青少年网络欺凌受害与孤独感的关系

Abhishek Shukla, Vikram Singh Chouhan
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引用次数: 0

摘要

网络欺凌可能造成心理健康问题,一些应对策略可以增强网络欺凌与心理健康问题之间的力量。本研究旨在探讨网络欺凌受害与青少年孤独感之间的关系,以及应对策略和情绪智力在网络欺凌与孤独感之间的作用。不同的应对策略可以缓解网络欺凌受害与孤独感之间的强度。通过问卷调查,收集了印度451名青少年的数据。研究结果显示,寻求支持、主动应对和回避应对等应对策略可减少孤独感,并在网络欺凌受害与孤独感之间起中介作用。寻求支持和积极应对策略可以缓解网络欺凌受害者的孤独感,而回避应对策略对网络欺凌受害者的孤独感无显著影响。情商可以缓解网络欺凌对孤独感的负面影响。该研究可以增加对网络欺凌和青少年孤独感和情绪智力的心理健康的现有知识。强调了这些变量与青少年网络欺凌受害者的心理健康问题之间的联系的研究贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Association Between Cyberbullying Victimization and Loneliness Among Adolescents
Cyberbullying may create psychological well-being problems and several coping strategies can augment the strength between cyberbullying and psychological well-being issues. The current study endeavors to investigate the association between cyberbullying victimization and feelings of loneliness among adolescents and also the role of coping strategies and emotional intelligence between cyberbullying and loneliness. Various coping strategies can alleviate the strength between cyberbullying victimization and loneliness. Through a survey questionnaire, data were collected from 451 adolescents in India. The findings reveal that coping strategies (seeking support, active coping, and avoidant coping) diminish loneliness and act as a mediator between cyberbullying victimization and loneliness. Seeking support and active coping strategies ease the loneliness resulting from cyberbullying victimization, while avoidant coping strategy is found to be non-significant. Emotional intelligence is found to alleviate the negative effects of cyberbullying on loneliness. The research can augment existing knowledge of cyberbullying and the mental well-being of adolescents concerning loneliness and emotional intelligence. The contributions of the study on the linkages among these variables and the psychological well-being concerns of adolescent victims of cyberbullying are highlighted.
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来源期刊
CiteScore
1.10
自引率
0.00%
发文量
20
期刊介绍: The mission of the International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is to identify learners’ online behavior based on the theories in human psychology, define online education phenomena as explained by the social and cognitive learning theories and principles, and interpret the complexity of cyber learning. IJCBPL offers a multi-disciplinary approach that incorporates the findings from brain research, biology, psychology, human cognition, developmental theory, sociology, motivation theory, and social behavior. This journal welcomes both quantitative and qualitative studies using experimental design, as well as ethnographic methods to understand the dynamics of cyber learning. Impacting multiple areas of research and practices, including secondary and higher education, professional training, Web-based design and development, media learning, adolescent education, school and community, and social communication, IJCBPL targets school teachers, counselors, researchers, and online designers.
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