نوع المستند : المقالة الأصلية
المؤلف
دکتوراه الفلسفة في التربية "تخصص الصحة النفسية" قسم الصحة النفسية، کلية التربية بالغردقة، جامعة جنوب الوادي
المستخلص
الكلمات الرئيسية
عنوان المقالة [English]
المؤلف [English]
Previous research has established a body of knowledge with regard to traditional bullying behavior, with this knowledge recently expanding to understand and incorporate cyberbullying. One important form of bullying is cyberbullying, cyberbullying can be defined as “willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices”. Socialization patterns among college students have evolved in the last decade. The main objective of the current study is to show a detailed description of the personality traits and characteristics of adolescents who practice cyberbullying, and the study aimed to demonstrate strategies to counter cyberbullying among the study sample individuals.
To achieve the goals of the study, the researcher translated then used three main measures: The Bullying and Cyberbullying Scale for Adolescents (BCS-A), Bergen Facebook Addiction Scale (BFAS), Big Five Inventory Questionnaire- BFI (Adapted). The study sample consisted of (300) adolescents in government schools and language schools in Hurghada. The current study adopted the Descriptive Correlational Research Design, which relies on the phenomenon analysis and shows the interrelationships between its main components and components.
Results of the study revealed that 43(14.33%) were involved in cyberbully, 86(28.66%) have been victims of cyberbullying behaviors, 84(28%) were bully-victims, and 87(29%) have not involved in cyberbullying behaviors at all. It has been also revealed that high levels of cyberbully are closely related to negative personality traits, namely neuroticism, and low scores in positive personality traits such as extraversion, openness, agreeableness, and conscientiousness.
In addition, it has been shown that there are statistically significant correlation coefficients between high levels of cyberbullying and social networks addiction. It is also revealed that there are statistically significant differences in the mean scores of participants in cyberbullying practices attributed to their gender, whereas, no are statistically significant differences were detected based on type of education and age of participants.
الكلمات الرئيسية [English]
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