, p =.838, and t=0.35, p =.724, respectively).

Differences in Participants’ Empathy, Cyberbullying, and Cybervictimization According to Their Characteristics ( N =168)

There was a statistically significant difference in total empathy and both cognitive and affective empathy according to grade level (F=3.90, p =.010, F=3.80, p =.012, and F=3.45, p = .010, respectively). Empathy was significantly higher among grade 10 students than among students of the other grade levels, but the Duncan post hoc test showed no significant difference in the mean scores. In addition, participants’ grade showed a statistically significant association with cyberbullying (F=3.03, p =.031). Cyberbullying was significantly more common among students in grade 8 than among students of the other grade levels, but the Duncan post hoc test showed no significance. In addition, cybervictimization showed a statistically significant difference according to grade level (F=7.66, p <.001), and was also higher in grade 8 participants, but the Duncan post hoc test showed no significance.

Statistically significant differences in total empathy and both cognitive and affective empathy were found according to participants’ age (t=2.86, p =.005, t=2.67, p =.008, and t=2.51, p =.013, respectively). There were no significant differences in cyberbullying or cybervictimization by age (t=0.59, p =.558, and t=1.13, p =.262, respectively). Finally, there were no significant differences in any dependent variables according to the daily use of SM.

4. Correlations among Empathy, Cyberbullying, and Cybervictimization

Cybervictimization was significantly correlated with participants’ total empathy (r=.18, p =.025) and cognitive empathy (r=.17, p =.030), but not with affective empathy (r=.12, p =.114). Total empathy was not significantly correlated with cyberbullying (r=−.07, p =.359). Cyberbullying was significantly correlated with cybervictimization (r=.60, p <.001) ( Table 4 ).

Correlations among Empathy, Cyberbullying, and Cybervictimization ( N =168)

The Philippines has a total population of 108 million, of whom 73 million are active SM users [ 3 , 18 ]. In the current study, Facebook was the most used SM application used by adolescents. In 2020, Facebook had approximately of 2.4 billion monthly users worldwide, thus making it the most popular SM application [ 3 ]. In the Philippines, Facebook is currently the most popular SM application, with at least 70 million users, and most SM users use cellphones to access SM; this trend was also found in a study conducted among Filipino adolescents [ 18 ]. The Philippines have had the longest average daily time of SM use for 4 consecutive years, which reached 4 hours in 2020 [ 3 ]. This finding is in line with the current study, which recorded an average of almost 5 hours of SM use. Most respondents used SM to watch videos (n=121) and for communication (n=106). Watching videos and communication were also the top 2 purposes of using SM in an earlier study [ 18 ].

Filipinos have been observed to value camaraderie and find it natural to be friendly to others, for which reason they place considerable importance on interpersonal relationships [ 11 ]. The importance placed on friendship may be interpreted as reflecting a high level of empathy among Filipino adolescents. The existence of cyberbullying and cybervictimization was evident according to the findings of the study. Even with the increase in cyberbullying in the Philippines, some undocumented cases may exist due to victims’ fear of their situation being publicized. Some schools also tend to under-report cyberbullying due to fears of tarnishing the school’s reputation [ 19 ].

Demographic characteristics are believed to possibly influence empathy, cyberbullying, and cybervictimization. A significant relationship was found between empathy and gender in the current study, with female adolescents scoring higher for empathy than male adolescents. This may result from gender expectations in Filipino culture between the two genders. Female adolescents are expected to help their mothers with chores and to take care of their siblings, which fosters nurturing characteristics and helps them to understand different emotions. In contrast, male adolescents are trained to be logical and independent, and to keep their emotions to themselves [ 20 ]. This may explain why the female participants in this study had a higher degree of empathy than the male participants. However, no significant relationship was found between cyberbullying or cybervictimization and gender, similar to another study conducted in the Philippines [ 21 ]. These results show that when considering factors influencing empathy, other demographic characteristics such as age, educational level, and economic level must also be considered, as well as gender. Thus, further research is needed to predict the variables that affect Filipino adolescents’ empathy regarding cyberbullying and cybervictimization.

The current study established a significant relationship between age and empathy. Another study also reported a similar result, and this relationship reflects the development of empathy, which grows with age until it reaches full development in adolescence [ 22 ]. However, some studies have reported a decrease in cognitive empathy and an increase in affective empathy in the elderly. A decrease in cognitive empathy may be related to reduced activity in brain areas associated with cognitive function [ 23 ].

