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This qualitative study is submitted in partial fulfillment of the requirements in Practical Research II Donna Kate R. Bolay-og Ms. Leizel F. Mundo Research Advisers REGIONAL SCIENCE HIGH SCHOOL – IX Malasiga, San Roque, Zamboanga City
July 20, 2021
by: Donna Kate R. Bolay-og The researcher’s main goal in this study is to describe the perceived effect of cyberbullying on the level of self-esteem among senior high school in Regional Science High School. The research environment is in semi-private science high school in Zamboanga City. Stratified random sampling was used to gather respondents to participate in the study.
Cyber bullying is a willful and repetitive harm inflicted through the use of electronic that results mental health problem, including depressive symptomology, self- harm and suicidal behaviors of harassing threatening or otherwise harming others by sending or posting threatening or humiliating texts, pictures or videos over the internet without permission that attacks young adults (Kresic Coric et.al 2020). With problems arising vast potential exposure of cyberbullying will indeed hurt others to lower their self-esteem that connects stems of their own problems of the online world. Some reports shows that bullies tends to be anxious in school activities or less excited in school activities. They often have trouble controlling their emotions and impulses and find it hard to follow rules. Hence, These reports demonstrates the need to develop counselling programmes to lessen the psychological consequences of combating interventions of preventive measures to solve in unknown but fast arising problems amog adolescent population nowadays. Self- esteem is defined as one’s personal evaluation of self-worth that can predict capabilities of exploring their full potential and to persistently strive towards their personal goal and aspirations by motivating their lives and values. It is thought occuring on a continuum that is thought to smoothly vary in amount or magnitude from low to high across different individuals of describe as proportionality or reasonableness. In contrast, there are other people whose self-esteem seems excessive and out of proportion to their actual accomplishments and actions. Their higher self-esteem it will be then considered to be less psychologically healthy than the more proportional variety of self- esteem.
B. Aims of the Study This study generally aims to know the effect of cyber-bullying on the self esteem of the high school student in Regional Science High School IX. Specifically this study aims to answer the following questions
Throughout the stages of development in the life of a human being, there are numerous challenges that people will face. Some or all of these challenges are not dealt with in an appropriate way but are allowed to persist; this can lead to significant problems in their adult lives. In particular, one’s self-esteem in adulthood is affected by events in one’s teenage years. Erickson(1963) Victims of bullying according to Olweus (1993) are typically more introverted and have lower self-esteem. Leary and Downs (1995, as cited in Patchin & Hinduja 2010) define self-esteem in terms of self-perceptions of social acceptability or otherwise and a psychological measure of inclusion versus exclusion by others. Self-esteem is therefore a belief or perception as to how one is valued in the social world. Research has consistently demonstrated that those with low self esteem are more susceptible to being victims of bullying Collective learning can boost students’ self esteem (Nurhayati, Rosmaiyadi & Buyung 2017). High self-esteem can cause bullying to the students who have low self- esteem for its challenges would face maintance of their self-esteem for improving one’s self-esteem is beneficiary for the student’s life success (Orth & Robins, 2014). Having a positive environment and feedback will lead to the student’s high level of self-confidence (Karimi & Saadatman, 2014).
It was found that victims of cyber bullying had significantly lower levels of self esteem compared to non victims. These results were irrespective of age and gender. This report also concluded that the relationship between lower self-esteem levels was significant for victims compared to cyber bully offenders. Based on the research reviewed it is clear that self esteem is lowered and damaged in adolescent victims of cyber bullying. Schurgin O’Keefe and Clarke-Pearson (2011) looked at how vulnerable adolescents are to the exposure of social media sites. With increased usage of social media and mobile technology, this means that this generation’s social and emotional development is occurring in cyberspace. However, at this young age they are more vulnerable and susceptible to peer group pressure. From the literature reviewed above, research has indicated a consistent link between low self-esteem and cyber bullying. 1.9 Summary and Rationale The addition of the current research is important for a number of reasons. The prevalence rates for cyber bullying are increasing worldwide. Technology is changing at an exceptional rate and its impact on the lifestyles and emotional development of young adolescents is equally concerning (Aoyama, Saxon, & Fearon 2011; O’Moore & Kirkham 2001). Cyberbullying is emerging as not just a virtual form but very much a real form of bullying. A mounting body of evidence suggests that cyber bullying is a more harmful means of harassment, due to its ubiquitous nature, availability to reach a wider audience faster and its anonymity facilitated by technology (Tokunaga 2010, Ybarra
