Search

Danışman: Doç. Dr. Ebru Kuşcu, Bulgan, R. (2021). Üniversite Öğrencilerinin Öz Şefkat Düzeyleri ile Siber Zorba Ve Siber Mağdur Olmaları Arasındaki İlişkinin İncelenmesi. Yüksek Lisans Tezi, Biruni Üniversitesi Lisansüstü Eğitim Enstitüsü, İstanbul. Üniversite öğrencilerinin dijital teknoloji kullanımının artması ile sosyal ilişkiler, sosyal ağlara taşınmıştır. Bu ağlara taşınan sosyal ilişkiler ise sosyal medya kullanıcılarının diğer insanlarla olan iletişim biçimini etkilemektedir. Bu durum sosyal medyada kendilerini diğerleriyle karşılaştırma olanağı bulan sosyal medya kullanıcılarından bazılarının kendilerini acımasızca eleştirme eğilimi göstermesine ve öz şefkat durumlarını da olumsuz etkilemeye başlamıştır. Öte yandan sosyal ağlarda sıklıkla karşılaşılabilen siber zorbalık ve bunun sonucunda yaşanan siber mağdur olma durumları da sosyal medya kullanıcılarını etkilemektedir. Bu bağlamda öz şefkat, siber zorba ve siber mağduriyet ile ilgili bir araştırma yapma gereği duyulmuştur. Bu araştırmanın amacı, üniversite öğrencilerinin öz şefkat düzeyleri ile siber zorba olma ve siber mağdur olmaları arasındaki ilişkiyi incelemektir. İlişkisel tarama yönteminin kullanıldığı araştırmanın örneklemini rastlantısal örnekleme ile Türkiye’nin çeşitli şehirlerinde yer alan 68 üniversiteden 363 üniversite öğrencisi oluşturmuştur. Örneklem grubuna geçerliliği ve güvenilirliği Türk kültürü için sınanmış olan psikometrik ölçekler uygulanmıştır. Bu ölçekler Öz Şefkat Ölçeği Kısa Formu, Sanal Zorba/Kurban Ölçeği ve araştırmacının hazırladığı Kişisel Bilgi Formudur. Katılımcıların öz şefkat düzeyleri ile siber zorba ve siber mağdur olma eğilimi arasındaki ilişkiyi incelemek amacıyla Spearman Brown korelasyon katsayısı kullanılmıştır. Öz şefkat, siber kurban ve siber zorba olma düzeyinin cinsiyete göre anlamlı düzeyde farklılaşıp farklılaşmadığı iki kategorili değişkenlerde kullanılan Mann Whitney U testi ile incelenmiştir. Bununla birlikte öz şefkat, siber kurban ve siber zorba olma düzeyinin sosyoekonomik düzey, üniversiteye gelmeden önce yaşanan yere (büyükşehir, köy, kasaba, diğer) göre anlamlı düzeyde farklılaşıp farklılaşmadığını belirlemek üzere Kruskal Wallis H testi ile incelenmiştir.Veri seti parametrik istatistiklerin varsayımını karşılamadığı için tüm analizlerde nonparametrik istatistikler kullanılmıştır., Bulgan, R. (2021). Investigation of the Relationship Between University Students Self Compassion Levels and Cyberbullying and Cyber Victim. Post Graduate Thesis, Biruni Üniversity, İstanbul. Post Graduate Institute of Educational Sciences, İstanbul. Social relationships with the increase of internet and online technology use among college students has been moved to social networks. Social media users can compare themselves with others in communication on social networks, ruthlessly criticize and internalize their inadequacy. The situation has started to negatively affect the self compassion situation of some of the social media users who find the opportunity to compare themselves with others on social media, and tend to criticize themselves ruthlessly. On the other hand, cyberbullying, which can be encountered frequently in social networks and the resulting cyber victimization also affect social media users. Therefore it was necessary to conduct a research self compassion and cyber bully and cyber victimization. The main purpose of the study is to examine on relationship between university students self compassion levels and being a cyberbully and cyber victim. The sample of the survey used random sampling and screening methods of Relational located in various cities of Turkey are 363 university students from 68 universities. Psychometric scales, the reliability, validity of which have been tested for Turkish culture, were applied to the sample group. These scales are Self Compassion Scale Short Form, Virtual Bully, Victim Scale and Personal Information Form prepared by the researcher. Spearman Brown correlation coefficient was used to examine the relationship between self compassion levels of the participants and the tendency to be cyberbully, cyber victim. Whether the level of self compassion, cyber victim and being cyberbully differentiates significantly according to gender ıt was analyzed with the Mann Whitney U test used for two category variables. In addition, the Kruskal Wallis H test was used to determine whether the level of self-compassion, cyber victim and cyberbullying differs significantly according to the socioeconomic level, place of residence (metropolitan, village, town, etc.) before coming to university. Nonparametric statistics were used in all analyzes. As a result of the study, it was observed that there was no statistically significant relationship between the self-compassion level of university students and their xiv tendency to be cyberbully and cyber-victim, while a significant and positive relationship was found between the level of self-compassion and the virtual rumorbullying dimension. In addition, it was found that cyberbully, the tendency to be a cyber victim does’nt differ significantly according to where they lived before coming to university. In addition, those with a low socioeconomic level were found to have higher self-compassion levels. The self-compassion levels of the students did not show a statistically significant difference according to the place of residence, gender and university type before coming to the university. In addition, it has been determined to cyberbully tendency to be cyber bully doesn’t differ significantly according to where they live before coming to university.the place where they lived before coming to university. In addition, it was seen those with low socioeconomic level had higher level of self compassion. In addition, university students cyberbully and cyber victimization differed according to gender. On the other hand, it was determined that male students are more likely to be cyberbully, while female students are more likely to experience cyber victimization.