No significant relationship was found between age and cybervictimization or cyberbullying in this study. This finding is similar to a study conducted among Filipino university students, where it was found that cyberbullying and cybervictimization experiences of students were not significantly related to their age [ 24 ].

There is scarce evidence regarding the relationships among grade level, empathy, cyberbullying, and cybervictimization. The current study identified a significant relationship between grade level and empathy, as well as with cyberbullying and cybervictimization. A study among grade 7-12 students found that the cognitive empathy of victims of cyberbullying was high [ 25 ]. However, in a comparison of cognitive empathy in cyberbully-victims (a term for victims who also engaged in cyberbullying) and bystanders, lower grade levels had higher levels of cognitive empathy than other groups, while higher grade levels had higher levels of cognitive empathy only among cyberbully-victims, but not bystanders. Furthermore, it was found that victimization increased after grade 7 and continued through grade 12 [ 25 ].

Empathy has consistently shown a negative relationship with antisocial behavior [ 15 ], implying that empathy may have a possible influence on cyberbullying. A study investigating the relationship between cyberbullying and empathy found out that a low level of both cognitive and affective empathy predicted cyberbullying [ 26 ]. The current study found no significant relationship between empathy and cyberbullying. The same result was found in another study, and a possible explanation for this result is that even though the participants had a high empathy level, which may make them sensitive to others’ emotions, they may have viewed cyberbullying as a normal phenomenon [ 27 ]. As such, it is crucial to provide Filipino adolescents with the necessary information to protect themselves against cyberbullying. In addition, active interest and participation of parents and teachers are needed for the development of programs, practices, and policies to protect and support this population from this problem.

Few studies have reported a relationship between empathy and cybervictimization. It was found that cybervictims scored higher than cyberbullies and uninvolved students or bystanders in both cognitive and affective empathy [ 28 ]. One study reported higher affective empathy among cybervictims [ 29 ]. Another study reported significant relationships of both cognitive and affective empathy with cybervictimization [ 30 ]. In the current study, total empathy and cognitive empathy, but not affective empathy, had significant relationships with cybervictimization. This finding of distinct relationships of cognitive and affective empathy with cybervictimization was not found in previous research. The significant relationship between cybervictimization and cognitive empathy may be explained by cybervictims’ capability to understand the perspective of others, while still having problematic social relationships, as shown by the lack of a significant association between affective empathy and cybervictimization. Furthermore, affective empathy is important in establishing social relationships [ 27 ].

Taking revenge is a possible response of a cybervictim to his or her bullies. The desire to take revenge may lead a cybervictim to engage in cyberbullying [ 30 ]. Another explanation is the application of general strain theory, which was developed by Agnew [ 13 ]. Greater exposure or experiences of cyberbullying may increase the likelihood that cybervictims will engage in cyberbullying to release their stress. This is an example of a negative response to strain. A study conducted in the Philippines and Turkey reported a positive relationship between cyberbullying and cybervictimization [ 21 ]. The current study yielded a significant relationship between cyberbullying and cybervictimization.

Several limitations were found in this study. The first is the length of the duration of data collection, which resulted in a small sample of participants from a single school. The second is that the researcher used convenience sampling to choose where to conduct the study and the participants to be included. Participants were picked by the teachers due to their availability and knowledge regarding SM use. The third is the use of a self-report survey. There is a possibility that students over-reported or misreported some data (e.g., SM time usage per day and the reasons for SM usage). The questionnaires used may have made the students feel discomfort, anxiety, and fear due to the questions. The fourth is the scarcity of articles about empathy, cyberbullying, cybervictimization, and characteristics of Filipino adolescents. The fifth is the reliability of the Basic Empathy Scale. This study recorded Cronbach’s α values of .67 for the total Basic Empathy Scale, .51 for the cognitive empathy subscale, and .52 for the affective empathy subscale. This is considered a low reliability score, but according to a book by Hinton et al. [ 15 ], a Cronbach’s α value ranging from .50 to .75 is accepted because it indicates moderate reliability.

Despite the limitations of this study, it still made a pertinent contribution to the study of empathy, cyberbullying, and cybervictimization.

