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Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Global Health".

Deadline for manuscript submissions: closed (30 November 2021) | Viewed by 101032

Special Issue Editors

Prof. Beatriz Delgado Domenech

E-Mail Website
Guest Editor
Department of Developmental Psychology and Didactic, University of Alicante, 03690 Alicante, Spain
Interests: cyberbullying; problematic internet use; anxiety disorders; bullying; academic adjustment; motivation; school refusal behavior; psychological assessment
Dr. María Carmen Martínez Monteagudo

E-Mail Website
Guest Editor
Department of Developmental Psychology and Didactic, University of Alicante, 03690 Alicante, Spain
Interests: school anxiety; cyberbullying; problematic internet use; emotional problems; emotional intelligence
Dr. Raquel Escortell Sánchez

E-Mail Website
Guest Editor
Department of Developmental Psycholgy and Education, Faculty of Education, International University of La Rioja, 26006 Logrono, Spain
Interests: cyberbullying; bullying; cyberpsychology; problematic internet use; academic adjustment; behavioral disorders, anxiety disorders

Special Issue Information

Dear Colleagues,

Information and communication technologies (ICT) have become essential tools for academic and employment development in our society. However, the widespread and increasingly early use of ICT (smart phones, computers, video games, social networks, etc.) among children and adolescents outside parental supervision has led to the analysis of new problematic situations for underage people, such as internet abuse, Internet gaming disorder, and cyberbullying, among others. The negative consequences associated with these problems in younger people are numerous and alarming, such as symptoms of anxiety and depression, loneliness, stress, fear, low self-esteem and self-efficacy, irritability and anger, frustration, sleep disorders, difficulty concentrating, and absenteeism and school failure. Recent research has focused on analyzing the relationship between different behaviors and profiles of bullying among peers (bullying vs. cyberbullying), the personal, social, and academic impact that Internet problematic use has on children and adolescents, as well as the style parental, family communication, and social support for minors at risk.

This Special Issue focuses on the contribution of scientific research that deals with different manifestations of victimization and harassment in a traditional (bullying) or electronic (cyberbullying) way in childhood and adolescence, the impact on well-being and psychosocial and school adjustment, as well as the relationship of parenting styles, and the school, family, and social environment that allow prevention of internet problematic use in children and adolescents. Empirical, longitudinal, cross-sectional studies, systematic reviews, and meta-analyses will be welcome. The priority disciplines of interest for the Special Issue are Psychology, Psychiatry, Pediatrics, and Epidemiology.

Prof. Beatriz Delgado Domenech
Dr. María Carmen Martínez Monteagudo
Dr. Raquel Escortell Sánchez
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • cyberbullying
  • problematic internet use
  • bullying
  • academic adjustment
  • social networks
  • childhood
  • adolescence
  • parental styles

Published Papers (17 papers)

