• Journal of Digital Convergence
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• v.17 no.8
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• pp.293-301
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• 2019

The purpose of this study was to explore the relationship andinfluence of Focusing manner to deal with somatization symptoms of adolescents with experience of cyberbullying. For this study, we conducted on teenagers aged 14 to 19. A total of 366 of these results -84 men (23%) and 282 women(77%)- were used for the analysis. Data was analyzed through frequency analysis, reliability analysis, correlation analysis, and multiple regression analysis. As a result, cyber-bullying experiences have a positive effect on somatizaion symptoms. Among the sub-factors of focusing manner, "knowledge" and "reviewing" have a negative effect on somatizaion symptoms, and "expression" has an negative effect on somatizaion symptoms. Based on the results of the study, the need for a therapeutic approach to focusing manner was presented when appealing for somatizaion symptoms of adolescents who experienced cyberbullying.

• Asia pacific journal of information systems
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• v.31 no.1
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• pp.1-16
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• 2021

Cyberbullying has become a social problem as malicious text messages and online comments among teenagers have increased in the late 2000s. Some serious reporting has attempted to impress on us the need to pay more attention to reducing malicious online content as a typical type of cyberbullying. Meanwhile, despite environmental changes that have made it easier to report perpetrators of such messages, it is often the case that the crime occurs in a public place and is tolerated. However, there is a growing tendency for people to exhibit the bystander effect, the problem of personal indifference to witnessing or knowing about crimes, but individuals do not offer any means of help to a victim when other people are present. This effect is rampant in the case of cybercrimes. This study aims to extract the motivations behind posting malicious comments through in-depth interviews and to suggest recommendations for relative issues by demonstrating how the bystander effect can be reduced using causal relationship diagrams of the system dynamics methodology. Hopefully, this work will contribute to a better understanding of factors that could cause a decrease in malicious online comments.

• Journal of Information Technology Services
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• v.14 no.1
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• pp.175-194
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• 2015

As the explosive growth of SNS users, SNS affects every aspect of our lives. Beyond the individual's scope there is a powerful influence in society. Now cyber bullying is a big problem of this society. To analyze the relationship between the SNS user features and cyber bullying phenomenon, various SNS user's personal and social characteristics were set to variables affecting the cyber bullying phenomenon on the SNS. For the research, questionnaire survey was conducted for total 200 subjects among 10~60 age band in each region across the country. We set a research model including the items that are found to be affected in cyber bullying through the prior researches. To analyze interrelation of cyber bullying phenomenon and the general characteristics of SNS users, multiple regression analysis and other analyses were conducted. As a statistical result, we found the correlation among variables and the suggestion points for a SNS platform development direction.

• Knowledge Management Research
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• v.17 no.4
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• pp.191-213
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• 2016

Since the smartphone era has spurred world-over, social network services have become a part of people's daily lives. However, this relatively new phenomenon of technology development raises several negative side effects such as cyberbullying. One of the representative cases of cyberbullying is posting malicious comments online. Multiple social issues arising from this have given impetus to the "benevolent comments campaign" in order to restrain the diffusion of malicious comments. Benevolent comments have advantages that generate positive externalities such as inspiring ethics for an appropriate internet culture, but there is a lack of theoretical research on the deeper understanding of posting benevolent comments. This study thus aims to extract the motivations behind posting benevolent comments through in-depth interviews and suggest alternatives for relative issues through the causal relationship diagram of the system dynamics methodology. This work contributes to our understanding of the factors that affect the increase and decrease in benevolent comments in distinct structural frameworks.

• Convergence Security Journal
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• v.15 no.4
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• pp.113-119
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• 2015

Recent, cyber violence is increasing in a school and the severity of the problems encountered day by day. In particular, the severity of the cyber force using the smart phone is recognized as a very high and great problems socially. Cyberbullying have long damage degree and a wide range time duration against of existed physical cyber violence. Then student's affects is very seriously. Therefore, we analyzes the relationship and languages in the classroom for students to use to identify signs of cyber violence that may occur between friends in the class. And we support this information to identified parent, classroom teachers and school sheriff for prevent cyberbullying accidents in the school. For this research, we will design and implement a messenger in the cyber classroom. It have many components that are Big-data vocabulary, analyzer, and communication interface. Our proposed messenger can analyze lingual sign and friendship between students using Big-data analysis method such as text mining. It can analysis relationship by per-student, per-classroom.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.63-76
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• 2016

The damage of cyber bullying is increasing. A response of code is needed with that of law and education. This study would use the strengths of a virtual simulation as one of the technical solutions. Students learn cyber bullying and prevention of it through each step. The steps in this application model consist of recognition${\rightarrow}$judgement${\rightarrow}$decision${\rightarrow}$behavior. Each detailed step of this model is made of pre-briefing${\rightarrow}$demanding of response${\rightarrow}$participating in response${\rightarrow}$result and feedback${\rightarrow}$growth${\rightarrow}$debriefing. Thus we developed the application model of this virtual simulation and implemented it for education and prevention of cyber bullying. We hope that the model and simulation developed by this study would reduce the damage resulting from cyber bullying.

