Journal of critical Reviews

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INFLUENCE OF CYBERBULLYING BEHAVIOUR ON
THE ACADEMIC ACHIEVEMENT OF COLLEGE
GOING STUDENTS
Mohinder Singh, Dr. Shamshir Singh
1
Ph.D. Research Scholar, Central University of Punjab, Bathinda.
2
Assistant Professor, Central University of Punjab, Bathinda.
Received: 14 March 2020 Revised and Accepted: 8 July 2020
ABSTRACT : Information and Communication Technology (ICT) has become a corner stone of our society,
culture and identity. Internet has an access to an unlimited amount of the information at the click of the button.
It is a double-edged sword. The overwhelming use of internet and social media causes both negative and
positive effects on its users. Cyberbullying is one manifestation of such type of negative effects. Cyberbullying
is a form of harassment and humiliation through the virtual world (Juvonen & Gross, 2008). The increased use
of social media by teenagers and adolescents, has led to cyberbullying becoming a major issue. Rising incidents
and tragedies of cyberbullying have alerted researchers, educators, government officials, and the parents to the
severe consequences of this new form of bullying. It is an emerging concern that has been associated with the
series of negative consequences. Its presence is found in almost every societal aspect. The effects of
cyberbullying behaviour have been studied largely in middle and high school students, but less is known about
cyberbullying in college students. It has been rampant and uncontrolled among the College students. Its adverse
effect has become a crucial concern for all. It is a challenge for teachers and parents to control the
cyberbullying. Very little attention has been paid to its academic impact and outcomes. It can have extensive
negative impact on the victim and leave them with devasting scars. The victims of cyberbullying experienced
anxiety, fear, depression, low academic achievement, school dropouts, low self-esteem resulting in feeling
overwhelmed, vulnerable, powerless, revengeful, exposed, humiliated, isolated negative school attitudes and
losing interest in schooling and life. This paper examines the effect of cyberbullying behaviour on the academic
achievement of the college students
KEYWORDS: Internet, Social Media, Adolescents, Cyberbullying behaviour and Academic Achievement.
I. INTRODUCTION
The development of information and communication technology is continuing and far reaching and has become
a necessary part of everyday life. The young generation is growing up in a world that offers them instant access
nearly everywhere to a huge amount of human knowledge. They have access to wide range of social media tools
that offer them the opportunities to connect, create and collaborate with one another. The internet has become a
new tool of communication. It was not long ago that the world was introduced to the internet and cyber
technology, yet these have crept into the lives of the people in every corner of the world, surpassing any other
form of technology in speed of expansion and popularity. It facilitates many things including education, work,
communication, entertainment, and recreation. It has pervaded every dimension of society by enabling
everyone to access online communication through the use of various electronic equipment, such as tablets,
smartphones, desktop and portable computer, etc (J. Donner, 2010).
Mobile phone is the most common device that is accessible to ordinary men and women. It has been the most
useful technology of the modern times, which has enabled entirely new forms of social interaction, activities and
organising. Its widespread usage around the world, and the major role it plays in every aspect of human life,
provides variety of possibilities for finding information, communication, and many other activities that makes
the internet one of the necessary tools in everyday life of modern world. This necessity makes the using of the
internet not limited to the adults but to children, teenagers, and adolescents. This has been possible thanks to its
basic features such as widespread usability and access. It provides several benefits for youngsters like better
communication and good interaction (McKenna & Barge, 1999) or establishing social ties (Henderson &
Gliding, 2004). On the other hand, youngsters also use internet and mobile phone for negative purpose including
spreading rumours, sending obscene messages or threatening someone by hiding behind fake IDs. (Kowalski &
Limber, 2007). In fact, it was found that teenagers displayed more aggressive behaviour than real life in cyber
space (Ybarra & Mitchell, 2004). This undesirable behaviour that is offensive and threatening to others is called
as cyberbullying. This is relatively becoming a world-wide phenomenon now.