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12 pages, 389 KiB  
Article
Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University
by David Aparisi, Beatriz Delgado, Rosa M. Bo and María Carmen Martínez-Monteagudo
Int. J. Environ. Res. Public Health 2021, 18(20), 10646; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph182010646 - 11 Oct 2021
Cited by 15 | Viewed by 9699
Abstract
Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to [...] Read more.
Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
16 pages, 372 KiB  
Article
The Junior Students’ Internet Literacy Scale: Measure Development and Validation
by Yinghui Huang, Hui Liu, Weijun Wang, Rouchun Dong and Yun Tang
Int. J. Environ. Res. Public Health 2021, 18(19), 10120; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph181910120 - 26 Sep 2021
Cited by 2 | Viewed by 2980
Abstract
Despite the great attention paid to Internet literacy research, little has been done to overcome the problems stemming from the heterogeneity of Internet literacy nomenclature and the use of non-standardized measurement tools, especially for adolescents in developing countries. Considering junior students are the [...] Read more.
Despite the great attention paid to Internet literacy research, little has been done to overcome the problems stemming from the heterogeneity of Internet literacy nomenclature and the use of non-standardized measurement tools, especially for adolescents in developing countries. Considering junior students are the high-risk groups of Internet addiction and have wide access to the Internet, the aim of this study is to develop a new scale to assess Chinese junior students’ Internet literacy (JIL). In the psychometric study (n = 1099 junior students), an 18-item scale was developed using the exploratory and confirmatory factor analyses, which includes five subscales: knowledge and skills for the Internet (KSI), Internet self-management (ISM), awareness and cognition of Internet (ACI), Internet interactions (II), and autonomous learning on the Internet (ALI). Evidence of internal reliability, test-retest reliability, and construct validity provided good psychometric support for the measure. Criterion-related validity of the measures was demonstrated by examining its anticipated theoretical relations to two hypotheses: (1) High JIL level alleviates the adverse effects of an individual’s Internet addiction degree, while pathological use for interacting with others on the Internet exacerbates the adverse effects; (2) an individual’s degree of Internet use self-efficacy is positively associated with JIL level. It is envisaged that the JIL Scale will help facilitate unified research in the field. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
11 pages, 311 KiB  
Article
Comparison of Cyberbullying before and after the COVID-19 Pandemic in Korea
by So Young Shin and Yeon-Jun Choi
Int. J. Environ. Res. Public Health 2021, 18(19), 10085; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph181910085 - 25 Sep 2021
Cited by 32 | Viewed by 8871
Abstract
Because of the implementation of social distancing measures following the onset of the COVID-19 pandemic, face-to-face interaction has plummeted, which has resulted in the prolific use of social networking services (SNS) and increased activity in the cyberspace environment. This is especially true for [...] Read more.
Because of the implementation of social distancing measures following the onset of the COVID-19 pandemic, face-to-face interaction has plummeted, which has resulted in the prolific use of social networking services (SNS) and increased activity in the cyberspace environment. This is especially true for teenagers and young adults with the shift to online classes in the education sector, which has increased the chances of being exposed to cyberbullying. This study attempts to determine a strategy for counteracting cyberbullying in the post-COVID-19 era by identifying the factors that have contributed toward greater aggression by adolescents in South Korea in 2020 when the spread of COVID-19 was at its height. To achieve this, we employed the Cyberbullying Circumstance Analysis dataset from the Korea Communications Commission for the time frame of between 2019 and 2020, with 4779 and 4958 participants, respectively. The causes and effects that led to cyberbullying were investigated using binary logistic regression analysis. By reviewing the research data targeted towards Korean adolescents, our analysis found that the average age of those who engage in cyberbullying decreased in 2020 compared to 2019. In addition, cyberbullying awareness at school and the school’s capability of controlling it influenced the number of cyberbullies from a statistical grounding, which could be found only in the 2020 dataset. An approach to establishing policies in schools to contain preemptive measures and increase cyberbullying awareness has been proposed to prevent such mishaps in the post-COVID-19 era. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
15 pages, 1292 KiB  
Article
Adolescents’ Perceptions of Their Problematic Use of ICT: Relationship with Study Time and Academic Performance
by Adoración Díaz-López, Ana Belén Mirete-Ruiz and Javier Maquilón-Sánchez
Int. J. Environ. Res. Public Health 2021, 18(12), 6673; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18126673 - 21 Jun 2021
Cited by 4 | Viewed by 3459
Abstract
Today, the use of Information and Communication Technologies (ICT) is part of the daily lives of adolescents. However, its widespread use in all areas, the vulnerable condition of adolescents and the imminent consequences of problematic use are awakening a growing social and educational [...] Read more.
Today, the use of Information and Communication Technologies (ICT) is part of the daily lives of adolescents. However, its widespread use in all areas, the vulnerable condition of adolescents and the imminent consequences of problematic use are awakening a growing social and educational concern. With the purpose of looking into this problem, the following research aims are formulated: (1) Analyse the perception of adolescents about their academic performance and the interference of ICT in their development; (2) Describe the frequency of use of ICT and its influence on study time and grades; and (3) Analyse the relationship between family supervision of ICT and academic performance. The representative sample consisted of 1101 adolescents from 10 educational centers in the Southeast of Spain. Descriptive statistics, contingency tables, Chi Square, Cramer’s V and Linear Regression were calculated. The results show that more than 50% of the students believe that they would spend more time studying if they did not have continuous access to technologies. Likewise, 20% of the students identify ICT as responsible for the decline in their academic performance. Statistically significant relationships were found between time limitations for Internet access and academic performance. It is therefore concluded that the problematic use of ICT in adolescence is a phenomenon that demands intervention, and the training of parents and adolescents in the responsible use of ICT is urged. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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14 pages, 1212 KiB  
