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CYBERBULLYING AND PSYCHOLOGICAL WELL-BEING AMONG CRIMINOLOGY

STUDENT

Gremel Alejo
Norodin Ibrahim
Morshed Landasan
Mohamad Sapal
Nur Jassan Timan
Mojahed Ulangkaya

ABSTRACT
The focal point of this study was to determine the significant relationship between cyber
bullying and psychological wellbeing among criminology students. This study employed
a descriptive correlational study design.. The respondents of the study were sixty (60)
criminology students of Central Mindanao Colleges in Kidapawan City and they were
selected by employing purposive sampling technique. The data collected were analyzed
and interpreted using Mean and Standard Deviation and Pearson Product Moment
Correlation. The results show that the level of cyberbullying of the criminology students
is. high while the level of psychological well-being of the criminology students is high.
On the other hand, the test of relationship between variables indicates a statistically
significant and positive relationship between cyberbullying and psychological well-being
of criminology students.

Keywords: Cyberbullying, Psychological well-being, Kidapawan City, Philippines

INTRODUCTION

Cyber bullying is everywhere, including in Kidapawan City, Cyber bullying is


defined as the electronic posting of mean-spirited messages about a person (such as a
student) often done anonymously (Merriam-Webster, 2017). Most of the investigations
of cyber bullying have been conducted with students in elementary, middle and high
school who were between 9 and 18 years old. Those studies focused on examining the
prevalence and frequency of cyber bullying. Using “cyber bullying” and “higher
education” as key words in Google scholar (January, 2019) (all in title) yields only
twenty-one articles. In 2009, 2012 and 2013 one article appeared each year, since 2014
each year there were few publications. Of these articles only seven relates to effect of
cyber bullying on the students, thus a gap in the literature exists in that it only minimally
reports on studies involving undergraduate students. Given their relationship and
access to technology, it is likely that cyber bullying occurs frequently among
undergraduates. The purpose of this study is to examine the frequency and media used
to perpetrate cyber bullying, as well as the relationship that it has with the academic,
social, and emotional development of undergraduate students.
The word cyber bullying did not even exist a decade ago, yet the problem has
become a pervasive one today. Cyber bullies do not have to be strong or fast; they just
need access to a cell phone or computer and a desire to terrorize. Anyone can be a
cyber bully, and such persons usually have few worries about having face-to-face
confrontation with their victims. In fact, the anonymity of cyber bullying may cause
students who normally would not bully in the tradition-sense to become a cyber bully
(Poland, 2010). The double-edged nature of modern technology, continuously balancing
between risks and opportunities, manifests itself clearly in an emerging societal problem
known as cyber bullying (Walrave & Heirman, 2011). More than 97% of youths in the
United States are connected to the Internet in some way (Tokunaga, 2010). The
number of children and teens who use the Internet at home is rapidly growing, with now
over 66% of fourth to ninth graders able to go online from the comfort of their bedrooms.
Children can engage in numerous Internet-based activities such as game playing,
seeking information, and talking with friends. The constellation of benefits, however, has
been recently eclipsed by numerous accounts of the Internet's undesirable social
implications, which appear in both scholarly literature and popular media. A fair amount
of attention has been given to Internet offenses, including cyber stalking (Seto, 2002),
sexual predation (Dombrowski, Lemasney,Ahia, & Dickson, 2004, as cited in Tokunaga,
2010), and cyber bullying (Bhat, 2008; David-Ferdon & Hertz, 2007 as cited in
Tokunaga, 2010), which collectively place the safety of children and teens who use the
Internet into question (Tokunaga, 2010).
(Patchin J.W.,et al 2019).Several challenges and emotional demands
characterize adolescence, affecting the mental well-being of youths. Among these,
bullying and cyber bullying are recognized nowadays as a major social problem,
affecting more than one-third of adolescents, with extensive negative consequences for
the victims involved, such as lower self-esteem, increased loneliness, depression, and
anxiety. School programs and interventions that foster resilience, coping, and well-being
are particularly important during adolescence as protective and preventive factors
against the consequences of (cyber)bullying. The paper presents two recent co-
designed interventions for (cyber)bullying prevention deployed in Europe, targeting early
adolescents and their school communities. Methods: The UPRIGHT project developed
an evidence-based, whole-school intervention to train resilience as a protective factor to
promote mental well-being in adolescents, in a cross-national perspective. The CREEP
project designed and implemented digital interventions to support schools in (i) early
detection of cyber bullying events on social media and (ii) coaching adolescents
(victims, bullies, bystanders) on how to cope with (cyber)bullying behaviors. Results:
The main challenges and insights collected during the design and implementation of
both interventions are discussed to inform future research and practice. Conclusion:
In the current study, we tested the relations between cyber bullying roles and
several psychological well-being outcomes, as well as the potential mediation effect of
perceived social support from family, friends, and teachers in school. This was
investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged
10–13 years, self-reporting via a web questionnaire) attending community and private
schools in a mid-sized municipality in Sweden. We concluded from our results that the
Cyber bully-victim group has the highest levels of depressive symptoms, and the lowest
of subjective well-being and family support. We also observed higher levels of anxiety
symptoms in both the Cyber-victims and the Cyber bully-victims. Moreover, we
conclude that some types of social support seem protective in the way that it mediates
the relationship between cyber bullying and psychological well-being.
Statement of the Problem
This study aimed to determine the significant relationship between cyber bullying
and psychological wellbeing among criminology students. Moreover, it sought to
answers to the following questions:
1. What is the levels of cyber bullying among criminology student in terms of:
1.1. Flaming
1.2. Slandering
1.3. Refer
1.4. Secret
1.5. Deletion?
2. What is the level of psychological well-being among criminology student?
1.1. Autonomy
1.2. Environmental mastery
1.3. Personal growth
1.4. Positive relations
1.5. Self-acceptance
1.6. Purpose in Life
3. Is there any significant relationship between cyber bullying and psychological
wellbeing among criminology students?

