Orig. title: Küberkiusamise fenomeni tajumine Eesti õpilaste seas: sooline võrdlus kiusamise kriteeriumite ja liikide alusel
Engl. transl.: The perception of the cyberbullying phenomenon among Estonian students: Comparison of boys and girls on the basis of cyberbullying criteria and types of behaviour
Keywords
cyberbullying criteria
types of cyberbullying
perception
gender differences
Publication details
| Year: | 2015 |
| DOI: | 10.12697/eha.2015.3.2.07 |
| Issued: | 2015 |
| Language: | Estonian |
| Volume: | 3 |
| Issue: | 2 |
| Start Page: | 186 |
| End Page: | 215 |
| Editors: | |
| Authors: | Naruskov K.; Luik P. |
| Type: | Journal article |
| Journal: | Eesti Haridusteaduste Ajakiri. Estonian Journal of Education |
| Publisher: | University of Tartu |
| Topics: | Risks and harms |
| Sample: | The sample consisted of 336 (163 girls and 173 boys) Estonian students from six basic schools and six secondary schools. The schools were chosen on the basis of convenience sampling method. The age of the participants ranged from 11 to 17 years. |
| Implications For Parents About: | Other |
| Other Parent Implication: | Knowledge on cyberbullying |
| Implications For Educators About: | Other |
| Implications For Policy Makers About: | Stepping up awareness and empowerment; Creating a safe environment for children online |
| Implications For Stakeholders About: | Researchers |
Abstract
The aim of this study was to compare Estonian boys’ and girls’ perception of cyberbullying on the basis of the five cyberbullying criteria (imbalance of power, intention, repetition, anonymity, and publicity/privacy) and four types of cyberbullying behaviour (written-verbal, visual, exclusion, and impersonation). No statistically significant differences were found between boys 'and girls' assessments of the criteria and species defining cyberbullying behavior. In contrast, boys and girls perceived the severity of cyberbullying criteria and types differently.
Outcome
"In the context of cyberbullying criteria we found no statistically significant gender differences on how the boys and the girls named scenarios as cyberbullying; the boys’ and the girls’ evaluations were similar all across five cyber-bullying criteria." (Naruskov & Luik, 2015, p. 214). "The results were similar across the types of cyberbullying behaviour as well; the boys did not name any of the four types of cyberbullying behaviour as cyber-bullying more often than the girls." (Naruskov & Luik, 2015, p. 214). "The boys’ severity evaluations were higher because they are not accustomed to such behaviour." (Naruskov & Luik, 2015, p. 214). "Consequently we may hypothesise that the boys who are engaged with cyberbullying behaviour as victims may feel devastated because of what is happening." (Naruskov & Luik, 2015, p. 214).