Patterns of Cyberbullying and the Process of Social Learning among American and Korean College Students.

• In Event: Poster Session

Abstract

a) Objective: This study examines the patterns of cyberbullying behaviors and cybervictimization and the social learning process of differential association, differential reinforcement, imitation, and definitions among college students in two Korean universities and one university in a southern state.
b) Data/Methods: A multi-stage cluster sampling technique is utilized to implement the in-class self-report survey of students from the two Korean universities (N=711) and one university in a southern state (N=406) to access their internet activities and cyberbullying and cybervictimization.
c) Results: To examine patterns of cyberbullying behaviors and cybervictimization by the cyberbullying roles (e.g., No cyberbully/cyber-victim, cyberbully only, cyber-victim only, and cyberbully/cyber-victim; Hellfeldt et al., 2019) in two countries, descriptive statistics will be used. Multinominal logistic regression will be utilized to investigate the effects of differential association, differential reinforcement, imitation, and definitions on different types of cyberbullying and cyberbullying roles in the comparative analytical models.
d) Conclusions/Implications: The differences in the patterns of cyberbullying/cybervictimization and the social learning process among the college student population in the two countries will be discussed.

Author

• Gang Lee, Kennesaw State University