The role of social media use in peer bullying victimization and onset of anxiety among Indonesian elementary school children
MERGEFORMAT 19 MERGEFORMAT 19 and prevention strategies aimed at bullying victimization in children who use social media, such as
teaching children digital literacy skills, digital resilience skills, and steps that can be taken when faced with situations that could potentially lead to bullying. Another strategy would be to develop programs that involve the active participation of schools and parents in creating a positive digital environment for children.
5 CONCLUSION
This study found that the victimization of bullying significantly influenced the onset of anxiety in children. Particular attention should be paid to cyberbullying in this context. This study also found a link between gender and anxiety – girls had a greater tendency to experience the onset of a variety of types of anxiety, including panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety. Gender was also correlated with the form of bullying victimization, with boys being more likely to experience physical bullying than girls. Interestingly, we found that Instagram use was significantly correlated with developing separation anxiety and that children demonstrated school avoidance when experiencing cyberbullying. However, further investigation is needed to explain the underlying psychological dynamics. The data presented in this paper on elementary school children who use social media use can provide crucial insights for those who take care of them, namely parents/guardians, teachers, and the government . These parties should pay careful attention to the digital wellbeing of elementary school children, for example through mentoring and social media literacy, to prevent bullying and, by extension, anxiety.
Data Availability Statement
The datasets gathered for this study are available on request to the corresponding author.
Ethics Statement
This study involving human participants was reviewed and approved by the Ethics Committee of the Faculty of Psychology, Diponegoro University. Written informed consent to participate in this study was provided by the participants’ parents.
Author Contributions
DVSK conceptualized the study, acquired the funding, and analyzed the data. DVSK, RM, IFK and MB made substantial and direct intellectual contributions to the work, provided feedback, and approved the final version of the manuscript.
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Funding
This work was supported by the LPPM UNDIP under the International Scientific Publications schema (grant number 391-10/UN7.P4.3//PP).
Conflict of Interest
The authors declare that this research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Acknowledgments
We wish to thank the participants, parents, and the schools who participated in and cooperated with our project. We are also grateful to the research assistants for contributing to the data collection process.
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