调解
心理学
发展心理学
网络空间
分层抽样
数字素养
联想(心理学)
干预(咨询)
临床心理学
社会心理学
互联网
医学
教育学
政治学
病理
精神科
万维网
计算机科学
法学
心理治疗师
作者
Sisi Tao,Frank Reichert,Nancy Law,Nirmala Rao
出处
期刊:Cyberpsychology, Behavior, and Social Networking
[Mary Ann Liebert]
日期:2022-09-01
卷期号:25 (9): 571-579
被引量:12
标识
DOI:10.1089/cyber.2022.0012
摘要
Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a paucity of research has explored the association between digital technology use and cyberbullying, and the extent to which digital literacy (DL) and parental mediation moderate these relationships among primary school-aged children. This study addressed these research gaps. A total of 736 children (third grade, female = 52 percent) in Hong Kong, selected through stratified random sampling, reported on their digital technology use, parental mediation of technology use (i.e., active mediation and restriction), and cyberbullying experiences. A performance-based assessment measured children's DL. Results showed a positive association between children's digital technology use (both for leisure activities and for schoolwork) and cyberbullying experiences (both as perpetrator and victim). These positive associations were more pronounced among children with low levels of DL (only victims) as well as among children with highly restrictive parents (both perpetrators and victims). Implications for digital citizenship education and parental intervention are discussed.
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