Cybercrime is one of the most significant security challenges of the 21st century. However, official statistics do not provide insights into its prevalence and nature. Representative cross-sectional field studies may help fill this gap, focusing on differences between urban and rural technology users. We (a) investigated the association between the purpose of computers and other electronic device usage and perceived vulnerability, (b) compared the differences in the purpose of computers or other electronic device use and perceived vulnerability, and (c) compared the perceived cyber victimization between residents of rural and urban areas. We conducted a field study that resulted in a representative sample of the Republic of Slovenia in Europe. We found several significant differences in the purpose of technology use and perceived cyber victimization. Furthermore, the results indicate that the purpose of technology use is somehow associated with perceived vulnerability in cyberspace; however, such associations are different in cyberspace than in the material world.

Cyber-victimization, tobacco and alcohol use are all prominent public health problems among adolescents throughout the world. Against this background, this study examined the association between cyber-victimization and tobacco and alcohol use, as well as the moderating role of deviant peer affiliation and the potential age differences among elementary, middle, and high school students. A survey conducted among 1488 school students (aged 9–19 years, consisting of 702 elementary school students, 318 middle school students, and 468 high school students) found that cyber-victimization was positively correlated with tobacco and alcohol use among students of all stages. However, the moderating mechanism was different. Among elementary school students, deviant peer affiliation played a positive moderating role. For individuals with high deviant peer affiliation, this association was stronger. Among middle school students, the moderating role of deviant peer affiliation was insignificant. Among high school students, deviant peer affiliation played a negative moderating role, this association was significant for individuals with low deviant peer affiliation. The results of this study clarify the relationship between cyber-victimization and tobacco and alcohol use by examining the moderating role of deviant peer affiliation and age differences, providing intervention guidance for reducing the negative influences of cyber-victimization on children and adolescents with respect their use of tobacco and alcohol.

[EN] The advancement of technologies, the promotion of smart-phones, and social networking have led to a high tendency among users to spend more time online interacting with each other via the available technologies. This is because they help overcome physical limitations and save time and energy by doing everything online. The rapid growth in this tendency has created the need for extra protection, by creating new rules and policies. However, sometimes users interrupt these rules and policies through unethical behavior. For example, bullying on social media platforms is a type of cyber victimization that can cause serious harm to individuals, leading to suicide. A firm step towards protecting the cyber society from victimization is to detect the topics that trigger the feeling of being a victim. In this paper, the focus is on Twitter, but it can be expanded to other platforms. The proposed method discovers cyber victimization by detecting the type of behavior leading to them being a victim. It consists of a text classification model, that is trained with a collected dataset of the official news since 2000, about suicide, self-harm, and cyberbullying. Results show that LinearSVC performs slightly better with an accuracy of 96%., This research has been supported by the project "Intelligent and sustainable mobility supported by multi-agent systems and edge computing (InEDGE-Mobility): Towards Sustainable Intelligent Mobility: Blockchain-based framework for IoT Security", Reference: RTI2018-095390-B-C31/32/33, financed by the Spanish Ministry of Science, Innovation and Universities (MCIU), the State Research Agency (AEI) and the European Regional Development Fund (FEDER).