The findings of this study shed important light on the issues of cyberbullying and cybervictimization, which could become more problematic in the COVID-19 pandemic. Empathy was not found to be negatively associated with cyberbullying. This can be explained by a lack of self-awareness, because some SM users post or send whatever they want without thinking about whether the content can harm others [ 1 ]. It is also possible that cyberbullying was viewed as a normal phenomenon, especially as SM use has increased over time. Cognitive empathy, but not affective empathy, was significantly associated with cybervictimization. It is possible for cybervictims to understand the emotions of others but still have difficulty in establishing social relationships or feeling the emotions of other people. The finding of this study that cyberbullying was significantly associated with cybervictimization is alarming. This relationship may be explained by the stress that cybervictims experience and their desire to take revenge on the perpetrators, especially since SM can be anonymously.

We expect that the findings of this study may contribute to the prevention of cyber-related problems among adolescents as it offers basic guidelines. Since adolescence can be a confusing period due to changes and transitions from childhood to adulthood, adolescents deserve special attention and guidance from people surrounding them. It is vital for parents, teachers, and even guardians to establish open and good communication with adolescents to properly guide them towards betterment. At this time, with one’s capacity to empathize, it is possible to become a bystander or a defender of a victim, for which reason we should highlight empathy in efforts to prevent and solve various types of cyber-related problems. We also suggest that as cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative problems.

Acknowledgments

Conflict of interest

No existing or potential conflict of interest relevant to this article was reported.

Data availability

Please contact the corresponding author for data availability.

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Penelitian ini bertujuan untuk menggambarkan perilaku bullying mahasiswa Universitas Negeri Jakarta. Tipe penelitian ini berjenis deskriptif kuantitatif. Alat ukur yang digunakan adalah Bullying Scale dengan 71 butir item dan 3 dimensi. Data yang dikumpulkan berjumlah 210 responden. Reliabilitas Bullying Scale yang dihitung menggunakan aplikasi spss versi 25.0 dengan rumus Cronbach’s Alpha adalah 0,9 untuk dimensi bully, 0.879 untuk dimensi victim dan 0,931 untuk dimensi bystander. Hasil data penelitian menunjukan 41 % mahasiswa memiliki kecenderungan berperan sebagai bully, 34% sebagai bystander, dan 25% sebagai victim. Hasil perhitungan mean skor bentuk perilaku bullying yang paling sering terjadi adalah emosional bullying. This study aims to describe the bullying behavior of students at the University of State Jakarta. This type of research is descriptive quantitative. The measuring instrumen used is the Bullying Scale with 71 items and 3 dimensions. The data collected was 210 re...

International Journal of Educational Psychology

Mariana Martins

Bullying&#39;s a phenomenon that carries great harm for those involved (bully or victim alike) in which academic achievement is harmed as well. However, the strength of such impact is yet to be clarified, existing many possibilities to explore. Or in other words, many variables that can justify such connection - classroom behavior being one example.The goal of the present investigation is to study the impact that bullying (while mediated by the classroom behavior) has on the academic achievement.The sample consisted of 288 children (from 1st year to 4th year’s students); and their teachers (whom reported their classroom behavior). Results showed that the bullying situation itself, didn’t significantly explain the academic achievement of those involved. However, from classroom behavior it was found an indirect effect between bullying and academic achievement. Within classroom behavior, the main contributive dimensions were - victim related, the excessive motor activity; and bully rel...

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Cyberbullying Research in Phillipines

Here is the research we’ve found on cyberbullying in Phillipines, 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: Costales, J., Asio, J.M., Albino, M., Albino, F. and Dios, E.E.R.

Title: Students’ Profile and Prevalence of Cyberbullying in Higher Education: Implications to the New Normal Learning

Journal: Couldn’t Find

URL: https://dl.acm.org/doi/abs/10.1145/3545862.3545896

Abstract: Cyberbullying is a social disorder emanating from the development of technology and wider access to the Internet. This study aims to assess the students’ profiles and the prevalence of cyberbullying in the higher education institutions in Central Luzon, Philippines. The study used a descriptive-correlational technique with the help of an online survey to gather data. Using a convenience sampling technique, 319 higher education students participated in the online survey, first semester of the academic year 2021–2022. In order to attain the objective of the study, the investigators used a standardized instrument. Using SPSS 23, we analyzed the gathered data using the following statistical tools: frequency, percentage, weighted mean, and non-parametrical tests like Kruskall-Wallis and Spearman rho. Respondents revealed that they were “never” cyberbullying victims or offenders. Furthermore, statistical inferences showed a variation for cyberbullying offenders as to age and sponsorship/scholarship and a weak indirect relationship between cyberbullying offenders and sponsorship/scholarship characteristics of the students. From the results of the study, the investigators recommended pertinent implications for the new normal of learning among students and the institution.