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II. CYBERBULLYING BEHAVIOUR
The use of electronic information and digital media such as social media, blogs, email, text messages, mobile
phones, etc to harass others psychologically intentionally, aggressively and repeatedly, whether an individual or
a group, is what is known as cyberbullying behaviour. (Linne & Angilletta, 2016; Lucas- Molina, Perez-
Albeniz, & Gimenez-Dasi, 2016; Menay-Lopez, & Fuente- Mella, 2014). Cyberbullying takes place through the
information technology that student’s access everyday: cell phones, text messages, email, internet messaging,
social networks, pictures and videos clips. Traditional bullying happens in physical, verbal and relational form
but in modern times the way of bullying has been changed (Freedstrom & Gilman 2011) in which the aggression
transpires through electronic means or ICT devices (Smith, 2018). The traditional bullying has transformed from
being physical to virtual, Farayadi, 2011). It is a form of harassment and humiliation through the virtual world
(Juvonen & Gross, 2008). Cyberbullying behaviour is behaviour of bullying that transforms into cyberspace
(Vandebosch & Van Cleemput, 2008; Juvonen & Gross, 2008). The difference between cyberbullying with
bullying is in the context of media where the abuse and humiliation happens in the cyber space. (Smith et. al
2008; Slonje & Smith, 2008; Agatston, Kowalski, & Limber, 2007).
According to Sriwattanaphong & Thaninphong, (2015), defamation, rude words, sending embarrassing or
obscene message on internet, and text message is also related to bullying behaviour in cyberspace.
Cyberbullying has been defined as a set of behaviour performed through electronic or digital media by one
individual or group of individuals who repeatedly communicate hostile or aggressive message intended to inflict
harm or discomfort on others. It is the use of information and communication technology to harass and harm in
a deliberate, repetitive and hostile manner (stopbullying.gov, 2014). Cyberbullying refers to the individuals or
group using electronic communication tools and electronic text media to deliberately and repletely carry out
malicious act aimed at threating and harming other (Patchin & Hinduja, 2006; Wade & Beran, 2011; Zych et al.
2017). Thus, cyberbullying is not restricted to one communication type and may involves the range of many
technologies such as email, instant messaging or personal websites. National Crime Prevention Council defined
cyberbullying as an action of the torment, threatening, harassment, humiliation and to embrace others by using
internet and advanced digital technologies (Smith, 2009). It is the electronic posting of mean-spirited messages
about a person often done anonymously (Webster, 2017). Cyberbullying, also known as electronic harassment
or online aggression in an emerging public health concern that has been associated with multiple series negative
consequences. With the world paying more attention to this new form of cyberbullying. Scholars has been
searching the topic in an attempt to learn about this phenomenon.
III. PREVALENCE OF CYBERBULLYING BEHAVIOUR
The widespread use of information and communication technology (ICT) among the youth particularly, has
transformed the way society access information, and therefore how they communicate and interact with one
another. There is no doubt that there are benefits to this, however there are also newly arising problems
associated with the inappropriate use of these technologies. The incidents related to cyber-bullying have now
given goose bumps to the researchers, educators, government officials, and parents regarding the severe
consequences of this new form of bullying behaviour. In this digital age, cyberbullying behaviour has gradually
become a serious and thought provoking problem all over the world, especially among the school children. It is
prevalent at the college level as well. This phenomenon of cyberbullying behaviour among the children and
adolescents has been on the rise in recent years. Currently an increasing number of studies are examining the
issue of cyberbullying in the secondary environment revealing that higher education is not free from this
phenomenon. Research on cyberbullying has found that just as many individuals experience their first episode
of cyberbullying in college as experience their first incident during middle school (Kowalski, Giumetti,
Schroeder, & Reesa, 2012). Schenk and Fremouw, (2012) found that 8.6% of college students experienced
cyberbullying, which was comparable to Kraft and Wang’s (2010) finding that 10% of the college student were
experiencing cyberbullying. In contrast, Hinduja and Patchin (2010), who have established a website dedicated
to rising awareness about cyberbullying, estimate that as many as 28.7% of college students experienced
cyberbullying. Walker, Sockman, Koehn (2011) found that college students who experience cyberbullying
reported feeling angry, sad and hurt, and reported having difficulty with concentration and low school
achievement. Varghese & Piatole (2017), showed that frequency counts indicated that 15.1% graduate students
were victims of cyber bullying during college and 8.0 % were bully offenders during college. Previous studies
on cyberbullying among college students have found that the prevalence rates of cyberbullying is about 10%–
15% (Hempbill et al., 2012; Hinduja and Patchin, 2010; Schenk and Fremouw, 2012).However, some studies
have found that the incidence rates are higher (Gibb and Devereux, 2014; Leung et al., 2018; Selkie et al.,
2015).