In the last years, Caribbean countries have become attractive targets for cybercrime due to increased economic success and online presence with a low level of cyber resilience. The available data on cybersecurity and critical infrastructure shows that cyber-attacks and -incidents, particularly those carried out with criminal intent, have been increasing in frequency and sophistication. This study examines the variables or more specifically the online-related activities in Trinidad and Tobago that affect cybercrime victimization by using the Routine Activity Theory. Using Bayesian classifiers and Facebook as a data collection instrument, the analysis of the quantitative data demonstrates that the use of only the accuracy measures to judge model performance or compare models could be misleading. It also shows that awareness and education related to cybercrime is necessary to persons of all ages, suggesting that in order to move forward as a digital economy, the region must secure the trust of users by providing an open, stable, and secure environment.

Understanding users is critical to develop secure IT systems and effective cybersecurity solutions. Unfortunately, research that analyzes user cybersecurity behaviors and experiences is limited. Motivated by work in public health that relies on Twitter user-reported health conditions, we explore using Twitter to understand user victimization experiences. Observing that users often self-report victimization (Help, I’ve been hacked!), we construct a corpus of 2,910 Tweets representing user reports of victimization experiences. We label these reports with information about the affected device or account and the associated consequences, as expressed by the users themselves. We begin to uncover trends in compromise in addition to startling attitudes and behaviors that security practitioners must contend with when developing cybersecurity solutions. To the best of our knowledge, this is one of the first papers to construct and analyze a dataset of cyber victimization user reports.

In recent years, cyberbullying, which can be considered as a new form of bullying, has emerged as a result of developments in the field of technology and communication. Cyberbullying has become a social problem which has affected individuals’ lives negatively. The key to success in the elimination of cyberbullying and its negative effects lies in cyberbullying sensitivity. The present study aims to analyze teachers’ cyberbullying and cyber victimization experiences and levels of cyberbullying sensitivity based on some variables which are supposed to develop awareness regarding cyberbullying. Using survey as a research model, the present study focused on 346 teachers working at schools affiliated with Ministry of National Education in Tasova District located in Amasya (Turkey). “Personal Information Form”, “The Revised Cyberbullying Inventory for University Students” and “Cyberbullying Sensitivity Scale” were used as data collection tools. SPSS package program was used for data analysis and frequency and percentage values of demographic variables. Independent T test was used for gender and marital status variables, and One-Way ANOVA test was used for age and level of education variables. The findings of the present study revealed that most of the participants used social media websites actively and spent at least 2 or 3 hours on these websites on a daily basis. Teachers usually have a Facebook and/or Instagram account, and benefit from social media for research purposes and playing games. It can be stated that teachers have a significantly high level of cyberbullying sensitivity. However, it was also indicated that even though participants worked as a teacher, they still did cyberbully and suffered from cyber victimization in the past. While a significant difference was observed only in the dimension of cyber sensitivity in terms of marital status, age and level of education, a significant difference wasn’t observed in the dimensions of cyberbullying, cyber victimization and cyber sensitivity in terms of gender.

