cyber bullying

This study aimed to predict cyberbullying among adolescents based on dark personality traits, online self-disclosure, and difficulties in emotion regulation, considering the mediating role of self-esteem. The Statistical population was the whole high school students of Khansar in the year 2021-2022 which whom 250 participants were selected by cluster sampling method. Data collection tools include Cyberbullying/Victimization Experiences Questionnaire Antoniado et al (2016), Jonason and Wister's dark personality traits questionnaire (2010), Valkenberg and Peter's online self-disclosure Questionnaire (2007), Jorberg et al's Difficulty in Emotions Regulation questionnaire (2016) and Rosenberg's self-esteem questionnaire (1965). The hypothesis was tested by the structural equation model. The results indicated a significant and direct effect of dark personality traits, online disclosure of personal information, and difficulties in regulating emotions as well as the direct effect of self-esteem on cyberbullying among students (P<0.05). However, self-esteem does not significantly mediate the relationship between dark personality traits and cyberbullying (P>0.05). The mediating role of self-esteem in the relationship between online self-disclosure and cyberbullying was significant (P<0.05) but the mediating role of self-esteem in the relationship between difficulties in emotion regulation and cyberbullying was not significant (P<0.05). Findings suggest that a pattern can be observed in students' cyberbullying experiences, in which online self-disclosure and challenges in emotion regulation, influenced by self-esteem, act as predictors. Therefore, training about online self-disclosure, emotion regulation skills, and self-esteem enhancement can be made safer against the harm of cyberbullying.

The present study was conducted to determine the effectiveness of emotional self-control training on impulsivity and parent-child relationships of boys with cyberbullying. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all the male students in the second year of high school in Tehran (regions 1 and 2) in the academic year of 2022-2023, 39 of whom were selected by Purposive Sampling method after screening and in experimental groups (n=19) and control (n=20). were placed. The experimental group underwent eight 75-minute sessions of emotional self-control training (Leahy, et al., 2012). The data collection tools included the cyber-bullying/victimization experiences questionnaire Antoniadou et al (2016, CBVEQ), the parent-child relationship survey Fine et al (1983, PCRS), and the Barratt impulsivity questionnaire- 11 Patton et al (1995, BIS-11). The results showed that by controlling the effect of the pre-test, there is a significant difference at the 0.01 level between the mean post-test impulsivity and parent-child relationships in the two experimental and control groups. As a result, emotional self-control training can be used as an effective treatment method to reduce impulsivity and improve parent-child relationships in adolescent boys with cyberbullying.

The purpose of this study was to investigate the Pattern of Structural equations of social competence with Cyber Bullying Based on Difficulty in Emotion Regulation in Students. The method of this study was correlation and its statistical population was all male students of the second year of high school in Ardabil province during the academic year of 2019-2020 (N= 21756). A total of 409 people were randomly selected for cluster sampling and answered the questions of the Experience of bullying-cyber victim (Antoniadou, Kokkinos & Markos, 2016), Social competence (Parandian, 2006) and Difficulty in regulating emotion (Bjureberg et al, 2015). For data analysis, Pattern of structural equations method was used with the help of SPSS 25 and 8.8 Lisrel software. The results showed that the direct effect of social competence on cyber bullying, the direct effect of social competence on difficulty in emotion regulation and the direct effect of difficulty in emotion regulation on cyber bullying were significant (p <0.05). Also in this study, the indirect effect of social competence on cyber bullying with a difficult mediating role in emotion regulation was also significant (p <0.05).

Objective:

 The aim of this study was to predict traditional and cyber bullying based on identity styles and emotional maturity in adolescents.

The statistical population included all male and female high school students in Isfahan. To achieve the goals of this descriptive-correlational study, 225 students (112 girls and 113 boys) were selected by stratified random multi-stage sampling method and the Patchin and Hinduja Bullying Questionnaire (BS), Berzonsky Identity Styles and Singh and Bhargaqa Emotional Maturity. Data were analyzed using Pearson correlation test and stepwise regression by SPSS-23 software.

 The results of data analysis showed that informational and normative identity variables predict the dimensions of traditional bullying identity styles and emotional maturity (p<0.05). But confused identity styles and commitment could not predict traditional bullying. The identity variable also predicts information on the dimensions of identity styles and emotional maturity of cyber bullying (p<0.05). But normative identity styles, confusion, and commitment could not predict cyberbullying.

According to the findings of this study, adolescents with high information and normative identity and emotional maturity are less likely to engage in traditional bullying and adolescents with high informational identity and emotional maturity are less likely to engage in cyber bullying. Therefore, since informational and normative identity styles and the development of adolescent’s emotional maturity reduce bullying behaviors, it is suggested that programs be developed and implemented to form appropriate identity and emotional maturity development to reduce adolescents bullying behaviors.

