The Effect of Emotional and Psychosocial Difficulties and Anonymity in Research Proposal

The Effect of Emotional and Psychosocial Difficulties and Anonymity in Online Interaction on the Willingness of Teenagers to Engage in Cyber Bullying - Research Proposal Example Ultimately, it is similarly crucial to become aware of useful ways of addressing episodes of cyber bullying when they happen. Statement of the Problem Cyber bullying, not like traditional bullying, can take place anytime and anywhere, and it is virtually unlikely for a cyber bullying victim to avoid or walk away from the cyber bully. Moreover, in majority of cases, even though the cyber bully knows or is acquainted to the victim, the latter does not know his/her attacker’s identity. Hence, according to some studies (Willard, 2006), anonymity in the Internet is the primary motivator of cyber bullying. However, aside from this external motivation, there are also internal ones such as emotional and psychosocial problems (Ybarra et al., 2007) which are discussed in the latter sections of the research proposal. This study focuses on the motivations behind the behavior of cyber bullies. More specifically, this study explores potential motivators, namely, (1) emotional and psychosoci al factors (e.g. depression and anxiety) and (2) anonymity in the Internet. Brief Background to the Problem Cyber bullies have distinct social and psychological profiles. Teenage cyber bullies, according to Pellegrini and colleagues (1999), have a tendency to have low self-discipline and high emotionality. Even though bullies are reactively and proactively antagonistic, bullies seem to exercise proactive hostility to build authority and power in their peer groups. Bullies display little or no empathy to their victims (Pellegrini et al., 1999). As reported by Menesini and colleagues (2003), bullies are usually aware of the feelings of their victims but are reluctant to or incapable of letting those sentiments affect them. Schoolyard bullying and cyber bullying equally... Cyber bullies have distinct social and psychological profiles. Teenage cyber bullies, according to Pellegrini and colleagues, have a tendency to have low self-discipline and high emotionality. Even though bullies are reactively and proactively antagonistic, bullies seem to exercise proactive hostility to build authority and power in their peer groups. Bullies display little or no empathy to their victims. As reported by Menesini and colleagues, bullies are usually aware of the feelings of their victims but are reluctant to or incapable of letting those sentiments affect them. Schoolyard bullying and cyber bullying equally affect bullies. Bullying, as reported by Ybarra and colleagues, is correlated with serious psychological and health difficulties among adolescents such as poor academic performance, emotional distress, anxiety, and depression. Research on cyber bullying is a new field of inquiry. Even though studies on cyber bullying focus on the effects of bullying on victims and other researchers have explored the frequency, associated factors and forms of victimization and incident of cyber bullying in depth, there remains an inadequacy of findings about the factors that motivate adolescents to engage in cyber bullying and whether cyber bullying behaviors can be predicted from certain psychological and social needs. These issues are addressed in the study.