Article
Ecological Predictors and Trajectory of Internet Addiction from Childhood through Adolescence: A Nationally Representative Longitudinal Study
by Yi-Ping Hsieh, Hsiao-Lin Hwa, April Chiung-Tao Shen, Hsi-Sheng Wei, Jui-Ying Feng and Ching-Yu Huang
Int. J. Environ. Res. Public Health 2021, 18(12), 6253; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18126253 - 09 Jun 2021
Cited by 14 | Viewed by 4010
Abstract
We examined multidimensional factors within four systems (individual, family, school, and community) that influence internet addiction across time among children through adolescence in Taiwan. We hypothesize that internet addiction increases from childhood to adolescence and that resilience, child neglect, positive school experiences, and [...] Read more.
We examined multidimensional factors within four systems (individual, family, school, and community) that influence internet addiction across time among children through adolescence in Taiwan. We hypothesize that internet addiction increases from childhood to adolescence and that resilience, child neglect, positive school experiences, and community violence are significant predictors at baseline and of the rate of change across time. Based on stratified random sampling, a valid sample size of 6233 Taiwanese children participated in our study, which we began in 2014 and then followed this sample in 2016 and 2018 using repeated measures. We used hierarchical linear modeling to model changes in internet addiction across time (with equal two-year intervals between assessments) and the associations between the predictors and internet addiction over time. The results show that internet addiction increases from childhood to adolescence. After controlling for gender, we found that resilience and positive school experiences predict less internet addiction, whereas neglect and community violence predict greater internet addiction. Over time, greater resilience predicts a decreasing trajectory of internet addiction, whereas greater neglect and community violence predict a slower increasing trajectory and positive school experiences predict a faster-increasing trajectory. A holistic approach can help children cope with internet addiction. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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14 pages, 1261 KiB  
Article
Safety.Net: A Pilot Study on a Multi-Risk Internet Prevention Program
by Jéssica Ortega-Barón, Joaquín González-Cabrera, Juan M. Machimbarrena and Irene Montiel
Int. J. Environ. Res. Public Health 2021, 18(8), 4249; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18084249 - 16 Apr 2021
Cited by 18 | Viewed by 4313
Abstract
Many programs exist to prevent bullying and cyberbullying. Nevertheless, despite evidence of the numerous overlapping risks of the Internet, programs that jointly and adequately address large sets of risks are not presently described in the scientific literature. This study’s main objective was to [...] Read more.
Many programs exist to prevent bullying and cyberbullying. Nevertheless, despite evidence of the numerous overlapping risks of the Internet, programs that jointly and adequately address large sets of risks are not presently described in the scientific literature. This study’s main objective was to assess the effectiveness of the Safety.net program in a pilot sample. This program prevents eight Internet risks: cyberbullying, sexting, online grooming, cyber dating abuse, problematic Internet use, nomophobia, Internet gaming disorder, and online gambling disorder. The Safety.net program comprises 16 sessions and 4 modules (digital skills, relational risks, dysfunctional risks, and change of attitudes and cognitions). Each session lasts one hour, but the program has a networked instructional design to recall previous content in later sessions. For its assessment, a pre/post-test repeated measures design with a control group and an intervention group was used. The study sample was 165 adolescents between 11 and 14 years old (M = 12.11, SD = 0.89). The intervention group demonstrated improvements compared to the control group concerning online grooming, problematic Internet use, Internet gaming disorder, and nomophobia. These results suggest that the Safety.net program is effective in preventing the increase of most of the assessed risks and that it reduces some of them with a small number of sessions. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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14 pages, 402 KiB  
Article
Problematic Internet Use in Adolescents from Divorced Families: The Role of Family Factors and Adolescents’ Self-Esteem
by Rianne van Dijk, Inge E. van der Valk, Helen G. M. Vossen, Susan Branje and Maja Deković
Int. J. Environ. Res. Public Health 2021, 18(7), 3385; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18073385 - 25 Mar 2021
Cited by 11 | Viewed by 3687
Abstract
Family functioning is salient in explaining adolescents’ problematic internet use (PIU), and precisely this family functioning is under pressure after parental divorce. Moreover, growing up with divorced parents is identified as a risk factor for PIU. Therefore, examining which factors are associated with [...] Read more.