Mobile games, those played on smartphones and tablets, are rapidly becoming a dominant form of entertainment for young people. Given most of these games provide opportunities for competitive and cooperative play, they have the potential to build and enhance existing social relationships and might also provide an avenue for negative social experiences such as bullying or trolling behaviors. Unfortunately, little is understood about the prevalence or effects of cyberbullying for young people in this new form of electronic play. The present research, conducted in March 2018, surveyed a large and representative cohort of British adolescents and their caregivers (n = 2,008) with the aim of building an empirical understanding of this phenomenon. Adolescents were asked about their play habits and experiences, and caregivers provided data on their children's socioeconomic and demographic background and psychosocial functioning. Of key interest was estimating how frequently adolescents encounter bullying in mobile games, the extent to which bullying impacts them, and the sources of support adolescents seek following these events. Results indicated that bullying in mobile games is relatively common (33.5%), although less than 1 in 10 experiences serious repeated bullying (9.3%). Analysis showed males, players from a minority ethnicity, and those whose caregivers identified as having conduct problems, were the most likely to report significant victimization. Furthermore, nearly 4 in 10 (39.4%) reported feeling fairly or very upset by the experience and parents (49.3%), not gaming platforms (4.2%), were most likely to be sought out for support after bullying was experienced. Results are discussed with respect to this soon-to-be expanding research area and recommendations for the use of open scientific methodologies are provided.

The aim of this research is to reveal whether resilience, irrational beliefs and psychological needs are significant predictors of cyberbullying and cyber victimization in adolescents. The research sample consisted of 849 students that studied in a high school. Personal Information Form, Revised Cyberbullying Inventory, Irrational Beliefs Scale Adolescent Form, Child and Youth Resilience Scale Brief Form and New Psychological Needs Evaluation Scale were used for data collection. Results showed that, 14.9%, 18.6% and 8.9% of the students were cyberbullies, cyber victims and cyberbullies/ cyber victims, respectively. According to the results, boys who participated in the study showed that they experienced more cyber bullying (X =1.28) than girls (X =1.23). Similarly, the mean score of boys in cyber victimization (X =1.27) was higher than females (X =1.23). In terms of parental attitudes, students who are exposed to unrelated parental attitudes are more likely to be cyber bullies. On the other hand, students exposed to oppressive parental attitudes experience more cyber victimization. It was also found that irrational beliefs, resilience and psychological needs (success, dominance, autonomy and need for relationship) significantly predicted cyber bullying and victimization. The findings will provide a better understanding of cyberbullying behaviors of adolescents and other variables such as psychological needs and beliefs, which are a significant consequence of parental behavior and parent child interaction.

Middle school is a risky period, marked by increased peer victimization, and the onset of several mental disorders, including suicidal thoughts and behaviors (STBs). Parental involvement is critical to students' well-being; however, few studies have examined the role of parental involvement among middle school students or its effect on their mental health. This study examined the effects of perceived parental involvement and victimization on adolescents' mental health difficulties (MHDs) and STBs. We also investigated whether these effects varied across demographic groups, and whether perceived parental involvement buffers the relationship between victimization and students' mental health outcomes. The sample consisted of 301,628 students (50.7% female) from 615 middle schools (Grades 6 to 8) in Georgia (United States). Hierarchical linear modeling showed that higher student-level perceived parental involvement was related to fewer MHDs (b = -0.20) and STBs (b = -0.10), and higher school-level perceived parental involvement was related to fewer STBs (b = -0.11). However, higher student-level (b = 0.25, 0.08) and school-level (b = 0.37, 0.10) traditional victimization were associated with more MHDs and STBs. Student-level perceived parental involvement was also more positively related to MHDs and STBs for 6th (b = 0.06, 0.04) and 7th graders (b = 0.03, 0.02) than for 8th graders, and it was more negatively related to MHDs (b = -0.24) and STBs (b = -0.13) for girls than for boys. Perceived parental involvement also moderated the relationships among traditional victimization, cyber victimization MHDs, and STBs. Implications are discussed relating to how schools can promote parental involvement and student mental health. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Online crime has increased in severity and frequency over the past two decades. However, although several scientific disciplines have commonly employed criminological theories to explain this phenomenon, mainstream criminology has devoted relatively scant attention to the investigation of cyber-criminals and their victims. Drawing on this assumption that more criminological attention should be given to this important type of crime, this article presents an interdisciplinary review of the current state of research on cyber-dependent crimes (i.e., crimes that require the use of computer technology to exist, such as hacking). We begin with a brief discussion of the ecosystem of cyber-dependent crimes and the key actors who operate within it, including the online offenders and enablers, targets and victims, and guardians. Next, we review empirical scholarship that pertains to each actor while distinguishing between nontheoretical research and theoretically driven studies. We then detail methodological and theoretical avenues that should be pursued by future research and discuss why criminological research should lead policy initiatives and guide the design of technical tools that improve the scientific community's ability to generate a safer and more secure cyber-environment. We conclude by discussing potential ways in which cyber-dependent crime research could pave the way for the advancement of mainstream criminological theory and research.