FRAMEWORK
Figure 1 shows the conceptual model showing of the relationship of the two
variables. The independent variable is the cyber bullying and dependent variable is the
psychological well-being of criminology students in Kidapawan City.

Independent Variable Dependent Variable

Cyber bullying Psychological Well-being


Autonomy
Flaming Environmental mastery
Slandering Personal growth
Refer Positive relations
Secret Self-acceptance
Deletion Purpose in Life

Figure 1. Showing the relationship between variables

METHOD
Research design
The researchers utilized correlational design. It is a quantitative method of study
in which you have two quantitative variables from the same set of participants and
you're attempting to figure out if there's a relationship between them (Creswell 2002).
The researcher also employed a descriptive correlational study design. The link
between the dependent variable and the independent variables was determined. To
define phenomena, a descriptive method is used. As a result, some researchers refer to
it as "fact-gathering" or "information gathering" that includes logical and deliberate
interpretations. The descriptive method entails much more than just data collection. Its
goal is to shed light on present challenges or problems through a data collection
approach that allows them to characterize the situation more fully than they could before
using this method. (W. Fox and M.S. Bayat) (2007). The researchers decided to use a
survey research strategy since it best answered the questions and served the study's
objective.

Research Respondents

The respondents of this study were the criminology students in the Kidapawan
City, particularly BS Criminology students of Central Mindanao Colleges. They were the
respondents of this study because they may have direct experiences of cyber bullying.
This study utilized purposive sampling. Purposive sampling is a non-probability
sampling technique in which "components chosen for the sample are picked based on
the researcher's judgment." Researchers frequently feel that by applying sound
judgment, they can produce a representative sample and save time and money (Black,
2010). Researchers choose these individuals according to specific traits or qualities. In
the selection of respondent’s only those Criminology students in Kidapawan City. There
were a total of 60 respondents Criminology students of the Kidapawan City that serve
as the respondents of this study.

Research Locale

This study was conducted in Kidapawan City. It is located at the foot of Mount
Apo, a popular tourist destination from late October to December and in the summer,
when thousands of visitors climb the country's highest mountain.
The City of Kidapawan is located at the southeastern portion of the province. It is
located almost midway between the cities of Davao and Cotabato at a distance of 110
and 120 kilometers, respectively. It is bounded on the north by the municipalities of
President Roxas and Magpet, on the south by Makilala, on the southwest by M’lang,
and on the northwest by Matalam.

Research Instrument

This study utilized two questionnaires for gathering data needed in determining
the connection of the variables in this study. The questionnaire for independent variable
(Cyber bullying) was adapted from the work of Tudkuea & Laeheem (2014) which
identifies the five indicators such as flaming, slandering, refer, secret, and deletion. On
the other hand, the dependent variable is patterned after the work of Ryff & Keyes
(1995) which identifies the six indicators such as autonomy, environmental mastery,
personal growth, positive relation, self-acceptance, and purpose in life.

Statistical Tools
The data collected were analyzed and interpreted using the following statistical
tools: Mean and Standard Deviation was used to determine the levels of cyberbullying
and psychological well-being of criminology students, and Pearson Product Moment
Correlation was utilized to determine the relationship between cyberbullying and
psychological well-being of criminology students.

RESULTS AND DISCUSSION

Level of cyberbullying

Table 1 presents the level of cyberbullying satisfaction. The results show a


standard deviation that ranges between 1.071- 1.383 denotes that the data are closely
distributed around the mean value. The table further shows that cyberbullying garnered
an overall standard deviation of .856 with an overall mean score of 3.76 or high, this
implies that the level of cyberbullying is highly evident.

