The Relationships between cyber bullying perpetration motives and personality traits: testing uses and gratifications theory

Download

index.pdf

Date

2015

Author

Tanrıkulu, İbrahim

Metadata

Show full item record

Item Usage Stats

980
views

522
downloads

This study aimed to examine the interplay between personality traits (online disinhibition, moral disengagement, narcissism and aggression) and cyber bullying perpetration motives (entertainment, revenge, harm and dominance). A structural equation model which was built in accordance with the Uses and Gratifications Theory was tested. Cyber bully-victims (n= 598) were the participants who were university students (61.3% were males) attending state universities and ranging in age from 17 to 27. Data collection instruments were Revised Cyber Bullying Inventory for University Students, Cyber bullying Perpetration Motives Scale, Online Disinhibition Scale, Propensity to Morally Disengage Scale, 16-items Narcissistic Personality Inventory, 12-item Aggression Questionnaire besides a demographic information form. The tested model provided empirical support for the applicability of the Uses and Gratifications Theory as a theoretical framework in understanding cyber bullying perpetration. According to the results of the structural equation model test, online disinhibition was the single personality trait variable to be related to cyber bullying others for entertainment. Moral disengagement and aggression were the two variables associated with the revenge motive of cyber bullying perpetration. While moral disengagement and aggression were positively linked with cyber bullying others for harm, online disinhibition was negatively related to the harm motive of cyber bullying perpetration. Moral disengagement and narcissism were the two personality trait variables associated with the dominance motive of cyber bullying perpetration. Results were discussed in the light of the existing literature, and implications for theory, research, practice and policy were presented in addition to the recommendations for the future studies.

Subject Keywords

Cyberbullying., Bullying., Personality., Education, Higher., Aggressiveness in youth., College students, College students

URI

http://etd.lib.metu.edu.tr/upload/12618900/index.pdf
https://hdl.handle.net/11511/24725

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Motives Behind Cyberbullying Perpetration: A Test of Uses and Gratifications Theory TANRIKULU, İBRAHİM; Erdur Baker, Özgür (2019-01-01) Drawing from Uses and Gratifications Theory (UGT), this study explored the interplay between personality traits (online disinhibition, moral disengagement, narcissism, and aggression) and cyberbullying perpetration motives (entertainment, revenge, harm, and dominance) through structural equation modeling. The participants were a convenience sample of 598 cyber bully-victims who were Turkish university students (229 females, 362 males, and seven unknown). The findings empirically supported UGT for conceptual...
Modeling the relationships among coping strategies, emotion regulation, rumination, and perceived social support in victims’ of cyber and traditional bullying Topçu, Çiğdem; Erdur Baker, Özgür; Department of Educational Sciences (2014) The aim of the present study is to test a model investigating the relationships among coping style, emotion regulation, rumination, perceived social support in victims of traditional and cyber bullying. The sample of the present study consists of 853 adolescents aged between 14 and18, attending public high schools in Ankara. The Revised Cyber Bullying Inventory-II, The Revised Olweus Bully/Victim Questionnaire, Brief COPE, Emotion Regulation Questionnaire, Ruminative Response Scale, Multidimensional Scale o...
Examining the predictive roles of cyber victimization, gender, revenge, and empathy on cyber bullying perpetration Çokluk, Gizem; Erdur Baker, Özgür; Department of Educational Sciences (2019) This study investigates whether gender, cyberbullying victimization, revenge, emotional empathy and cognitive empathy are possible predictors of cyberbullying perpetration. Sample was selected among university students and 852 (460 female, 392 male) participants responded to the study survey. In this study, the survey included a Demographic Information Form, Basic Empathy Scale (BES), The Vengeance Scale (VS), and The Revised Cyber Bullying Inventory for University Students. Research design of this study wa...
The relationship of cyber bullying to empathy, gender, traditional bullying, internet use and adult monitoring Topcu, Çiğdem; Erdur Baker, Özgür; Department of Educational Sciences (2008) The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker & Kavşut, 2007) w...
The vulnerabilities and resilience strategies of gifted students in the face of bullying Aslan, Halil; Erdur Baker, Özgür; Department of Educational Sciences (2023-3) The purpose of this study was to explore resilience and vulnerabilities of gifted students in the face of bullying. For this purpose, qualitative methodology was preferred. The data of the study were gathered via semi-structured interviews with 13 gifted students (10 females and 3 males). The gifted students were interviewed separately, and the transcribed data were analyzed by using thematic analysis method. The codes and themes that emerged from the data were shaped regarding the research questions a...

Citation Formats

İ. Tanrıkulu, “The Relationships between cyber bullying perpetration motives and personality traits: testing uses and gratifications theory,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.