Digital technology use and cyberbullying among primary school children: Digital literacy and parental mediation as moderators

Digital technology use and cyberbullying among primary school children: Digital literacy and parental mediation as moderators

• Tao, Sisi The University of Hong Kong
• Reichert, Frank The University of Hong Kong
• Law, Nancy The University of Hong Kong
• Rao, Nirmala The University of Hong Kong

Cyberpsychology, Behavior, and Social Networking, 25(9), 571-579, 2022

Mary Ann Liebert

2022

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• B Human Behaviour
  • BE Behavioural Problems, Unruly & Criminal Behaviours, Juvenile Delinquency, Children & Youth at Risk, Triad Society

Cyberbullying Digital Literacy Digital Technology Use Parental Mediation Primary School

• Hong Kong

• 1997.7 onwards

• Primary Education

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. Copyright © 2022 Mary Ann Liebert, Inc.

• English

Journal Articles

• 21522715

• 10.1089/cyber.2022.0012

https://bibliography.lib.eduhk.hk/en/bibs/c359464c

2023-11-09