The role of social media use in peer bullying victimization and anxiety development among Indonesian primary school children. The role of social media use in peer bullying victimization and its onset. anxiety among Indonesian primary school children.
Social media, bullying and anxiety
Participants 124
Research Instruments 132
The total of all subject responses indicates the individual's 150. bullying and cyberbullying experience and will be identified in 5 categories of bullying and 151 . cyberbullying experiences, i.e. not at all, a little bad, bad, very bad and terrible).
Data Collection Process 154
Social Media Usage Survey 162
Descriptive and relations among the variables 185
The gender differences in bullying victimization and anxiety 231
Children who experience cyberbullying have fewer friends (Price & Dalgleish and understanding of increased social anxiety. In addition, there is broad agreement in the literature that girls report greater social anxiety than 302.
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In the revised paper, “gender was negatively associated with Instagram use and positively associated with YouTube use. Further, in the sentence: It was also found to be negatively related to the FEAR dimensions except for school avoidance.
The role of social media use on peer bullying victimization and onset of
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Manuscript Title: The Role of Social Media Use in Peer Bullying Victimization and Onset of Anxiety Among Indonesian Primary School Children Manuscript ID: 635725. The Role of Social Media Use on Peer Bullying Victimization and Onset of Victimization of bullying and the onset of anxiety among Indonesian elementary school children. Structural Equation Modeling results suggest that bullying victimization and gender predict the onset of anxiety in elementary school children.
The role of social media use in peer bullying victimization and anxiety development among Indonesian primary school children.
The role of social media use in peer bullying victimization and onset of anxiety among Indonesian elementary school children
Research Instruments
It measures anxiety disorders in children and adolescents and consists of 41 question items with five dimensions: 10 items regarding Panic Disorder or Significant Somatic Symptoms (e.g. when I get scared, I feel like running out); 9 items about generalized anxiety disorder (eg, I worry about other people liking me); 8 items about separation anxiety disorder (eg, I get scared when I sleep away from home); 7 items regarding social anxiety disorder (eg, I feel nervous around people I don't know well); and 4 items regarding School Avoidance (eg, I get a stomach ache at school; Birmaher et al., 1999). The scale is interpreted by adding up scores on all items: a score of more than 25 indicates the presence of an anxiety disorder. The reliability coefficient for panic disorder or significant somatic symptoms was 0.744, generalized anxiety disorder was 0.886, separation anxiety disorder was 0.76, social anxiety disorder was 0.732, and school avoidance was 0.752.
The reliability coefficient of the PECK in this study was 0.889 and the subscale's reliability coefficient for Relational-verbal bullying was 0.821, for cyberbullying was 0.762, for Physical bullying was 0.765, and for bullying based on culture was 0.849.
Data Collection Process
Cyberbullying is negative behavior that takes place on cell phones and the Internet, such as threats, spreading rumors, and being malicious (Grigg, 2010). Physical bullying is direct physical violence, such as kicking or damaging the victim's property (Fu et al., 2015). Cultural bullying occurs due to cultural factors, including differences in skin color, country of origin, culture and/or religion (Rodríguez-Hidalgo et al., 2019).
Social Media Usage Survey
The total of all the respondents' answers indicates the individual's bullying and cyberbullying experience and can be sorted into 5 categories: not at all, somewhat bad, bad, very bad or terrible. The study followed the two-step approach to SEM (Kline, 2005): first testing the measurement model to establish a statistically reliable measure for each construct and then testing the structural model to examine the multivariate relationships between the constructs. These indices were used to evaluate whether the estimated covariance matrix was an adequate representation of the sample covariance matrix.
Descriptive statistics and relations among the variables
Girls are more likely to show anxiety than boys, with the exception of school avoidance, which is unrelated to gender. On the other hand, girls were found to have more panic disorder, generalized anxiety disorder, separation anxiety disorder and social anxiety than boys. Cyberbullying was positively related to the domains of Generalized Anxiety Disorder and School Avoidance; it was also significantly associated with culture-based bullying, panic disorder, generalized anxiety disorder, and school avoidance.
The figure includes all path coefficients that are significant at and beyond the 0.05 level.
Gender differences in bullying victimization and anxiety
A meta-analysis by Cunningham et al. 2015) found that bullying in childhood is associated with the development of psychotic symptoms. 2013) found that students who were victims of bullying had a higher prevalence of generalized anxiety disorder, panic disorder, and antisocial personality disorder than perpetrators. This is consistent with previous studies (Xantus et al., 2015) showing that children who experience significant bullying victimization have higher generalized anxiety scores. In line with this, indirect forms of bullying that are common among boys are related to the testing of physical strength as an indication of dominance and power over other individuals (Iossi Silva et al., 2013).
Bullies feel proud and powerful after “defeating” their “adversaries” (Iossi Silva et al., 2013).
