The emergence themes of cyberbullying among adolescences

When discussing definitions of cyberbullying, participants heavily focused on the target's perspective, for example, if they were affected and determined intention based on whether the perpetrator continued after being told to stop, with very little mention of the perpetrator's actions.

“When discussing definitions of cyberbullying, this was heavily focused on the target’s perspective. For example, if they were affected (41, 57, 59) and determined intention based on whether the perpetrator continued after being told to stop (8), with very little mention of the perpetrator’s actions.”

Cyberbullying was portrayed as repeated victimization that is intended to harm or is perceived as harmful by the victim.

“It was portrayed as repeated victimization that is intended to harm or is perceived as harmful by the victim (Abu Bakar, 2015;Baas et al., 2013;Berne et al., 2014;Betts & Spenser, 2017;Jacobs et al., 2015;Naruskov et al., 2012;Nocentini et al., 2010;Pelfrey & Weber, 2014;Topcu et al., 2013;Vandebosch & Van Cleemput, 2008).”

Ethical issues were not discussed in four included studies.

“Ethical issues were not discussed in four studies (Abu Bakar, 2015;Naruskov et al., 2012;Topcu, Yıldırım, & Erdur-Baker, 2013;Vandebosch & Van Cleemput, 2008).”

Several studies reported that the effect on the victim and his/her perception of the acts can be more relevant to young people in characterizing cyberbullying than the intention of the supposed aggressor.

“Several studies reported that the”

Due to the absence of physical cues it is difficult for victims to express their distress and for perpetrators to recognize the impact of their actions.

“Due to the absence of physical cues it is difficult for victims to express their distress and, consequently, for perpetrators to recognize the impact of their actions (Abu Bakar, 2015;Mishna et al., 2009;Pelfrey & Weber, 2014;Smith et al., 2008).”

The interpretation of messages, and their effect on the recipient, is fluid and is influenced by contextual and external factors.

“It appears that the interpretation of messages, and their effect on the recipient, is fluid and is influenced by contextual and external factors (Abu Bakar, 2015;Jacobs et al., 2015;Pelfrey & Weber, 2014).”

The absence of face-to-face interaction in the cyber world contributes to the ambiguous nature of intent.

“Many studies highlighted how the absence of face-to-face interaction in the cyber world contributes to the ambiguous nature of intent (Abu Bakar, 2015;Baas et al., 2013;Mishna et al., 2009;Pelfrey & Weber, 2014;Smith et al., 2008;Topcu et al., 2013).”

When away from the online environment young people report feeling isolated from social life.

“When away from the online environment young people report feeling isolated from social life (Abu Bakar, 2015; Betts & Spenser, 2017;Mishna et al., 2009;Pelfrey & Weber, 2014;Topcu et al., 2013).”

Traditional bullying is believed to have a clear cut-off point, whereas cyberbullying can happen at any time of the day or night, reflecting young people's continual engagement with ICT.

“Traditional bullying is believed to have a clear cut-off point but cyberbullying can happen at any time of the day or night reflecting young people's continual engagement with ICT (Abu Bakar, 2015;Betts & Spenser, 2017;Pelfrey & Weber, 2014).”

Repetition in cyberbullying is complicated by the potential public nature of the acts; one-time actions may have repetitive effects if executed in the public domain.

“However, repetition in cyberbullying is complicated by the potential public nature of the acts with many studies noting that”

Some included studies characterized young people as dependent on ICT.

“Some studies characterized young people as dependent on ICT (Abu Bakar, 2015; Mishna et al., 2009).”

Damaging material lingers online for anyone to download or forward.

“Damaging material lingers online”

Anonymous cyberbullying within peer groups often takes the form of hacking and impersonation.

“Many studies reported that anonymous cyberbullying within peer groups often takes the form of hacking and impersonation (Abu Bakar, 2015;Baas et al., 2013;Betts & Spenser, 2017;Jacobs et al., 2015;Naruskov et al., 2012;Nocentini et al., 2010;Topcu et al., 2013;Vandebosch & Van Cleemput, 2008)”

Anonymity can empower those who were unlikely to become real-life bullies or who were even victims of traditional bullying to engage in bullying behaviors.

“It was reported that anonymity can “…empower those who were unlikely to become real life bullies or who were even victims of traditional bullying”, to engage in bullying behaviors (Abu Bakar, 2015;Jacobs et al., 2015;Mishna et al., 2009;Vandebosch & Van Cleemput, 2008, p. 502).”

In the cyber world, characteristics such as strong physique or belonging to a powerful group are irrelevant; the ability to be anonymous means everyone can harass others regardless of their conditions as long as they are online.

“However, these characteristics are irrelevant in the cyber world where the ability to be anonymous means that “everyone can harass others regardless of their conditions as long as they are online” (Abu Bakar, 2015, p. 401).”

Although perpetrators of cyberbullying were often perceived as anonymous, cyberbullying commonly takes place in the context of young people's social groups and relationships.

“Many studies reported that although the perpetrators of cyberbullying were often perceived as anonymous, cyberbullying commonly takes place in the context of young people's social groups and relationships (Abu Bakar, 2015;Baas et al., 2013;Berne et al., 2014;Betts & Spenser, 2017;Jacobs et al., 2015;Mishna et al., 2009;Nocentini et al., 2010;Topcu et al., 2013;Vandebosch & Van Cleemput, 2008).”