Presentation Type
Poster Presentation
Category
Social Sciences/Humanities
Abstract/Artist Statement
Purpose and Originality
Cyberbullying refers to when an individual or group harasses, mistreats, or mocks an individual or group using an electronic device in a way in which the victim(s) do not feel capable of responding or defending themselves (Whittaker & Kowalski, 2014). Cyberbullying is associated with symptoms of depression, anxiety, suicidal ideation, substance use, delinquency, and poor academic performance (Zalaquett & Chatters, 2014).
The purpose of this study was to investigate the possible impact the COVID-19 pandemic may have had on cyberbullying. This study not only adds to the limited information concerning cyberbullying among college students, but also whether cyberbullying may have been impacted by increased utilization of online learning platforms during the pandemic.
Method
Between March and April 2021, participants (n = 135) were recruited from a mid-sized public university in the Rocky Mountain region of the United States using the university’s research recruitment system (SONA). The 47-item survey was administered remotely using Qualtrics – an online survey platform – and included items inspired from previous works including the self-report Participant Role Questionnaire (PRQ; Bushard, 2013), the Revised Olweus Bully/Victim Questionnaire (OBVQ; Olweus, 1996), and the Cyberbullying Experiences Survey (Doane et al., 2013). The survey took approximately 10 minutes to complete and asked participants about their age, race/ethnicity, gender, class standing, involvement in student groups, experiences with cyberbullying, perceived rates of cyberbullying since the pandemic, and their personal participation in cyberbullying.
Results and Significance
As expected, the sample endorsed much higher levels of overall online activity since university classes went to an online format in April 2020. However, on average, participants did not believe that changing to online platforms led to a general increase in cyberaggression, did not personally perceive an increase in cyberaggression during this period, nor was there an increase in endorsements of personal involvement in cyberbullying as either the aggressor or victim.
The variable with the strongest relationship to cyberaggressing during the pandemic (since April 2020) was endorsement of being cybervictimized (r =.735, p = r = 0.373, p = n = 36, 28%), “Classmates who are not friends” (n = 32, 25%), and “I don’t know” (n = 27, 21%). In summary, our results suggest that most participants did not view increased online learning as a catalyst for cyberaggression, though participants with personal histories with cyberaggression appeared sensitized to, or further engaged in, the phenomena. Further research should seek to shed light on the actions and perceptions related to cyberbullying in this important subgroup.
Mentor Name
Greg Machek
Effects of the COVID-19 Pandemic on Rates of Cyberbullying in a University Sample
UC North Ballroom
Purpose and Originality
Cyberbullying refers to when an individual or group harasses, mistreats, or mocks an individual or group using an electronic device in a way in which the victim(s) do not feel capable of responding or defending themselves (Whittaker & Kowalski, 2014). Cyberbullying is associated with symptoms of depression, anxiety, suicidal ideation, substance use, delinquency, and poor academic performance (Zalaquett & Chatters, 2014).
The purpose of this study was to investigate the possible impact the COVID-19 pandemic may have had on cyberbullying. This study not only adds to the limited information concerning cyberbullying among college students, but also whether cyberbullying may have been impacted by increased utilization of online learning platforms during the pandemic.
Method
Between March and April 2021, participants (n = 135) were recruited from a mid-sized public university in the Rocky Mountain region of the United States using the university’s research recruitment system (SONA). The 47-item survey was administered remotely using Qualtrics – an online survey platform – and included items inspired from previous works including the self-report Participant Role Questionnaire (PRQ; Bushard, 2013), the Revised Olweus Bully/Victim Questionnaire (OBVQ; Olweus, 1996), and the Cyberbullying Experiences Survey (Doane et al., 2013). The survey took approximately 10 minutes to complete and asked participants about their age, race/ethnicity, gender, class standing, involvement in student groups, experiences with cyberbullying, perceived rates of cyberbullying since the pandemic, and their personal participation in cyberbullying.
Results and Significance
As expected, the sample endorsed much higher levels of overall online activity since university classes went to an online format in April 2020. However, on average, participants did not believe that changing to online platforms led to a general increase in cyberaggression, did not personally perceive an increase in cyberaggression during this period, nor was there an increase in endorsements of personal involvement in cyberbullying as either the aggressor or victim.
The variable with the strongest relationship to cyberaggressing during the pandemic (since April 2020) was endorsement of being cybervictimized (r =.735, p = r = 0.373, p = n = 36, 28%), “Classmates who are not friends” (n = 32, 25%), and “I don’t know” (n = 27, 21%). In summary, our results suggest that most participants did not view increased online learning as a catalyst for cyberaggression, though participants with personal histories with cyberaggression appeared sensitized to, or further engaged in, the phenomena. Further research should seek to shed light on the actions and perceptions related to cyberbullying in this important subgroup.