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Effect of the Amount of Time Online on Cyberbullying Perpetration in Middle School Students and the Moderating Role of Justice Sensitivity

중학생의 인터넷 사용시간이 사이버불링 가해행동에 미치는 영향과 정의민감성의 조절효과

  • Park, Ju Hee (Department of Child & Family Studies, Yonsei University)
  • 박주희 (연세대학교 아동.가족학과)
  • Received : 2018.10.03
  • Accepted : 2018.12.07
  • Published : 2018.12.30

Abstract

This study investigated the impact of the amount of time online on cyberbullying perpetration of middle school students as well as examined if the justice sensitivity (victim sensitivity and penetrator sensitivity) moderated the relationship between the amount of time online and cyberbullying perpetration. The participants in this study were 236 students (120 boys and 116 girls) from two middle schools located in Seoul and Incheon. The levels of cyberbullying perpetration and justice sensitivity were measured by scales developed by Campfield (2008) and Schmitt et al. (2010), respectively. The participants were also asked to report on how much time they spent online a day. The data were analyzed via descriptive statistics, hierarchical regression, and procedures mentioned by Baron and Kenny (1986). The results revealed that the more the students used the Internet, the more likely they were to become a cyberbullying perpetrator. However, such a tendency was observed only for the students who had a higher level of victim sensitivity, and not for those with a lower level of victim sensitivity. This suggested that victim sensitivity moderated the effect of the amount of time spent on the Internet on cyberbullying perpetration; but, penetrator sensitivity had no moderating effect.

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