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IV. CYBERBULLYING AND ACADEMIC ACHIEVEMENT
The speedy development of technology in the recent years has also increased school and students’ access to new
technologies such as computer and cell (mobile) phones. A number of research studies have shown that using of
tablets and other internet devices in the classroom can increase the academic achievement of the students in all
the subjects. The emergence of cyberbullying into the schools, colleges and universities at a very fast pace
however deserves our attention and is becoming an issue of significant concern which demands utmost attention
of teachers, parents and the community as a whole, otherwise it will be difficult to control this ever growing
cyberbullying problems in schools i.e. the use of electronic communication device to bully others (Qing & Li,
2007). The academic achievement of the students is also proportionally affected when cyberbullying takes
place. Many studies have shown that the victims of cyberbullying are not able to concentrate in the class and
they also feel afraid in attending the class, because of this very reason. It also affects their motivation level and
interest. Academic achievement is not only an important factor in school life, but also in the future of the
students; and under achievement is regarded as failure. The concept of academic development is not only
involving academic abilities, but motivational factor and institutional commitment.
Motivation to learn, taking action to meet academic demand, a clear sense of purpose and, and general
satisfaction with the academic environment are also important components of academic field. However, there
are few research studies directly examining the relationship between the cyberbullying and academic
achievement. The researchers Glew, Fan, Katon, Rivara, & Kernic, (2005) reported that victim and bullies were
low performers in schools, while other researchers found that poor social relationship of adolescent’s effects
their academic performance (Patchin & Hinduja 2007). Schwartz, Gorman, Nakamota, & Toblin, (2005) also
pointed that adolescents’ peer relationship and cyberbullying in schools could negatively affects students’
academic performance. Graham, Bellmore, & Juvonen (2003) stated that low academic performance and
skipping in schools is due to traditional bullying among adolescent’s teenagers who becomes the victim of
cyberbullying and these teenager victims of bullying showed a decrease in the concentration of learning,
increase in school’s absenteeism and decrease in school’s achievement (Beran, & Li, 2007). Strom et al (2013)
reported that bullying had negative effects on the student’s grades and being victim to bully is related with lower
achievement. This held true even with attending schools characterized with high bully levels. The victims of
cyber bullying had less interest in schools than other students, Graham et al. (2003). Nansel, Haynie, & Morton
(2003) stated that students who were involved in bullying and victimization were not interested in the schools
and less engaged in academics. According to National Association of School Psychologists, some students
skipped school each day because they had fear of being bullied. Glew et al. (2005) also stated that bullying
effects academic achievement. David-Fredon & Hertez (2007) stated that students who were involved in
cyberbullying as a victim or preparator were struggling in schools with poor academic’s performance.
According to National Centre for Mental Health Promotion and Youth Violence Protection (2009) students who
were victim of cyberbullying struggled in their homework and became unenthusiastic about attending schools.
31% of the students who were the victim of cyberbullying became emotionally upset (Raskauskas & Stoltz,
2007).
Moreover, the students who experienced cyberbullying behaviour fell behind their peers in academic
achievement in schools and some even dropped out of the school. Myburgh, Poggenpoel & Hixon (2009)
reported that bullying often leaves victim with mental anguish and destroy their self-esteem, which leads to a
drop in academic performance. Teenagers who were victim of cyberbullying showed a decreased in school
achievement (Beran & li, 2007). According to Tippet, Thompson, & Smith (2009) cyberbullying caused more
harm to the students then does traditional bullying because the use of pictures and video clips give the bully
more options for tormenting the victim. The students who experienced cyberbullying usually suffer from
symptoms of depression and anxiety. They do not like to go to schools and their performance declines, they
usually show anger or fear and avoid playing with their friends (Patchin & Hinduja, 2007, Willard, 2006, Ybarra
& Mitchel, 2004). Online bullying victims were recipients of negative psychological outcomes, which included
depression, anxiety, social dissatisfaction, negative schools’ attitude and in some cases, substance abuse as
evidence (Egeberg et al. 2016 & Slonje et al. 2017) and suicide attempts and physical harm (Hinduja & Pathin
2010).
V. CONCLUSION
With an ever increasing number of people logged in to the social networking sites, the potential of the cyber
media has become tremendous. The age of information, communication and technology has finally arrived and
regardless of the various issues concerning use of cyber media and social networking sites, it is very pertinent

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that young generation must be made fully aware of the risks as well as the benefits that these sites may provide
to the youngsters. These internet sites are now fully capable of influencing public opinion in direct manner. As
such, social media has a big responsibility on it to be sensible and factual. But with no proper watchdogs on
Internet and Social Media, it is the obligation on the part of the teaching community to decide what is right or
wrong for the young generation to prevent moral turpitude among teenagers of the country. It is the
responsibility of the people not to blindly follow all the information coming up on the social Media and should
always verify it from other sources. Internet and Social Media is here to stay and it is the moral responsibility of
the teachers to see that young generation is not deviated from its path and it plays significant role in the
upliftment of the society and our nation as a whole.
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