Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2020-11-11 DOI:10.1080/21683603.2020.1837700
C. Tran, B. Weiss, Ngoc Hung Nguyen
{"title":"Academic achievement, and cyber-bullying and cyber-victimization among middle- and high-school students in Vietnam","authors":"C. Tran, B. Weiss, Ngoc Hung Nguyen","doi":"10.1080/21683603.2020.1837700","DOIUrl":null,"url":null,"abstract":"ABSTRACT Rates of Internet usage among Vietnamese students have been estimated to be high and consequently, risk for cyber-bullying and cyber-victimization also may be high. However, current research in this area is limited, with the two primary studies of cyber-bullying among Vietnamese students based on short questionnaires (three and four items) and limited samples (i.e., from one school, and from two schools in the same city). A more comprehensive assessment thus is important in order to more precisely define the magnitude of the problem and to more accurately identify culturally relevant risk factors. In the present study, 1,040 Vietnamese 6th through 12th-grade students from 4 schools in Hanoi and Ho Chi Minh City were assessed using the Revised Cyber Bullying Inventory. Results indicated that 7.1% of participants were victims of cyber-bullying only, 4.7% were initiators of cyber-bullying only, and 11.3% were both initiators of cyber-bullying and victims of cyber-bullying; thus, about one-fourth of the sample was involved in maladaptive online behaviors. Academic achievement was significantly related to levels of cyber-bullying but not cyber-victimization, with top-performing students showing significantly higher levels of cyber-bullying than all other students. Implications of these results are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"10 1","pages":"118 - 127"},"PeriodicalIF":1.8000,"publicationDate":"2020-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2020.1837700","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2020.1837700","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 5

Abstract

ABSTRACT Rates of Internet usage among Vietnamese students have been estimated to be high and consequently, risk for cyber-bullying and cyber-victimization also may be high. However, current research in this area is limited, with the two primary studies of cyber-bullying among Vietnamese students based on short questionnaires (three and four items) and limited samples (i.e., from one school, and from two schools in the same city). A more comprehensive assessment thus is important in order to more precisely define the magnitude of the problem and to more accurately identify culturally relevant risk factors. In the present study, 1,040 Vietnamese 6th through 12th-grade students from 4 schools in Hanoi and Ho Chi Minh City were assessed using the Revised Cyber Bullying Inventory. Results indicated that 7.1% of participants were victims of cyber-bullying only, 4.7% were initiators of cyber-bullying only, and 11.3% were both initiators of cyber-bullying and victims of cyber-bullying; thus, about one-fourth of the sample was involved in maladaptive online behaviors. Academic achievement was significantly related to levels of cyber-bullying but not cyber-victimization, with top-performing students showing significantly higher levels of cyber-bullying than all other students. Implications of these results are discussed.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
越南中学生的学业成绩、网络欺凌和网络受害情况
摘要据估计,越南学生的互联网使用率很高,因此,网络欺凌和网络受害的风险也很高。然而,目前这方面的研究是有限的,两项关于越南学生网络欺凌的初步研究基于简短的问卷(三项和四项)和有限的样本(即来自一所学校和来自同一城市的两所学校)。因此,更全面的评估对于更准确地确定问题的严重程度和更准确地识别与文化相关的风险因素至关重要。在本研究中,来自河内和胡志明市4所学校的1040名越南6至12年级学生使用修订的网络欺凌清单进行了评估。结果表明,7.1%的参与者只是网络欺凌的受害者,4.7%的参与者是网络欺凌的发起者,11.3%的参与者既是网络欺凌的始作俑者又是网络欺凌受害者;因此,大约四分之一的样本参与了不适应的网络行为。学业成绩与网络欺凌水平显著相关,但与网络受害程度无关,表现最好的学生表现出的网络欺凌水平明显高于所有其他学生。讨论了这些结果的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
期刊最新文献
Children’s emotion regulation, behavior regulation, and mathematics achievement: A longitudinal mediation model Relationship between teacher and student psychological well-being in a Japanese context Risk and protective factors and coping strategies for building resilience in Greek general and special education teachers Children’s perceptions of teacher feedback: Portuguese validation of a scale Implementation and effectiveness of a sustained depression prevention program for high school students in Japan
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1