Research has demonstrated that cyber victimization is consistently associated with higher problem behaviors such as problematic technology use. However, little research has examined specific individual dispositions that can serve as a buffer in the link between cyber victimization and higher problematic uses of technology (i.e., problematic Internet, smartphone, and social media), such as core self-evaluations (CSE). A convenience sample of 1211 high school students, 657 females, 554 males, aged 12 to 18 (mean age = 13.74) completed measures of cyber victimization, CSE, and different problematic technology-related behaviors. Results of correlational analysis revealed significant associations between cyber victimization and all problematic uses of technology. Our findings also suggested that high CSE weakened the relationship between cyber victimization and two of the three problematic uses of technology. Consistent with social compensation theory, cyber victimization was concurrently linked to different problematic uses of technology. Low CSE also strengthened the link between cyber victimization and problems use of smartphones and social media and also showed a marginally significant interaction with cyber victimization in predicting problematic Internet use. Implications of these preliminary findings are discussed and avenues for further research are offered.

Aim The study was conducted descriptively to determine the social media addiction, cyberbullying (CB) and cyber victimization (CV) of health sciences faculty students. Method 518 students who volunteered to participate in the study from among the students studying in the faculty of health sciences. The personal information form prepared by the researcher, the Social Media Addiction Scale (SMAS), and the Cyber Victim and Bullying Scale (CVBS) were used to collect the data. To analyze data number (n), percentage (%), mean, median and standard deviation (SD), Mann–Whitney U test and the Kruskal–Wallis test and spearman correlation analysis were used. Results As a result of the study, it was determined that the SMAS scores of female students and the CB and CV scores of male students were statistically significantly higher. It was found that the mean scores of CV of the students with low academic achievement, and the mean scores of CB and CV of the students with separated parents were higher compared to other groups. In the study, it was determined that the mean scores of SMAS and CV of the students who reported their upbringing style as inconsistent and unbalanced, and the mean scores of SMAS of the students who indicated their personality trait as aggressive were significantly higher compared to other groups. Conclusion In accordance with these results, it is important to identify the students who may be at risk and to raise awareness about addiction and the risks that may be encountered in the virtual environment.