Table 1. Level of Cyberbullying

Cyber bullying Mean SD Description

Flaming 3.90 1.048 High


Slandering 3.64 .987 High
Refer (Identity Thief) 3.67 .989 High
Secret (Revealing other People’s
3.69 .944 High
Personal Secrets)
Deletion 3.88 .908 High
OVERALL 3.76 .856 High
The results show that the indicator flaming garnered a category mean score of
3.90 or high, this suggests that the cyberbullying in terms of flaming is highly evident.
The indicator Slandering acquired a category mean score of 3.64 or high, this implies
that slandering is highly evident in the criminology students. The indicator Refer (Identity
Thief) obtained a category mean score of 3.67 or high, this signifies that refer (identify
thief) is highly evident. Conversely, the indicator Secret gained a category mean score
of 3.69 or high, this suggests that cyberbullying in terms of secret is highly evident
among criminology students. Meanwhile, the indicator deletion acquired a category
mean score of 3.88 or high, this indicates that deletion is highly evident.

Level of Psychological Well-being


Presented in table 2 is the level of psychological well-being of criminology
students with standard deviation that ranges between .767 to 1.055 and with an overall
mean score of 4.09 or high. This means that the psychological well-being of criminology
students is highly manifested.

Table 2. Level of Psychological well-being

Psychological well-being Mean SD Description

Autonomy 4.24 .700 High


Environmental mastery 3.89 .718 High
Personal growth 3.98 .708 High
Positive relation 4.05 .680 High
Self-acceptance 4.13 .689 High
Purpose in Life 4.24 .737 High
OVERALL 4.09 .478 High

The results show that the indicator autonomy garnered a category mean score of
4.24 or high, this suggests that the psychological well-being of criminology students in
terms of autonomy is oftentimes manifested. The indicator environmental mastery
acquired a category mean score of 3.89 or high, this implies that environmental mastery
is oftentimes manifested by the criminology students. The indicator personal growth
obtained a category mean score of 3.98 or high, this signifies that personal growth is
oftentimes manifested by the criminology students. Conversely, the indicator positive
relation gained a category mean score of 4.05 or high, this suggests that psychological
well-being in terms of positive relation is oftentimes manifested among criminology
students. Meanwhile, the indicator self-acceptance acquired a category mean score of
4.13 or high, this indicates that self-acceptance is oftentimes manifested by the
criminology students. The indicator Purpose in Life garnered a category mean score of
4.24 or high, this signifies that purpose in life is oftentimes manifested by criminology
students.

Relationship between variables


Presented in table 3 is the relationship between variables with r-value of .272 and
a p-value of 0.000 which is less than 0.05 significance value. The results show that
there is significant relationship between cyber bullying and psychological well-being. In
particular, there is a significant relationship between cyber bullying and psychological
well-being (r=.272, p<.05). The strength of correlation between the two variables is high
and has a directly proportional relationship as revealed by the coefficient of .272. This
implies that when the cyberbullying is practiced at all times, the psychological well-being
of the criminology students would likely be affected.
Table 3. Relationship between Variables
INDEPENDENT VARIABLE Psychological Well-being
R P-value Remarks

Cyber bullying
.272* .000 Significant

The result of this study conforms to the proposition of Mesch (2009) cyber bullying
emerges most commonly from relationship problems (break-ups, envy, intolerance, and
ganging up); victims experience powerfully negative effects (especially on their social
well-being); and the reactive behavior from schools and students is generally
inappropriate, absent, or ineffective (Hoff & Mitchell, 2009). There is a significant
correlation between becoming a cyber victim and loneliness among adolescents
according (Sahin, 2012).
Cyber bullying is a devastating type of bullying that haunts child relentlessly. Until
the level of awareness is raised and the stakeholders truly understand what is going on
in the privacy of their homes, within the walls of the schools, and in the community, the
war against the children will only intensify (Beringer, 2004).

CONCLUSION

The level of cyberbullying of the criminology students revealed a high mean score.
Second, the level of psychological well-being of the criminology students revealed a
high level. Third, the test of relationship between variables indicates a statistically
significant and positive relationship between cyberbullying and psychological well-being
of criminology students.
The result of this study conforms to the proposition of Mesch (2009) cyber bullying
emerges most commonly from relationship problems (break-ups, envy, intolerance, and
ganging up); victims experience powerfully negative effects (especially on their social
well-being); and the reactive behavior from schools and students is generally
inappropriate, absent, or ineffective (Hoff & Mitchell, 2009). There is a significant
correlation between becoming a cyber victim and loneliness among adolescents
according (Sahin, 2012). In addition, cyberbullying is a devastating type of bullying that
haunts child relentlessly. Until the level of awareness is raised and the stakeholders
truly understand what is going on in the privacy of their homes, within the walls of the
schools, and in the community, the war against the children will only intensify (Beringer,
2004).
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