[雙語翻譯]網(wǎng)絡暴力外文翻譯--高等教育中的網(wǎng)絡欺凌文獻綜述（英文）

1、ReviewCyberbullying in higher education: A literature reviewLynette K. Watts a, *, Jessyca Wagner b, Benito Velasquez c, Phyllis I. Behrens da Radiologic Sciences Department, Midwestern State University, 3410 Taft Blvd.,

2、 Bridwell Hall Office 201E, Wichita Falls, TX 76308, USA b Radiologic Sciences Department, Midwestern State University, 3410 Taft Blvd., Bridwell Hall, Office 216, Wichita Falls, TX 76308, USA c Athletic Training Departm

3、ent, School of Allied Health, Lincoln Memorial University, 6965 Cumberland Gap Parkway, Harrogate, TN 37752, USA d University of Missouri Extension, 3950 Newman Road, Plaster Hall 107A, Joplin, MO 64801-1512, USAa r t i

4、c l e i n f oArticle history:Received 29 January 2016Received in revised form10 November 2016Accepted 15 December 2016Available online 18 December 2016Keywords:Higher education cyberbullyingCyberbullying prevalenceCyberb

5、ullying awarenessSocial media cyberbullyinga b s t r a c tWith the more pervasive use of technology, the prevalence of cyberbullying has increased. Universities andcolleges have implemented more ways to reach students ov

6、er the Internet and by other electronic means;consequently, itisimportant to investigate the prevalence of cyberbullyinginhighereducation. Thisliteraturereview was created to raise awareness of this continuing trend of c

7、yberbullying among college students.Cyberbullying is defined as intent to consistently harass another individual to cause harm via any electronicmethod, including social media, and includes defamation, public disclosure

8、of private facts, and intentionalemotional distress. An exhaustive search of current literature was conducted using a variety of databasesincluding Academic Search Complete, Education Source, E-Journals, ERIC, PsycArticl

9、es, Psychology andBehavioral Sciences Collection, and PsycINFO. Google, Google Scholar, and reference lists from key studieswere also used to gather relevant studies for inclusion in this review. Articles were used to de

10、fine cyberbul-lying, build a historical base of cyberbullying among adolescents, examine factors involved in cyberbullying,describeeffects of cyberbullying, and examine thistrend among college students. Strategies suchas

11、 reporting,monitoring online interactions, and legal actions to address cyberbullying in all areas of education wereincluded. Future research should investigate if educational programs lead to decreased cyberbullying,inc

12、reased rates of reporting, and how cyberbullying may change social media etiquette.© 2016 Elsevier Ltd. All rights reserved.Contents1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2692. Methods . . . . . . . . . . . . . . . . . . .

14、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2693. Bullying

15、and cyberbullying defined . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

16、. 2693.1. Types of cyberbullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

17、 . . . . . . . . . . 2694. Historical perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18、. . . . . . . . . . . . . . . . . . . . . . . . . 2705. Factors contributing to cyberbullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

19、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2705.1. Anonymity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2705.2. Psychological needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

21、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2705.3. Social dominance theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

22、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2705.4. Poor interpersonal child/adult relationships . . . . . . . . . . . . . . . . . . . . .

23、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2715.5. Other social cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2716. Effects of cyberbullying behavior . . . . . . . . . . . . . . .

25、 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2717. Undergraduates and cyberbullying . . . . .

26、. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2718. Strategies to resolve cyberb

27、ullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2729. Conclusion

28、s and recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

29、2Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30、 . . . . . . . . . . 273References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . .

31、. . . . . . . . . . . . . . . . . . . . . . . . . . . . 273* Corresponding author.E-mail address: Lynette.watts@mwsu.edu (L.K. Watts).Contents lists available at ScienceDirectComputers in Human Behaviorjournal homepage:

32、www.elsevier.com/locate/comphumbehhttp://dx.doi.org/10.1016/j.chb.2016.12.0380747-5632/© 2016 Elsevier Ltd. All rights reserved.Computers in Human Behavior 69 (2017) 268e274differential, and aggression/intention; sh

33、e explained without these elements, it is difficult to label a single malicious act as bullying/ cyberbullying.4. Historical perspectiveHistorically, studies regarding cyberbullying have been con- ducted among young adol

34、escents with fewer studies occurring at the college level. This review is geared toward cyberbullying in- cidences among college students; however, a historical context cannot be overlooked as cyberbullying first was rep

35、orted and studied in adolescents. The percentage of cyberbullying among adolescents is aston- ishing. Patchin and Hinduja (2006) conducted a study among 384 youths and reported 11% of participants were cyberbullies, appr

36、oximately 29% were cybervictims, and almost 50% were wit- nesses to cyberbullying. That same year, however, Li (2007) con- ducted a study among 461 junior high (Canadian and Chinese) students and discovered 55.6% of male

