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

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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.

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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。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

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.