• Human Ecology Research
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• v.53 no.6
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• pp.641-654
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• 2015

This study identifies and tracks changes gender differences in adolescent users' problematic online behavior. This study used Korea Youth Panel Survey (KYPS), which has tracked respondents over 7 years, with self-control theory and social learning theory applied as a theoretical framework. The model included individual-level variables such as self-control and respondent's experience of problematic behavior (offline), as well as socialization variables such as the number close friends who engaged in problematic offline behavior, parent-child relationships, and parental monitoring. Dependent variables included problematic online behavior, unauthorized ID use (ID theft) and cyberbullying (cursing/insulting someone in a chat room or on a bulletin board). Control variables consisted of academic performance, time spent on a computer, monthly household income, and father's educational attainment. Random and fixed effects models were performed by gender. Results supported self-control theory even for the within-level analysis (fixed effects models) regardless of gender, while social learning theory was partially supported. Only peer effects were found significant (except for unauthorized ID use) among girls. Year dummy variables showed significant negative associations; however, academic performance and time spent using computers were significant in some models. Father's educational attainment and monthly household income were found insignificant, even in the random effects models. We also discuss implications and suggestions for future research and policy makers.

• International Journal of Advanced Culture Technology
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• v.10 no.1
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• pp.36-41
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• 2022

Cyberbullying and digital drama are on the rise among students. Therefore, this paper proposes an educational program that can enhance students' ability to use artificial intelligence(AI) technology and develop the power to respond to digital drama. In order to understand the effect of the proposed education program, this education was applied on a trial basis to 205 middle school students residing in South Korea. Moreover, the change of coping ability to the digital drama was observed before and after education. After applying for the educational program, the students' empathy(t=-5.506, p<0.001), peer conflict resolution(t=-3.842, p<0.01), and peer mediation(t=-4.213, p<0.001) improved, and did not significantly affect their anger control ability(t=-0.272, p>0.05). The educational program proposed in this paper uses AI to make it more attractive for students familiar with digital devices to participate in education and increase their educational concentration. This paper has its limitations as it is a study only for middle school students in South Korea. However, it is significant that the educational program proposed in this paper prevented the recently increased digital drama and led to a crucial change in coping ability.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.17-29
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• 2013

Cyberbullying has a negative influence on teens. However, the academic approach and try is still an its early stages in spite of the issue of the seriousness and importance. Accordingly, this study conducted a survey of 1,112 elementary, middle and high school students. According to the survey, Internet bullying violence experience was from 20.3% to 39.0%, victim experience from 11.0% to 23.4%, mobile phone bullying violence experience was from 15.9% to 44.1%, victim experience from 5.5% to 21.8%. The factors affecting Internet bullying violence experience were gender, academic stress, internet accessibility, anonymity, use time of internet. The factors affecting mobile phone bullying violence experience were school table, academic stress, mobility, anonymity, use time of mobile phone. Finally, this study grasped the relation between Internet and mobile phone bullying. It was found that Internet bullying violence victim experience had something to do with mobile phone bullying violence victim experience. Especially, Internet bullying violence experience had a lot to do with mobile phone bullying violence experience, Internet bullying victim experience had a lot to do with mobile phone bullying victim experience.

• Korean Journal of Culture and Social Issue
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• v.26 no.1
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• pp.1-23
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• 2020

The purpose of this study was to analyze responses as bystanders of middle school girls in a simulated cyberbullying situation. This study also aimed to examine effects of bullying, victimization, anger-out, and state-anger on responses from girls as bystanders. The participants were composed of 2nd or 3rd grade middle school girls(N=59). Responses were classified into 7 categories(using explicit language, attacking, pass, changing topic, comforting victims, others, and conformity). Of these, attackings were classified according to the target(bully, victim, both, and ambiguous object). It was again classified as 'attacking response' and 'helping response' and was scored and summed according to the strength of the response and used as a dependent variable. Collected data were analyzed by correlation analysis and multiple regression analysis. The results of this study are as follows: First, the most frequent response was 'the others'(41.69%) followed by 'using explicit language'(20.34%), 'passing'(13.56%), 'attacking bully'(8.81%), 'conformity'(8.64%), 'changing topic'(6.61%), and 'comforting victim'(0.34%). Second, responses of attacking victim were positively influenced by the previous bullying experiences and acting anger-out, and were negatively influenced by the previous victimization experience. State-anger has a positively influenced on responses of the attacking bully and the helping victim. None of the variables were significant influenced on responses of the attacking both and ambiguous object. These results will be useful data to help middle school girls as bystanders properly intervene in cyberbullying situation. Finally, the limitations of this study were discussed along with suggestions for further research.