Perception Differences of Parents and Instructors in Cyberbullying of University Students in Thailand: The Protective Factors for Preventing and Reducing Cyberbullying

Abstract

Cyberbullying is increasing along with the increasing number of Internet users. Cyberbullying occurs anywhere and at any time, which can obscure the boundaries of supervision and responsibility of adults. The complexities of cyberspace make it difficult for any one individual or stakeholder group to prevent or respond to cyberbullying on their own. All parties involved need to work together to prevent and reduce cyberbullying. This study focuses on protective factors at personal level and situational level perceived by two important stakeholders, parents and university instructors. The data was collected through questionnaire, of which the sample group was parents and instructors of undergraduate students in Thailand. There were 396 respondents, comprising of 205 parents and 191 university instructors. Chi-square and t test are used to compare the means of these two groups. It was found that there is no difference in cyberbullying awareness between parents and university instructors. Instructors tend to perceive self-esteem as a personal protective factor to cyberbullying more than parents. Instructors tend to perceive open conversation about cyberbullying, a parent-child relationship, as a situational protective factor more than parents. Both stakeholders perceive school climate can isolate students from a violent environment, turning it into a safe place to learn and develop.