Ethics Statement
The results of this study indicate that bullying victimization significantly influences the onset of anxiety in children. This study also found a correlation between gender and anxiety, with girls having a high tendency to experience various onset anxieties, including panic disorder, generalized anxiety disorder, separation anxiety disorder, and social anxiety disorder. By involving participants of primary school aged children in Indonesia with high level of social media use based on data, the findings of this research preserve significant incentives for stakeholders namely: parents, teachers and the government.
These parties are expected to pay careful attention to children in primary school, for example through mentoring and social media literacy for children to prevent an increase in bullying and anxiety as a result.
Author Contributions
Another strategy would be to develop programs that involve the active participation of schools and parents in creating a positive digital environment for children. The study findings indicate that boys are more likely to experience physical bullying than girls.
Funding
Conflict of Interest
Acknowledgments
The effect of parenting style on bullying and cyberbullying behavior and the mediating role of peer attachment relationships: A longitudinal study. Bullying in the digital age: A critical review and meta-analysis of youth cyberbullying research. Highly visual social media and internalizing symptoms in adolescence: The mediating role of body image concerns.
The relationship between social media bullying and adolescent self-report emotional health: A study of urban youth in an acute inpatient psychiatric unit.
Bukti konfirmasi hasil review kedua, respon kepada reviewer, dan artikel yang direview (29 Januari 2021)
There is a compelling finding of the role of social media use in victimization and the occurrence of peer bullying. Objectives: This study explored a multidimensional model of the relationships between social media use, gender, experiences of peer bullying victimization, and the emergence of anxiety symptoms in children. The role of social media use in peer bullying victimization and anxiety emergence among Indonesian primary school children.
Excessive use of social media generates anxiety (Sagioglou & Greitemeyer, 2014), addiction (Van Rooij & Prause, 2014) and can affect sleep behavior (Hisler et al., 2020). Furthermore, women are more selective when adding friends on social media than men (Kasahara et al., 2019). Manuscript Title: The Role of Social Media Use in Peer Bullying Victimization and Onset of Anxiety in Indonesian Primary School Children Authors: Dian Veronika Sakti Kaloeti, Rouli Manalu, Ika Febrian Kristiana, Mariola Bidzan.
MERGEFORMAT 19 leading increasingly sedentary lifestyles that involve greater time spent on computers and watching TV
It usually manifests as repetitive and hostile behavior of groups or individuals (Chatzakou et al., 2017). Griezel et al. 2008) found that traditional bullying consists of physical, verbal and social dimensions, while cyberbullying consists only of visual and textual dimensions. Some studies have shown that the type of bullying increases from traditional bullying to cyberbullying as children grow older (young to mid-adolescent students; Ortega et al., 2009; Charalampous et al., 2020).
Students' actions in this virtual space are often overlooked and difficult to monitor by adults (Diamanduros et al., 2008; Rideout et al., 2010).
More than half of the participants (56.79%) reported that the time spent on social media each day was 1-3 hours. On the other hand, girls were found to have more panic disorder, generalized anxiety disorder than boys. There were significant differences in physical bullying, panic disorder, generalized anxiety disorder, separation anxiety disorder, social anxiety disorder, and school avoidance.
On the other hand, girls tended to experience more panic disorder, generalized anxiety disorder, separation anxiety disorder, social anxiety, and school avoidance than boys.
MERGEFORMAT 19 problems and the onset of panic attacks begins with poor social skills and difficulties in peer
At the same time, girls are more likely to engage in emotional or indirect bullying, such as teasing or spreading lies about their peers (AlBuhairan et al., 2017; Carbone-Lopez et al., 2010; Clarke et al., 2012; Felix et al., 2011). The stereotypical characteristics of masculinity are closely related to intimidation and violence, while feminine characteristics are related to victimization and verbal forms of aggression (Iossi Silva et al., 2013). Depressive symptoms, low mood, low self-esteem and anxiety are marginally positively associated with Instagram (Lup et al., 2015; Marengo et al., 2018; Sherlock & Wagstaff, 2018).
Many school-age children learn about Instagram and then become active users based on the influence of people around them, including their parents, relatives other than their parents (e.g., older siblings), and friends (Kurnia et al., 2019).
MERGEFORMAT 19 and prevention strategies aimed at bullying victimization in children who use social media, such as
The authors declare that this research was conducted in the absence of any commercial or financial relationships that could be perceived as a potential conflict of interest. The role of traditional and cyberbullying victims in predicting emotional difficulties in elementary schools [Mahurin Honors College Capstone Experience, Western Kentucky University]. Gender differences in associations between age trends in social media interaction and well-being among 10-15 year olds in the UK.
Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying.
MERGEFORMAT 19 for Digital Society Fakultas Ilmu Sosial dan Ilmu Politik Universitas Gadjah Mada Yogyakarta
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Frontiers Psychology
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