Zhong Jinping, Zheng Yunxiang, Huang Xingyun, Mo Dengxian, Gong Jiaxin, Li Mingyi, Huang Jingxiu
School of Educational Information Technology, South China Normal University, Guangzhou, China.
Front Psychol. 2021 Mar 4;12:621418. doi: 10.3389/fpsyg.2021.621418. eCollection 2021.
Understanding the influencing factors of cyberbullying is key to effectively curbing cyberbullying. Among the various factors, this study focused on the personal level of individual students and categorized the influencing factors of cyberbullying among college students into five sublevels, i.e., background, Internet use and social network habits, personality, emotion, and literacy related to digital citizenship. Then a questionnaire survey was applied to 947 Chinese college students. The results show that cyberbullying among Chinese college students are generally at a low level. There are many factors influence cyberbullying. Specifically, at the personal background level, gender has a significant impact on cyberbullying and being cyberbullied. In terms of personal Internet use and social network habits, students' average daily online time has no significant correlation with cyberbullying and being cyberbullied; however, the proportion of online non-learning time has a significantly positive correlation with cyberbullying, and the proportion of online learning/work time has a significant impact on being cyberbullied. At the personality level, the Big Five personality traits have varying degrees of correlation with and influence on cyberbullying and being cyberbullied. At the personal emotions level, students' life satisfaction has a significantly negative correlation with cyberbullying and being cyberbullied while it only has a significant impact on being cyberbullied; the personal stress and empathetic concern aspects of empathy have a significantly positive correlation with cyberbullying and being cyberbullied among female students. At the literacy related to digital citizenship level, students' understanding of and compliance with Internet etiquette have significantly negative impacts on cyberbullying; the ability to communicate and collaborate online and Internet addiction have significantly positive impacts on cyberbullying and being cyberbullied; the understanding of and compliance with relevant digital laws and regulations have significantly negative correlations with cyberbullying and being cyberbullied. Overall, college students' digital citizenship level has a significantly negative correlation with cyberbullying but no significant correlation with being cyberbullied. Finally, analysis and suggestions were provided according to these statistical results and the effects of these factors on cyberbullying and being cyberbullied among college students, so as to help solve this problem and provide a new perspective for research in this field.
了解网络欺凌的影响因素是有效遏制网络欺凌的关键。在各种因素中，本研究聚焦于个体学生的个人层面，将大学生网络欺凌的影响因素分为五个子层面，即背景、互联网使用和社交网络习惯、个性、情绪以及与数字公民相关的素养。然后对947名中国大学生进行了问卷调查。结果表明，中国大学生的网络欺凌总体处于较低水平。有许多因素影响网络欺凌。具体而言，在个人背景层面，性别对网络欺凌和被网络欺凌有显著影响。在个人互联网使用和社交网络习惯方面，学生的平均每日上网时间与网络欺凌和被网络欺凌没有显著相关性；然而，非学习上网时间比例与网络欺凌呈显著正相关，学习/工作上网时间比例对被网络欺凌有显著影响。在个性层面，大五人格特质与网络欺凌和被网络欺凌有不同程度的相关性和影响。在个人情绪层面，学生的生活满意度与网络欺凌和被网络欺凌呈显著负相关，而仅对被网络欺凌有显著影响；同理心的个人压力和同理心关注方面与女大学生的网络欺凌和被网络欺凌呈显著正相关。在与数字公民相关的素养层面，学生对互联网礼仪的理解和遵守对网络欺凌有显著负面影响；在线沟通协作能力和网络成瘾对网络欺凌和被网络欺凌有显著正面影响；对相关数字法律法规的理解和遵守与网络欺凌和被网络欺凌呈显著负相关。总体而言，大学生的数字公民水平与网络欺凌呈显著负相关，但与被网络欺凌没有显著相关性。最后，根据这些统计结果以及这些因素对大学生网络欺凌和被网络欺凌的影响提供了分析和建议，以帮助解决这一问题，并为该领域的研究提供新的视角。