Authors: Shannen, T., Kim, S., and Lee, J.

Title: Empathy, cyberbullying, and cybervictimization among Filipino adolescents

Journal: National Library of Medicine

URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8650871/

Abstract: The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents. The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance. The degree of empathy did not show a statistically significant relationship with cyberbullying (r=−.07, p=.359) but did show a significant relationship with cybervictimization (r=.18, p=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, p<.001. Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

Authors: Patacsil, F. F.

Title: Analysis of Cyberbullying Incidence among Filipina Victims: A Pattern Recognition using Association Rule Extraction

Journal: I.J. Intelligent Systems and Applications

URL: https://doi.org/10.5815/ijisa.2019.11.05

Abstract: Cyberbullying is an intentional action of harassment along the complex domain of social media utilizing information technology online. This research experimented unsupervised associative approach on text mining technique to automatically find cyberbullying words, patterns and extract association rules from a collection of tweets based on the domain / frequent words. Furthermore, this research identifies the relationship between cyberbullying keywords with other cyberbullying words, thus generating knowledge discovery of different cyberbullying word patterns from unstructured tweets. The study revealed that the type of dominant frequent cyberbullying words are intelligence, personality, and insulting words that describe the behavior, appearance of the female victims and sex related words that humiliate female victims. The results of the study suggest that we can utilize unsupervised associative approached in text mining to extract important information from unstructured text. Further, applying association rules can be helpful in recognizing the relationship and meaning between keywords with other words, therefore generating knowledge discovery of different datasets from unstructured text.

Authors: Rajamanickam, R., Ramli, F. S., Na’aim, M. S. M., Hassan, M. S., & Hashim, H.

Title: Defining Bullying among Students from Criminal Law Perspective: Comparison between Malaysia and the Philippines

Journal: Universal Journal of Educational Research

URL: https://doi.org/10.13189/ujer.2019.070803

Abstract: School bullying is not new, but it has been a long and constant problem. Bullying issues are often reported in the mass media and have garnered attention not only in Malaysia but also abroad. Today, bullying can no longer considered as a trivial social problem that can be taken lightly. Failure to address this issue will have bad consequences for students in particular. Various ways have been introduced to tackle this issue and one of them is through the enforcement of law. This study will focus on the bullying within the legal framework in Malaysia, especially in the context of its definition. Studies showed that while in Malaysia, there are alarming statistics about bullying, but little attention has been paid to the absence of any specific law dealing with bullying in Malaysia. To date, no statutory definition of bullying has been provided. This paper thus provides an overview of Malaysia’s legal framework of bullying compared with the Philippines law on bullying. Despite a number of definitions of bullying provided by the scholars, the paper concludes that to date, there are no specific law on bullying and its statutory definition in Malaysia. Such absence may not fully safeguard the interests of bullying victims comprehensively. The findings would give more clarity to the theoretical framework of bullying in Malaysia thus showing the commitment of the government towards preventing the rampancy of this issue through legal enforcement

Authors: Fabito, B. S., & Yabut, E. R

Title: Prevalence of Cyberbullying and Addiction in Mobile Gaming among Tertiary Students in one University in the Philippines: An Ethical Discussion in the lens of Consequentialism.

Journal: 10th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment and Management

