Student Involvement in Cyberbullying: A School Climate Perspective
DOI:
https://doi.org/10.21093/tj.v7i1.12805Keywords:
cyberbullying, digital space, school climateAbstract
This study examined the relationship between school climate and cyberbullying. The subjects were 90 high school students (grades 10 and 11) in Lampung. A quantitative correlational approach was employed, utilizing scales to measure cyberbullying and school climate. Cluster random sampling was used as the sampling technique. The data were analyzed using Spearman’s Rho correlation via the Statistical Product and Service Solutions (SPSS) for Windows 23.0 software. The study revealed no significant relationship between school climate and cyberbullying among students in Pringsewu, Lampung (r = 0.142; significance level = 0.181); consequently, the research hypothesis was rejected. These findings indicate that cyberbullying is likely influenced by factors other than school climate, such as social media usage controls, parenting styles, individual characteristics, emotional regulation, and the intensity of internet use. The results suggest that school climate is not necessarily the primary factor in the occurrence of cyberbullying, given that such behaviour predominantly takes place in the digital realm. Therefore, a more comprehensive understanding of cyberbullying requires examining psychological, social, and technological aspects.
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