Введение:в статье рассматриваются некоторые дискуссионные вопросы научного понимания кибержертвы, т.е. лица, пострадавшего в результате цифрового преступления. Вопрос отнесения той или иной категории потерпевших к кибержертвам представляется весьма непростым ввиду отсутствия единства в понимании проблемы, а также нехватки унифицированных методологических подходов к оценке и содержа-тельному наполнению данного термина. Все это осложняется дефицитом нормативно-правовых ориентиров, либо избирательным вниманием законодателя к отдельным аспектам виктимизации в виртуальной среде. Материалы и методы: концептуальную основу исследования составили научные публикации, посвященные проблемам кибервиктимологии, осмыслению места и роли виртуальной жертвы в информационных структурах современного общества. В процессе исследования использовалась совокупность методов: диалектический материализм, общенаучные и частные методы познания (наблюдение, сравнение, описание, аналогия, формальная классификация), а также традиционные логические приемы и способы. Результаты исследования:предложено авторское определение кибержертвы, описаны ее сущностные характеристики, отличающие от традиционных жертв преступлений; произведено разграничение со смежными понятиями, например, лицами, пострадавшими на фоне персональной интернет-активности, потерпевшими от преступлений в сфере компьютерной информации. Кроме того, разработана классифика-ция кибержертв, включающая цифровых, комбинированных и не виртуальных потерпевших.Выводы и заключения:под кибержертвой может пониматься организация, группа или человек, пострадавшие от уголовно-наказуемых актов, реализованных преимущественно в цифровой среде. Этот специфический тип пострадавшего отличает то, что вред личности причиняется посредством компрометации ее цифровой идентичности или в ходе негативного взаимодействия с ней; акт виктимизации происходит в условно-цифровом пространстве виртуальной компьютерной реальности, а жертвы зачастую демонстрируют паттерны поведения не сопоставимые с их образом действий офф-лайн, Introduction:some controversial issues of the scientific understanding of the cyber victim, i.e. a person who is affected by a digital crime, are discussed in the article. The issue of classifying a particular category of victims as cyber victims seems to be very difficult due to the lack of unity in understanding of the problem, as well as the lack of unified methodo-logical approaches to the assessment and substantive content of this term. It all gets compli-catedby the lack of laws and regulatory guidelines, or the legislator's selectiveattention to certain aspects of victimization in the virtual environment.Materials and Methods:the conceptual basis of the study was formed by scientific publications devoted to the problems of cyber-victimology, understanding of the place and role of a virtual victim in the information structures of modern society. During the studya set of methods was used: dialectical materialism, general scientific and private methods of cognition (observation, comparison, description, analogy, formal classification), as well as traditional logical methods and techniques.Resultsof the Study:the author's definition of a cyber-victim is proposed, its essen-tial characteristics distinguishingthem from traditional victims of crimes are described; a distinction with related concepts was made, for example, people who suffered against the background of personal Internet activity, victims of crimes in the field of computer infor-mation. A classification of cyber victims has been developed, including digital, combined and non-virtual victims.Findings and Conclusions: A cyber victim can be understood as an organization, group or person who are affected by criminal acts primarily implemented in the digital envi-ronment. This specific type of victim is distinguished by the fact that personal harm is caused through the compromise of his digital identity or inthe course of negative interaction with it; the act of victimization takes place in the conditionally digital space of virtual com-puter reality, and victims often demonstrate behavioral patterns that are not comparable to their offline behavior

Background: The lives of children in school is rapidly changing and their off-line and on-line lives are becoming more and more interwoven, this is also making the field of bullying more complex. Although bullying is a field that has been studied for quite some time, new technology is creating new challenges. There is still a need to know more about the possible emotional problems traditional and cyber victimization has on the students experiencing it. Knowing how it affects them is however not enough as it is also important to know what the teacher could do to make the situation better for these students when the bullying has happened. On this background, the current thesis attempts to highlight the different emotional problems detected between students having experienced traditional and / or cyber victimization, and to explore these consequences in depth, in addition to shed some light on how the class teachers’ response is perceived when the bullying has happened. Aims: The primary aim of this thesis was to contribute to the knowledge and theory building regarding the emotional consequences of traditional and cyber victimization and the importance of the authoritative class teacher in the intervention of bullying cases. A sub aim was related to practical implications and covers helping teachers in their practical work better recognize different emotional symptoms in addition to making them aware of the importance of the authoritative class teacher and protective control when intervening in cases of bullying. Methods: Paper 1 builds on data from questionnaires from the nationwide school environment study conducted by Center for behavioral research in Norway in 2008. The data were collected using self - reported questionnaires, 3046 students participated in the study. For analysis SPSS software was initially used. Further latent variables in Structural Equation Modeling (Mplus) was used for investigating the relation between victimization and emotional problems. Paper 2 and 3 builds on qualitative data from 10 semi structured individual interviews performed both in Norway and Ireland. All the respondents had experienced traditional victimization and many of them also cyber victimization. The sample consisted of 10 cases that were reported closed to either the Norwegian centre for learning environment and behavioral research in education (NSLA), University of Stavanger or the National anti-bullying research and resource centre, Dublin City University. Results: The results in paper 1 showed a stronger association between cyber victimization and symptoms of anxiety than between traditional victimization and symptoms of anxiety. There were also a stronger association between traditional victimization and symptoms of depression than between cyber victimization and symptoms of depression. The results in paper 2 showed differences regarding descriptions of symptoms of post-traumatic stress for those respondents having experienced only traditional and those having experienced both traditional and cyber victimization. The respondents having experienced both traditional and cyber victimization where the only ones reporting trouble sleeping, experiences of fear outside school and behavioral avoidance also outside school. The findings in paper 3 showed that none of the class teachers were perceived as authoritative by the respondents, i.e. high on both warmth and control, during the time the respondents were bullied. Conclusion: Both the findings in paper 1 and 2 points in the direction of cyber victimization causing more symptoms of anxiety than traditional victimization. The reasons for these results are yet to be investigated in future studies, however as cyber victimization often includes the aspects of anonymity and publicity, these could be contributing to the victim reporting more anxiety when having experienced cyber victimization. To reduce the experienced anxiety it is suggested that the teacher in bullying intervention needs to demonstrate an authoritative teacher style, which is found in paper 3 to be absent. In addition to emphasize the importance of showing warmth and control, the theoretical concept of protective control is introduced.