Family functioning is salient in explaining adolescents’ problematic internet use (PIU), and precisely this family functioning is under pressure after parental divorce. Moreover, growing up with divorced parents is identified as a risk factor for PIU. Therefore, examining which factors are associated with adolescents’ PIU after divorce is particularly important. Based on self-report data from N = 244 adolescents of divorced families (49.6% boys, M = 13.42), structural equation modeling (SEM) was used to examine the associations of PIU with interparental conflict, triangulation, maternal and paternal warmth, and adolescents’ self-esteem. Potential buffering effects of self-esteem were tested, as well as gender differences in associations. The results showed that more triangulation and less maternal warmth were related to higher levels of PIU, but these effects disappeared after adding self-esteem to the models. Adolescent self-esteem did not significantly buffer the effects of the different family factors on PIU, nor were there any significant gender differences in association. Hence, especially adolescents’ self-esteem seems to be a key aspect for PIU in adolescents from divorced families. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
26 pages, 818 KiB  
Article
Perceived Challenges and Online Harms from Social Media Use on a Severity Continuum: A Qualitative Psychological Stakeholder Perspective
by Melina A. Throuvala, Mark D. Griffiths, Mike Rennoldson and Daria J. Kuss
Int. J. Environ. Res. Public Health 2021, 18(6), 3227; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18063227 - 20 Mar 2021
Cited by 9 | Viewed by 11602
Abstract
Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and [...] Read more.
Evidence suggests that problematic use of gaming, the internet, and social media among adolescents is on the rise, affecting multiple psycho-emotional domains. However, research providing a comprehensive and triangulated stakeholder perspective of perceived harms is lacking. How are adolescent online harms experienced and conceptualized by students, parents, and teachers? The present study comprised part of a qualitative needs assessment investigation with the use of focus groups and individual interviews among key stakeholder groups assessing perceived impacts with a focus on the negative consequences and perceived harms. The study’s sample consisted of students (N = 42, Mage = 13.5, SD = 2.3), parents (N = 9, Mage = 37, SD = 5.6) and teachers (N = 9, Mage = 34, SD = 4.9) from the UK. Data were analysed with thematic analysis. Findings focused primarily on social media use impacts and indicated that processes underlying impacts experienced by adolescents may be conceptualized on a severity continuum. Stakeholder consensus on perceptions of challenges and perceived harms formed the second theme, with impacts further analysed as relating to time displacement, peer judgement, sensory overload and context of the adolescent with functional (performance, task switching, use of multiple devices), cognitive (loss or deterioration of attentional focus, attention deficit), and emotional consequences (stress, anxiety, obsessive-compulsive/checking behaviours). A third theme formed was individual vulnerabilities predisposing poor mental health outcomes. The final theme related to impacts dependent on context and meaning attached. Findings suggest a consideration of a spectrum approach encompassing a broader range of potential psychological challenges and perceived harms beyond safety concerns and addiction in understanding problematic adolescent online experiences. Understanding perceived harms can aid the objective setting of interventions and consideration of mental health literacy in school curricula. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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17 pages, 688 KiB  
Article
Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis
by Chun Chen, Chunyan Yang and Qian Nie
Int. J. Environ. Res. Public Health 2021, 18(6), 3091; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18063091 - 17 Mar 2021
Cited by 6 | Viewed by 4309
Abstract
To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 [...] Read more.
To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students’ left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students’ PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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8 pages, 1702 KiB  
Article
The Mediating Role of Classroom Climate on School Violence
by David Montero-Montero, Paula López-Martínez, Belén Martínez-Ferrer and David Moreno-Ruiz
Int. J. Environ. Res. Public Health 2021, 18(6), 2790; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18062790 - 10 Mar 2021
Cited by 6 | Viewed by 2489
Abstract
Mediation analysis has been confirmed as a very useful statistical tool in the social sciences, especially in school-related studies. This type of analysis was used in the present study to examine the mediating role of classroom climate (measured with the classroom environmental scale), [...] Read more.
Mediation analysis has been confirmed as a very useful statistical tool in the social sciences, especially in school-related studies. This type of analysis was used in the present study to examine the mediating role of classroom climate (measured with the classroom environmental scale), categorized into three dimensions, namely involvement, affiliation, and teacher support, on the relationship between peer victimization and peer aggression. The participants consisted of 2011 adolescents (50.67% boys and 49.32% girls), aged between 12 and 18 years old (M = 14.17; SD = 1.47), enrolled in schools in Andalusia (Spain). Findings revealed a significant direct relationship of all the dimensions. They also revealed that teacher support was the only dimension that mediates in the relationship between peer violence and peer aggression. The results and their implications for improving classroom climate and school violence are discussed. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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21 pages, 1958 KiB  
Article
How Can Bullying Victimisation Lead to Lower Academic Achievement? A Systematic Review and Meta-Analysis of the Mediating Role of Cognitive-Motivational Factors
by Muthanna Samara, Bruna Da Silva Nascimento, Aiman El-Asam, Sara Hammuda and Nabil Khattab
Int. J. Environ. Res. Public Health 2021, 18(5), 2209; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18052209 - 24 Feb 2021
Cited by 23 | Viewed by 10399
Abstract
Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation [...] Read more.
