Sobkin Vladimir S, Fedotova Aleksandra V
Center for Sociology of Education, The Federal State Budget Scientific Institution Institute of Education Management of the Russian Academy of Education, Moscow, Russia.
Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Psychol Russ. 2021 Jul 12;14(4):186-201. doi: 10.11621/pir.2021.0412. eCollection 2021.
The aggressiveness of social networking is a significant component of the risk modern teenagers face during socialization, and cyberbullying is one of the most controversial forms of aggressive behavior on social media.
This paper deals with the study of secondary school students' behavior on social media. The parameters characterizing teenagers' usage of social media - their activity, intensity, motives, and self-presentation - are analyzed with respect to gender, age, and social psychological factors. The main focus is teenagers' personal experience dealing with aggressive situations on social media: their role in aggressive situations (as aggressor, victim, or witness); the form of aggression (public or private); the aggressor's characteristics (acquaintances or strangers, persons, or groups); and their views on what action victims should take (ignoring it, confronting it, or asking for help).
This article is based on data obtained by researchers at the Center for Sociology of Education of the Institute of Education Management of the Russian Academy of Education in 2020-2021. Using a specially developed questionnaire, we collected responses from 40,575 students from grades 7-11 in 17 regions of Russian Federation through an anonymous online survey. Mathematical statistical methods were used for data processing, specifically, the chi-square test in the "Basic statistics-Difference tests" module of the "StatSoft Statistica 7.0" package.
The data showed that the adolescents with high status among their classmates ("leaders") used social media as an important educational resource, while those with low status ("loners") used it to compensate for their poor real-life experience. Aggression on social media appears to be quite common among adolescents. The traditional differences between male and female subcultures appeared in the choice between private or public forms of aggression. The increase in aggressive interactions with strangers as the youth aged indicated that the realization of the teenage distinctive basic need for "expanding one's social environment" in online interaction comes with the risks of encountering unfriendly, aggressive reactions.
Communication on social media reflects an adolescent's real-life interaction in school: those who have experienced psychological or physical bullying are more likely to become both victims and offenders in aggressive situations on social media. Th is transfer of group bullying from real life to the virtual can be seen as the main feature of adolescent cyberbullying.
社交网络的攻击性是现代青少年在社交过程中面临的风险的重要组成部分，而网络欺凌是社交媒体上最具争议性的攻击行为形式之一。
本文探讨对中学生在社交媒体上的行为的研究。从性别、年龄和社会心理因素方面分析表征青少年使用社交媒体情况的参数——他们的活跃度、强度、动机和自我呈现。主要关注点是青少年在社交媒体上应对攻击性行为的个人经历：他们在攻击性行为中的角色（攻击者、受害者或目击者）；攻击形式（公开或私下）；攻击者的特征（熟人或陌生人、个人或群体）；以及他们对受害者应采取何种行动的看法（忽视、对抗或寻求帮助）。
本文基于俄罗斯教育科学院教育管理研究所教育社会学中心的研究人员在2020年至2021年期间获得的数据。通过使用专门设计的问卷，我们通过匿名在线调查从俄罗斯联邦17个地区的40575名7至11年级的学生中收集了回复。使用数学统计方法进行数据处理，具体而言，使用“StatSoft Statistica 7.0”软件包的“基本统计-差异检验”模块中的卡方检验。
数据表明，在同学中地位较高的青少年（“领导者”）将社交媒体用作重要的教育资源，而地位较低的青少年（“孤独者”）则用它来弥补其糟糕的现实生活体验。社交媒体上的攻击行为在青少年中似乎相当普遍。在私下或公开攻击形式的选择上出现了传统的男女亚文化差异。随着青少年年龄增长，与陌生人的攻击性互动增加，这表明青少年在网络互动中实现“扩大社交环境”这一独特基本需求的同时，伴随着遭遇不友好、攻击性反应的风险。
社交媒体上的交流反映了青少年在学校的现实生活互动：那些经历过心理或身体欺凌的人在社交媒体上的攻击性行为中更有可能既成为受害者也成为攻击者。这种群体欺凌从现实生活向虚拟世界的转移可被视为青少年网络欺凌的主要特征。