37、s and 54.5% of females knew someone who had been cyberbullied. She went on to report approximately 30% of her respondents had been cyberbullied, and approximately 18% had engaged in cyberbullying. More alarming than the

38、trend of cyberbullying is the lack of reporting it. Li (2007) noted only 35% of respondents reported be- ing cyberbullied to adults. In 2008, United Press International (UPI) reported 40% of teens had been cyberbullied,

39、but only 10% of vic- tims reported the harassment to their parents. Both of these studies indicated victims felt powerless to end the harassment. Glasner (2010) seemed to support these findings by reporting when teachers

40、 ignored the behavior or seemed not to be aware of the issue, they appeared to be condoning the behavior. Moreover, some teachers reported they thought the victims precipitated the cyberbullying. Francisco, Sim~ ao, Ferr

41、eira, and Martins (2014) re- ported only 6% of cybervictims reported the incidences to an adult (parent, teacher, etc.). Walker (2014) also reported cybervictims, no matter what their age, need support to end the cyberbu

42、llying before the consequences for the victims become fatal. From the research, it appears if adolescents feel powerless to end the harassment no matter what the circumstances, then it is not sur- prising victims would f

43、ail to report cyberbullying acts. Social media is also becoming a more popular venue for cyber- bullying, especially among adolescents. Lenhart et al. (2011) con- ducted a study among 623 teenagers (12e17) who used socia

44、l media regularly to determine their perceptions of social media use among teenagers. Eighty-five percent of respondents witnessed negative interactions via social media, with 12% saying it occurred frequently. Not surpr

45、isingly, Festl and Quandt (2013) reported 52% of 12e19 year-olds (n ¼ 408) had cyberbullied others via social media with another approximately 20% cyberbullying others through Internet chat rooms. All of these studi

46、es seem to point to the increasing prevalence of cyberbullying, not only among ado- lescents but undergraduate students as well.5. Factors contributing to cyberbullying5.1. AnonymityAs has previously been discussed, cybe

47、rbullying can be done via any device used to electronically communicate. Because of the very nature of cyberbullying, cyberbullies can remain anonymous, and the abuse of victims may last for months or years. The anonymit

48、y aspect of cyberbullying may make this form of bullying even more attractive than traditional bullying. While some anonymity means the bully could target someone he or she does not even know, another side of anonymity i

49、s the bully can easily create a falseidentity which decreases the chance of being caught. This may lead to permanent humiliation because of the infinite nature of the Internet (Wong-lo, Bullock, Bhat, 2008; Wong-lo et a

50、l., 2011), including international audiences (Wong-lo et al., 2011). Related to anonymity is the disinhibition effect. According toMason (2008) and Willard (2005), the disinhibition effect may explain bullying/cyberbully

51、ing behavior. They reported anonymity breeds reduction in concern for others' perceptions; this is true even when the perpetrator knows the victim. Willard (2005) re- ported cyberbullies cannot see the victim's i

52、mmediate reaction which may also contribute to lack of concern for outcomes and reduced inhibitions. Willard (2005) also speculated this reduction in concern for others and lack of inhibition could be related to lack of

53、pre-frontal cortex development, which controls proper response to good and bad actions and behavior. Mason (2008) took this one step further and noted anonymity allows the bully to transform into a social self, discardin

54、g the private self, thus disregarding accountability and social norm control. Mason (2008) reported this transformed self can lead to increased aggression, impulsivity, and irrationality online.5.2. Psychological needsIn

55、 one unique study of predictors for cyberbullying, Dilmac’s (2009) study of 666 undergraduates reported past engagement in cyberbullying and predicted future engagement in each. The researcher used the Need Scales of the

56、 Adjective Check List (ACL) comprised of 15 different adjectives participants used to describe themselves. The researcher conducted three regression analyses and discovered certain personality traits predicted engagement

57、 in, exposure to, and future engagement in cyberbullying. For example, intraception (trying to understand others' and self-behavior) and aggression predicted engagement in and future engagement in cyberbullying. Endu

58、rance (commitment to any task) predicted exposure to cyberbullying and was a negative predictor of future engagement in cyberbullying. Furthermore, Dilmac (2009) categorized respondents as non- bully-victims (witnesses o

59、f cyberbullying), pure-victims (cyber- bullied), pure-bullies (cyberbullied others), and bully-victims (those who both perpetrated and received cyberbullying actions). Pure-bullies reported very high levels of aggression

60、, and other re- searchers have reported these same findings among adolescents versus college students (Beran Willard, 2005). Dilmac (2009) reported pure-bullies need the succorance (need for sym- pathy/emotional support

61、) cyberbullying provides because most of the reported cyberbullies used social media to denigrate their victims. Dilmac (2009) also found pure-victims reported high levels of intraception, empathy, and nurturance and do

62、not engage in cyberbullying others.5.3. Social dominance theorySidanius and Pratto's (as cited in Walker, Sockman, men are more aggressive than women; and arbitrary set groups dominate when they have items or re- la