Adolescents’ experiences of bullying victimization are positively associated with their post-traumatic stress symptoms. The development of these symptoms alongside experiences of bullying victimization over time, however, are not well understood. The current study used a transactional theory of development to examine the bidirectional associations between adolescents’ post-traumatic stress symptoms and experiences of cyber and traditional victimization across three academic years. Participants were 510 Canadian students in grade 7 or 10 (Mage = 13.7, 61.6% girls) who completed surveys annually. The findings show that adolescents’ concurrent experiences of cyber and traditional victimization were uniquely associated with their post-traumatic stress symptoms. Over time, greater post-traumatic stress symptoms were associated with more experiences of cyber and traditional victimization among adolescent boys and girls. Prevention and intervention efforts must address the role of post-traumatic stress symptoms that may limit adolescents’ ability to develop or maintain healthy relationships.

Researchers are of the view that students’ attachment to social media may lead to negative consequences such as postponement of their academic work. Yet how social media use is associated with academic procrastination of students is still underexplored. This study ascertained the pathways through which social media use predicted academic procrastination of undergraduate students. The sample size comprised 500 year one students of the Faculty of Education, Nnamdi Azikiwe University, Awka. Path analysis was employed to test the model fit of the hypothetical model and show the direction of relationships between the exogenous and endogenous variables. Results showed that the hypothesized model fits the sample data satisfactorily, and Internet addiction predicted academic procrastination more than any other variable. Social media use had no significant effect on academic procrastination but indirectly significantly predicted academic procrastination through internet addiction.

“Cyber Crime in Pakistan; Detection and Punishment Mechanism” addresses improvement of public health and safety policies by focusing on enhancing knowledge about cybercrime, women victimization, the pattern of time spent on the internet, sexual harassment and cyber- bullying and the effect of socio- demographic factors on cybercrime. A quantitative, self-selected research study designed by the researcher and utilizing a voluntary, anonymous internet survey consisting of open and closed-ended questions targeted students attending large universities in Pakistan (N=400), based on Routine Activity Theory (RAT). The results were analyzed through SPSS via directing descriptive statistics, Cronbach’s alpha, and regression analysis to confirm the validity and internal consistency of data and verification of the hypotheses. Results depicted women represent the largest group impacted by cyber abuse. Single women, young adults, and employed students demonstrate increased rates of victimization. Frequent usage of social media may account for increased victimization for women. Time spent online and deficient knowledge of cyber protection measures are positively correlated with digital victimization. Respondents report on inadequate effective and affordable cyber protection and ineffective responses by agencies to cybercrime. Based on the results garnered, and supported by Public Policy Theory, Cybersecurity policies have been proposed to Pakistan’s government.

The current study examined parental awareness of their child’s cyberbullying experiences in relation to the implementation of restrictive mediation strategies (e.g., interaction and technical restrictions) among children in elementary school and adolescents in high school. Canadian parent-child dyads (N = 102) completed a survey where parents reported their perceptions of their child or adolescent’s involvement in cyber aggression, cyber victimization, and witnessing cyber aggression, while children and adolescents (ages 8–16) reported their own experiences. Mean difference scores were calculated to examine parental awareness. The results showed that parents of children in elementary school underestimated their participation in cyber aggression, whereas parents of adolescents in high school overestimated their participation in cyber aggression. In addition, parents of adolescents who did not use restrictive mediation underestimated the extent to which their adolescent witnessed cyber aggression. Overall, this study highlights the importance of parenting practices and parental knowledge of negative online behaviour across childhood and adolescence.