Bullying involvement may have an adverse effect on children’s educational outcomes, particularly academic achievement. However, the underlying mechanisms and factors behind this association are not well-understood. Previous meta-analyses have not investigated mediation factors between bullying and academic achievement. This meta-analysis examines the mediation effect of cognitive-motivational factors on the relationship between peer victimization and academic achievement. A systematic search was performed using specific search terms and search engines to identify relevant studies that were selected according to specific criteria resulting in 11 studies encompassing a sample total of 257,247 children (10 years and younger) and adolescents (11 years and older) (48–59% female). Some studies were longitudinal and some cross sectional and the assessment for each factor was performed by various methods (self, peer, teacher, school and mixed reports). Children involved in bullying behaviour were less likely to be academically engaged (k = 4) (OR = 0.571, 95% CI [0.43, 0.77], p = 0.000), to be less motivated (k = 7) (OR = 0.82, 95% CI [0.69, 0.97], p = 0.021), to have lower self-esteem (k = 1) (OR = 0.12, 95% CI [0.07, 0.20], p = 0.000) and lower academic achievement (k = 14) (OR = 0.62, 95% CI [0.49, 0.79], p = 0.000). Bullying involvement was also significantly related to overall cognitive-motivational factors (k = 17, OR = 0.67, 95% CI [0.59, 0.76], p = 0.000). Cognitive-motivational factors, taken together, mediated the association between bullying victimisation and academic achievement (k = 8, OR = 0.74, 95% CI (0.72, 0.77), p = 0.000). Bullying victimisation was negatively related to cognitive-motivational factors, which, in turn, was associated with poorer academic achievement. These findings were moderated by the design of the studies, assessment methods for the bullying reports, mediators and outcomes, country, age of children in the sample and/or types of bullying. The findings are of relevance for practitioners, parents, and schools, and can be used to guide bullying interventions. Interventions should focus on improving internal and external motivational factors including components of positive reinforcement, encouragement, and programs for enhancing academic engagement and achievement amongst children and adolescents. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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20 pages, 587 KiB  
Article
Concurrent and Longitudinal Relationships between Positive Youth Development Attributes and Adolescent Internet Addiction Symptoms in Chinese Mainland High School Students
by Diya Dou and Daniel T. L. Shek
Int. J. Environ. Res. Public Health 2021, 18(4), 1937; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18041937 - 17 Feb 2021
Cited by 25 | Viewed by 3922
Abstract
In view of growing adolescent Internet addiction (IA) in the global context, there is a great need to understand the predictors of IA and design related evidence-based intervention and prevention programs. This longitudinal study investigated the relationships between Positive Youth Development (PYD) attributes [...] Read more.
In view of growing adolescent Internet addiction (IA) in the global context, there is a great need to understand the predictors of IA and design related evidence-based intervention and prevention programs. This longitudinal study investigated the relationships between Positive Youth Development (PYD) attributes and IA problems and the mediating role of life satisfaction using a large sample of Chinese high school students (N = 2648). Separated by one academic year, students completed a questionnaire evaluating their adolescent psychosocial adjustment, including validated PYD and IA measures. Multiple regression and structural equation modeling analyses were used. Consistent with the theoretical predictions of PYD models, results revealed a significant negative influence of PYD attributes on IA symptoms concurrently and longitudinally. In particular, general PYD attributes, such as emotional competence, spirituality, and resilience, showed strong and stable protective effects against IA. Life satisfaction also served as a mediator of the influence of all measures of PYD attributes on IA symptoms. The study underlines the importance of PYD attributes in promoting adolescents’ life satisfaction and preventing IA, and thus contributes to the design and implementation of evidence-based intervention and prevention programs. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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12 pages, 763 KiB  
Article
Bullying Victimization and Problem Video Gaming: The Mediating Role of Externalizing and Internalizing Problems
by Jérémie Richard, Loredana Marchica, William Ivoska and Jeffrey Derevensky
Int. J. Environ. Res. Public Health 2021, 18(4), 1930; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18041930 - 17 Feb 2021
Cited by 9 | Viewed by 4128
Abstract
Background: Adolescent victims of bullying are more likely to experience a range of mental health problems. Although research has investigated the relationship between bullying victimization and various addictive behaviors, the impact of bullying on problem video gaming (PVG) remains largely unexplored. The purpose [...] Read more.
Background: Adolescent victims of bullying are more likely to experience a range of mental health problems. Although research has investigated the relationship between bullying victimization and various addictive behaviors, the impact of bullying on problem video gaming (PVG) remains largely unexplored. The purpose of this study is to investigate the relationship between bullying victimization and PVG as mediated by the presence of internalizing and externalizing problems. Methods: Survey responses were collected from 6353 high-school students aged 12 to 18. Measures include bullying victimization (physical, verbal, cyber and indirect), internalizing (e.g., anxious and depressive symptoms) and externalizing (e.g., aggressive and delinquent problems) problems, and PVG (measured by the Internet Gaming Disorder Scale–Short Form). Results: Mediation analyses indicated that the relationship between verbal bullying and PVG was completely mediated by the presence of internalizing and externalizing problems. The relationship between physical bullying and PVG was completely mediated by externalizing problems and the relationship between cyberbullying and PVG was completely mediated by internalizing problems. Lastly, the relationship between indirect bullying and PVG was partially mediated by externalizing and internalizing problems. Conclusions: Results suggest that different types of bullying victimization are differentially associated with PVG, with mental health symptoms significantly mediating this relationship. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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12 pages, 308 KiB  
Article