This research was conducted with the aim of investigating the mediating role of spiritual health in the relationship between dark personality traits and tendency to cyberbullying in high school students. It was a descriptive correlational research based on the structural equation modeling method. The statistical population of the research was made up of all 658 male students of the first secondary school of the ninth grade in 5 public schools of Babol city in the academic year of 2023. In this research, to determine the sample size according to the number of observed variables and assigning a coefficient of 30 (7 observed variables in the model), and taking into account the possibility of incomplete questionnaires, 250 people were selected as the sample size using the available method. The research tools included the questionnaire of cyber victimization-bullying experience questionnaire of Antoniadou et al. (2016), the scale of three dark personality traits of Janason & Webster (2010) and the spiritual health questionnaire of Paloutzian & Ellison (1982). Data analysis was done by structural equation method based on regression equations. The findings showed that there is a significant relationship between dark personality traits and spiritual health with the tendency to cyber bullying in first secondary school students and the research model was confirmed and in general 46% of the tendency to cyber bullying was caused by dark personality traits and spiritual health in First secondary students can be explained. Also, the variables of dark personality traits and spiritual health have a significant direct effect on the tendency to cyber bullying in first secondary school students, and the indirect path of dark personality traits with the mediation of spiritual health on the tendency to cyber bullying in first secondary school students was confirmed. This research provides practical implications for psychologists and counselors regarding the role of cognitive and spiritual factors in students' tendency towards cyber bullying.

The aim of this study was to evaluate the effectiveness of cyber bullying reduction training packages (especially for students and parents) on self-esteem and life satisfaction in high school students. The method was quasi-experimental (pre-test-post-test) with control group and follow-up stage. The statistical population was all high school students (second year) cyber bullying (perpetrators) in Gachsaran city in the academic year 2009-2010. In the sampling method of the present study, first the cyber bullying questionnaire was given to high school male and female students. Then, after analyzing the results, cyber bullying students (perpetrators) were identified, 15 people were assigned as the experimental group and 15 people as the control group. Both groups completed the Cooper-Smith (1968) and Life Satisfaction (Hubner, 2001) self-esteem questionnaires as a pre-test and then as a post-test after the implementation of training packages. After the external (executive) validation, the training packages were implemented in the form of a preliminary study on a group of 4 people for cyber bullying perpetrators for 10 sessions and the parents of cyber bullying perpetrators for 4 sessions and the defects and ambiguities were reviewed and removed. Then the main performance was performed and research data were analyzed at both descriptive and inferential levels. Analysis of covariance was used to test the hypotheses. The results showed that the difference between pre-test and post-test in the scores of all research variables was significant (p <0.001). Therefore, cyber bullying reduction training packages can be used to improve research dependent variables.

The purpose of this study was to investigate the role of irrational beliefs in predicting the experience of cyber bullying with mediation: difficulty in emotion regulation. The research method was descriptive correlational. The study population consisted of all male secondary school students in public schools of Ardabil province during the academic year of 2019-2020 (N = 21756). The list of all public boys' secondary schools in Ardabil province, which includes 179 schools, was prepared and two schools were selected from Ardabil, Parsabad, Garmi, Meshkinshahr and Khalkhal counties, and two classes were selected from each school. 409 of them were selected through cluster random sampling from the above statistical population and answered questionnaires of cyber-bullying experience, irrational beliefs and difficulty in emotion regulation. The data collected in this study were analyzed using Pearson correlation tests and Pattern of structural equations. Correlation coefficient results showed that experience of cyber bullying was positively and significantly correlated with irrational beliefs and difficulty in regulating students' emotion. Model fit indices of the model also confirmed the path of irrational beliefs in bullying directly and also with difficult mediation in emotion regulation. The results of this study show that irrational beliefs mediated by difficulty in emotion regulation have the ability to predict students' experience of cyber bullying significantly.

The purpose of this study was to comparison of effectiveness of empathy training and social perspective-taking training on social cognition of adolescents with cyber bullying. This experimental study was conducted with a pretest-posttest design with control group and follow-up one month. The statistical population of this study included all the female students high school in Bushehr city in year academic 2018-2019 and 45 student were considered as the sample size in two experimental groups (each group of 15 student) and control (15 student). The experimental groups underwent empathy training (10 sessions 90 minutes) and social perspective-taking training (10 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data cyber bullying questionnaire of Antoniadou, Kokkinos and Markos (2016) and social cognition questionnaire of Nejati, Kamari and Jafari (2018). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni). The results of the study showed that both types of treatment in post-test and follow up had a significant effect on social cognition of adolescents with cyber bullying (p < 0.05).  Also, social perspective-taking training had stronger effects than empathy training in improvement of social cognition (p < 0.05). Based on the results of this study, it can be said that social perspective-taking training and empathy training can be used as a treatment to improvement of social cognition in educational and therapeutic settings.