psychological effect that cyber bullying has caused within the contained sample and to identify if cyber bullying is in fact linked to the identified variables of self esteem and quality of friendship. To develop a greater understanding of cyber bullying amongst the adolescents community in Ireland, which will help inform and contribute to the development of anti bullying initiatives to address the issue of cyber bullying amongst our youth. These findings have implications for school staff not only in terms of policy but also prevention and intervention. However at the present time, due to the relatively new phenomenon of cyberbullying, there is limited data available concerning what interventions schools are using and their effectiveness. Kowalski et al., (2008) highlight that if schools are to take a more prominent role in developing programmes to address issues of cyberbullying in schools, the following areas are important. Individuals who are cyberbullies also may be victims of traditional face-to face bullying as the Internet offers these victims a chance to exact revenge on their bullies or to lash out and victimize others via technology (Kowalski et al., 2008). Victims of cyberbullying are likely to have more social problems, social anxiety, and low selfesteem. Bystanders play a slightly different role in a cyberbullying situation versus a traditional bullying situation. In a traditional bullying situation, a bystander is more likely to silently watch what occurs, or in some instances, aggravate the situation in ameaningless way. In a cyberbullying situation, however, a bystander can take three different roles: they can join in on inappropriate excahnges, forward messages, and/or choose to be silent. The increased options for a bystander to hide behind their technology,
makes it more likely that a bystander will shift into the role of bully at some point in time (Kowalski et al., 2008). In the case of cyberbullying, there have been questions of how much power schools have regarding policy and sanctions related to this matter when many of the problematic interactions occur off school grounds or outside of the school day. Nancy Willard, a prominent attorney who has focused on cyberbullying policy and law, wrote in 2007 that cyberbullying involves speech and oftentimes, inappropriate use of free speech with technology among teens causes disruption in the school environment in different notable ways. This can include changes in a victim’s ability to participate in educational activities. Willard argued that certain landmark legal cases have paved the way for school officials to have more freedom to act when there is clearly a hostile situation that is impacting a student in the school setting, even if the hostile communication occurs off school grounds. Willard argues that when schools can clearly identify that an off-campus interaction is resulting in a hostile educational environment, the school can then take corrective action (Willard, 2007). The authors suggested that the reason for the decline of activity in the intervention schools may have been related to the decrease in counseling and teacher training provided by the research team during the second year, or due to the lack of some schools developing an antibullying policy. This finding suggests that anti-bullying programs are useful if schools have a great deal of training and support from program developers and if the school has enough buy-in from administrators that policies can be developed, implemented, and maintained in the schools (Fekkes et al., 2006).
Data Analysis To know the effect of cyberbullying in the self-esteem among selected senior high school student in Regional Science High School. The data analysis will be use on the following manner. Determining the common theme in the assessment of cyber bullying experiences among the sample population. Determining the most common effect of cyber bullying among the research participants. Determine various ways to prevent the negative effects of cyberbullying.
Online Journals:
Informed Consent Regional Science High School IX Grade 11, Section Pythagoras This Informed Consent Form is for research participants whom we are inviting to participate in a research cyberbullying and self esteem. The title of our research project is “ Perception Of Selected Senior High School Student On Cyberbullying And Self- Esteem In Regional Science High School IX.” Name of Researcher: Donna Kate Bolay-og This Informed Consent Form has two parts:
Purpose of the research The researcher’s main goal in this study is to describe the perceived effect of cyberbullying on the level of self-esteem among senior high school in Regional Science High School. The research environment is in semi-private science high school in Zamboanga City. Stratified random sampling was used to gather respondents to participate in the study. Voluntary Participation Your participation in this research is entirely voluntary. It is your choice whether to participate or not. If you choose not to participate, then the researchers will not force you to join. And even if you choose to back out after agreeing to participate you may do so anytime you see that the research is no longer doing you good. Description of the Process During the research, we will ask you to answer a Google Form questionnaire. Duration The research will take place during the whole July of 2021. Benefits If you participate in this research, you will be benefitted by knowing your personal self- esteem score and cyberbullying experience evaluation. Confidentiality The information that we collect from this research project will be kept confidential. Information about you that will be collected during the research will be secured and only the researchers will be able to access it.
Print Name and Signature of the Participant Date Questionnaire
by: Donna Kate R. Bolay-og The researcher’s main goal in this study is to describe the perceived effect of cyberbullying on the level of self-esteem among senior high school in Regional Science High School. The research environment is in semi-private science high school in Zamboanga City. Stratified random sampling was used to gather respondents to participate in the study. Name: _________________________ Date: ________ Gender: _______ Age: ________ Section: _______ Self Esteem Survey Strongly Agree Somewhat Agree Somewhat Disagree Strongly Disagree I 1. I feel that I’m a person of worth, at least on an equal par with others. 3 2 1 0