A Qualitative Study of Practitioners’ Views on Family Involvement in Treatment Process of Adolescent Internet Addiction
by Camilla Kin Ming Lo, Lu Yu, Yuet Wing Cho and Ko Ling Chan
Int. J. Environ. Res. Public Health 2021, 18(1), 86; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18010086 - 24 Dec 2020
Cited by 10 | Viewed by 4777
Abstract
Despite emerging evidence of the effectiveness of a family-focused approach as an Internet addiction (IA) treatment modality for adolescents, little research has been done to explore family involvement in the treatment process from the clinician’s perspective. This study employed a qualitative design to [...] Read more.
Despite emerging evidence of the effectiveness of a family-focused approach as an Internet addiction (IA) treatment modality for adolescents, little research has been done to explore family involvement in the treatment process from the clinician’s perspective. This study employed a qualitative design to examine practitioners’ views pertaining to the roles and challenges of family participation in IA intervention. In total, 10 practitioners working with adolescents with IA were interviewed. Thematic analysis was used to analyze the transcribed interviews. Three overreaching themes were synthesized: That family involvement in IA intervention is challenging yet important; shifting the focus from the adolescent to the relationship; and provision of individualized services and intervention to address the heterogeneous nature of cases. The findings show that family participation in IA treatment is successful in enhancing positive outcomes. The needs of adolescents with IA and family members are addressed through individual counseling and psychoeducation, respectively. Conjoint therapy sessions foster effective communication, improve family interactions and functioning, and restore relationships. However, caution regarding family dynamics is required when considering whether family involvement is appropriate. Practitioners need to establish therapeutic alliances and be flexible when working with family members in terms of the degree and arrangement of participation. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
15 pages, 1646 KiB  
Article
Cybervictimization, Self-Concept, Aggressiveness, and School Anxiety in School Children: A Structural Equations Analysis
by Raquel Escortell, Beatriz Delgado and María C. Martínez-Monteagudo
Int. J. Environ. Res. Public Health 2020, 17(19), 7000; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17197000 - 24 Sep 2020
Cited by 11 | Viewed by 3422
Abstract
The rapid increase in cases of cybervictimization amongst children has led researchers to examine the psychoemotional factors related to cyberbullying behavior, in an attempt to prevent and minimize its impact. The objective of this study was to establish and contrast the fit of [...] Read more.
The rapid increase in cases of cybervictimization amongst children has led researchers to examine the psychoemotional factors related to cyberbullying behavior, in an attempt to prevent and minimize its impact. The objective of this study was to establish and contrast the fit of an explanatory model on cybervictimization based on its relationship with self-concept, aggressiveness, and school anxiety using a structural equations analysis. A total of 542 Spanish students aged 10–12 (M age = 10.97; SD = 0.74) completed a battery of questionnaires. An adjusted structural equations model was obtained (χ2 = 512.23; df = 99; p < 0.001; CFI = 0.928; NFI = 0.91; IFI = 0.928; RMSEA = 0.078). A direct and negative relationship was obtained between cybervictimization and self-concept and between cybervictimization and school anxiety. In addition, a direct and positive relationship was found between aggressiveness and self-concept and between aggressiveness and school anxiety. Indirect relationships were not found between the variables. The study’s findings demonstrate that the variables of self-concept and school anxiety are directly related to cybervictimization and that the improved psychoemotional adjustment of the youngest students may help to prevent the risk of being victimized over the Internet. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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10 pages, 851 KiB  
Article
Mediating Effects of Emotional Symptoms on the Association between Homophobic Bullying Victimization and Problematic Internet/Smartphone Use among Gay and Bisexual Men in Taiwan
by Dian-Jeng Li, Yu-Ping Chang, Yi-Lung Chen and Cheng-Fang Yen
Int. J. Environ. Res. Public Health 2020, 17(10), 3386; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17103386 - 13 May 2020
Cited by 11 | Viewed by 2777
Abstract
Problematic internet/smartphone use (PI/SU) and homophobic bullying has become a new type of mental health problem among sexual minorities. However, few studies have investigated the mediators of the association between these factors. We aimed to develop a model to estimate the mediating effect [...] Read more.
Problematic internet/smartphone use (PI/SU) and homophobic bullying has become a new type of mental health problem among sexual minorities. However, few studies have investigated the mediators of the association between these factors. We aimed to develop a model to estimate the mediating effect of emotional symptoms, including depression and anxiety, on this association among gay and bisexual men in Taiwan. In total, 500 gay or bisexual men in early adulthood were recruited, and their histories of homophobic bullying victimization during childhood and adolescence, current severity of PI/SU, and current emotional symptoms were evaluated using self-administered questionnaires. A mediation model was developed to test the mediating effect of emotional symptoms on the association between homophobic bullying victimization and PI/SU. In total, 190 (38%) and 201 (40.2%) of the participants had experiences of traditional and cyber homophobic bullying victimization, respectively. A higher level of homophobic bullying victimization was significantly associated with a more severe level of PI/SU, and this was mediated by a higher severity of emotional symptoms. There was a significant effect of emotional symptoms on the association between homophobic bullying victimization and PI/SU. Timely interventions for emotional symptoms are necessary for gay and bisexual men, especially for those who are victims of homophobic bullying. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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Review

