Cyberbullying Sensitivity and Awareness among Entry-Level University Students

Autor/inn/en	Ata, Ridvan; Adnan, Müge
Titel	Cyberbullying Sensitivity and Awareness among Entry-Level University Students
Quelle	13 (2016) 3, S.4258-4267 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2458-9489
Schlagwörter	Foreign Countries; Bullying; Computer Mediated Communication; Student Attitudes; Undergraduate Students; Internet; Social Media; Knowledge Level; Information Technology; Media Literacy; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Computerkonferenz; Schülerverhalten; Soziale Medien; Wissensbasis; Informationstechnologie; Media skills; Medie competence; Medienkompetenz; Türkei
Abstract	With increased usage of the Internet and social media, cyberbullying among young people has recently come to the fore worldwide, and Turkey has seen no exception to this. The numbers of young people subjected to bullying on digital platforms increases daily, which has a significant impact on their lives. It is therefore vital to raise awareness about cyberbullying, both in terms of taking precautions against its threats and to foster behavioural changes that may lead to reduced exposure to cyberbullying. The purpose of this study is to investigate entry level university students' past and present experiences of cyberbullying, specifically within digital social environments. A survey method was adopted, with participation of entry level undergraduate students from various departments of a public university in Turkey during the 2015-2016 academic year. The 'Cyberbullying Sensitivity Scale', developed by Tanrikulu, Kinay, and Aricak (2013), was the instrument applied. Findings from the study aim to shed light on the current status of sensitivity and awareness about cyberbullying, with important implications for the introduction and fostering of healthier and more informed use of information and communication technologies. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01