URL: https://doi.org/10.1109/HNICEM.2018.8666295

Abstract: Mobile gamification has been explored to understand the possibility of its application to promote engagement and motivation for learning among students. However, it cannot be disputed that the growing market for mobile games has drawn several ethical setbacks. Two of the setbacks arising from mobile gaming are addiction and cyberbullying. Mobile Game Addiction and Cyberbullying are ethical concerns that should be addressed respectively as it hampers regular individual activities particularly of students in an academic institution. In the Philippines, very few or no studies have been conducted to determine the prevalence of ethical concerns in mobile gaming specifically on Mobile Game Addiction and Cyberbullying. It is the role of the present study to determine the prevalence of Cyberbullying and Addiction in the context of Mobile Gaming among students of one University in the Philippines through the Quantitative Approach. Existing Surveys were used to determine the possible prevalence of Cyberbullying and Addiction. Additionally, a discussion on consequentialism about the ethical dilemma in mobile gaming is addressed through Qualitative approach. From the Game Addiction Test, the over-all mean suggested that thirty-six (36) out of the eighty-eight (88) respondents are at risk for Mobile Game addiction, whereas, six (6) can be classified as mobile game addicts. The test also revealed that the respondents play mobile games for Mood Modification (the need to shift from a bad mood to a good mood). For Cyberbullying, it is not conclusive that majority of the respondents have experience or have initiated cyberbullying in mobile games. Nevertheless, a few of the respondents have become a victim or have initiated cyberbullying. Ethical discussion on Consequentialism and recommendations are discussed in the latter part of the paper.

Authors: Ruiz, R. M. N. M.

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.

Authors: Vargas, E., Niguidula, J. D., Hernandez, A. A., Marquez, P. S., & Caballero, J. M.

Title: Senior High School Students Cyberbullying Experience: A Case of University in the Philippines

Journal: N/A

URL: https://www.researchgate.net/publication/324692240_Senior_High_School_Students_Cyberbullying_Experience_A_Case_of_University_in_the_Philippines

Abstract: Twitter is widely used to explore on the opinions of the public in variety of topics. It has constantly gained popularity as good source of information for visualization-centered application. This paper aims to understand the opinions of senior high school students’ on cyberbullying in a university in the Philippines. This study uses a tweet visualization tool to present the opinions of students. The results of the study indicate that most of the students feel pleasant on cyberbullying as the university administration officers continuously drives information awareness campaign that decreases fear and unpleasant emotion among the senior high school students. Therefore, cyberbullying among senior high school students remain an important concern for educators and students. This study suggests practical and research recommendations.

Authors: Baronia-Locson, E. L. C

Title: Impact of Cyberbullying Among Selected High School Students In Philippines, 2011

Journal: AAP National Conference and Exhibition. American Academy of Pediatric

URL: https://www.researchgate.net/publication/267912395_Impact_of_Cyberbullying_Among_Selected_High_School_Students_In_Philippines_2011

Abstract: With the advent of technology, cyberbullying is becoming more prevalent with the use of electronic devices such as computers and mobile phones. This study will assess the impact of cyberbullying and its different subtypes (phone call, text message, social network and e-mail bullying) among different year levels in a selected secondary school in the Philippines. Out of the 395 respondents, 334 experienced cyber bullying alone of which majority are females (64.07%). For all types of cyberbullying, first year level has the most number of victims and fourth year having the least. Overall, social networking has the most number of victims while phone call has the least. Phone calls are considered least harmful by 4th year and is more harmful for 1st year. All year levels consider social networking to be the most harmful for all subtypes of cyberbullying. Text message and email bullying are considered more harmful by 1st year and least harmful by 3rd year. Analyzing the impact of each subtype of cyberbullying per year level, social network and email bullying were statistically significant. Phone call and text message bullying were not statistically significant.

Authors: Goebert, D., Else, I., Matsu, C., Chung-Do, J., & Chang, J

Title: The Impact of Cyberbullying on Substance Use and Mental Health in a Multiethnic Sample

Journal: Maternal & Child Health Journal

URL: https://doi.org/10.1007/s10995-010-0672-x

Abstract: The objective of this study was to examine the relationship between cyberbullying and mental health problems among a multiethnic sample of high school students in Hawai`i. A University-Community partnership was established to direct the research. Using a mixed-methods approach, we explored violence among Asian and Pacific Islander youth. In the first phase, focus groups were conducted to identify areas of youth concern and develop survey questions. Responses from 677 high school students on interpersonal youth violence and risk and protective factors were utilized in this study. More than 1 in 2 youth (56.1%) had been victims of cyberbullying in the last year. Filipino and Samoan youth were more likely to report feeling badly about themselves as a result of cyberbullying. While cyberbullying and mental health problems varied by sex and ethnicity, we found that cyberbullying is widespread with serious potential consequences among Asian and Pacific Islander youth. A multifaceted approach is needed to reduce and prevent cyberbullying. School, family and community programs that strengthen positive relationships and promote safe use of technology provide promise for reducing cyberbullying.