Jump to: Research

15 pages, 704 KiB  
Review
Netiquette: Ethic, Education, and Behavior on Internet—A Systematic Literature Review
by Rebeca Soler-Costa, Pablo Lafarga-Ostáriz, Marta Mauri-Medrano and Antonio-José Moreno-Guerrero
Int. J. Environ. Res. Public Health 2021, 18(3), 1212; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18031212 - 29 Jan 2021
Cited by 34 | Viewed by 13834
Abstract
In this article, an analysis of the existing literature is carried out. It focused on the netiquette (country, date, objectives, methodological design, main variables, sample details, and measurement methods) included in the Web of Science and Scopus databases. This systematic review of the [...] Read more.
In this article, an analysis of the existing literature is carried out. It focused on the netiquette (country, date, objectives, methodological design, main variables, sample details, and measurement methods) included in the Web of Science and Scopus databases. This systematic review of the literature has been developed entirely according to the Preferred Reporting Items for Systematic Reviews (PRISMA). The initial search yielded 53 results, of which 18 exceeded the inclusion criteria and were analyzed in detail. These results show that this is a poorly defined line of research, both in theory and in practice. There is a need to update the theoretical framework and an analysis of the empirical proposals, whose samples are supported by students or similar. Knowing, understanding, and analyzing netiquette is a necessity in a society in which information and communication technologies (ICT) have changed the way of socializing and communicating. A new reality in which there is cyber-bullying, digital scams, fake news, and haters on social networks. Full article
(This article belongs to the Special Issue Problematic Internet Use, Bullying and Cyberbullying in School Children and Adolescents)
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