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IRR: Cyberbullying in UAE government schools.

IRR: Cyberbullying in UAE government schools.

Khilola Alihon

American University of Ras Al-Khaimah

School of Arts and Science

Master of Education in Educational Leadership

EDUL_615: School Governance, Politics and Community Engagement

Dr. Walid El-Jammal

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IRR: Cyberbullying in UAE government schools.

Cyberbullying in UAE Government Schools: A Literature Review Informed by

Educational Concepts
Introduction
Cyberbullying has emerged as a pervasive issue affecting students globally, transcending
physical boundaries through the digital realm. In the United Arab Emirates (UAE), where
technological advancements have become an integral part of education, it is imperative to
acknowledge and mitigate the growing threat of cyberbullying within government schools.
Cyberbullying, a prevalent issue in contemporary society, presents a complex challenge within
the realm of digital interactions. This literature review aims to explore the phenomenon of
cyberbullying through the lens of Social Learning Theory (Bandura, 1977) and its interplay with
General Strain Theory (Agnew, 2007), Psychosocial Development Theory (Erikson, 1950), and
Self-efficacy (Bandura, 1977). By examining how these psychological frameworks inform our
understanding of cyberbullying, this review seeks to shed light on potential avenues for
prevention and intervention.
Social Learning Theory and Cyberbullying.
Social Learning Theory (SLT), developed by Albert Bandura in 1977, posits that individuals
learn behavior through observation, imitation, and modeling of others. This theory emphasizes
the role of cognitive processes in learning, including attention, retention, reproduction, and
motivation. When applied to cyberbullying, SLT offers valuable insights into how individuals
acquire aggressive online behaviors and how these behaviors can be modified through
intervention. In the context of cyberbullying, individuals may observe others engaging in
aggressive online behavior, such as sending hurtful messages or spreading rumors through digital
platforms. They learn by paying attention to the tactics, strategies, and consequences associated
with cyberbullying. Cyberbullying perpetrators often model their behavior after observed
instances of cyberbullying. This modeling can occur within their peer groups or through
exposure to online content. They may imitate the language, tone, and tactics used by others,
reinforcing the behavior. Bandura suggests that behavior is influenced by the consequences it
produces. In the context of cyberbullying, positive reinforcement may come from gaining power,
control, or status within a social group. Negative consequences like social isolation or
disciplinary actions may serve as a form of punishment, potentially deterring future instances of
cyberbullying. Bandura's concept of self-efficacy refers to an individual's belief in their ability to
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IRR: Cyberbullying in UAE government schools.

perform a particular behavior successfully. Social Learning Theory provides a valuable

framework for understanding how individuals acquire and perpetuate cyberbullying behaviors.
By recognizing the influence of observational learning and modeling, educators and stakeholders
can implement targeted interventions to foster positive digital behavior and create safer online
environments.

General Strain Theory and Cyberbullying

General Strain Theory, proposed by Robert Agnew in 2007, is a criminological theory that
focuses on how individuals experience strain and stress in their lives and how these negative
emotions can lead to deviant or criminal behavior. In the context of cyberbullying, General
Strain Theory offers valuable insights into understanding why some individuals may engage in
online aggressive behavior as a coping mechanism for the strains they experience.
The study's findings that bullying victimization is positively related to delinquency and has
enduring effects on analogous behavior, violence, and theft can be connected to educational
concepts and cyberbullying. Specifically, the General Strain Theory, as proposed by Robert
Agnew, can be applied to understand the relationship between bullying victimization and
delinquency. This theory suggests that individuals who experience strain or stress are more likely
to engage in deviant behavior. In the case of cyberbullying, students who are bullied may
experience strain or stress, which can lead to delinquent behavior.
Furthermore, the study's findings highlight the need for further assessments of the temporal
patterns of strains. This can be connected to the need for schools to identify and address the root
causes of cyberbullying. By understanding the temporal patterns of strains, schools can better
prevent cyberbullying by addressing the underlying issues that lead to it. For example, if students
are experiencing stress or strain in their personal lives, schools can provide support to help them
cope with these issues and prevent them from engaging in cyberbullying. The application of the
General Strain Theory to cyberbullying provides a compelling framework for understanding the
motivations and mechanisms underlying this behavior. It highlights the importance of
recognizing the digital strains and stressors that individuals may face in online environments and
underscores the need for targeted interventions aimed at addressing these underlying issues.
Additionally, it prompts reflection on the role of digital anonymity and power dynamics in
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IRR: Cyberbullying in UAE government schools.

exacerbating cyberbullying incidents. By integrating the insights gained from this analysis,
stakeholders can develop more effective prevention and intervention strategies to combat
cyberbullying and create safer digital spaces for all.

Psychosocial Development Theory and its Relevance to Cyberbullying

Erik Erikson's Psychosocial Development Theory, which delineates the stages of human
development from infancy to adulthood. The paper examines how each stage contributes to the
formation of an individual's identity and self-esteem, and subsequently, how these factors may be
influenced by experiences of cyberbullying. By analyzing the psychological and emotional
impact of cyberbullying within the framework of Erikson's theory, this connection aims to shed
light on the importance of addressing cyberbullying in the context of human development.
During infancy, the development of trust in caregivers lays the foundation for a sense of security
and confidence in the world. Cyberbullying can indirectly affect this stage if parents or
caregivers are themselves victims or perpetrators, leading to a disrupted sense of trust. Young
adults seek meaningful relationships and intimacy. Cyberbullying can hinder the formation of
healthy relationships due to lowered self-esteem and trust issues. Individuals reflect on their life's
achievements and come to terms with mortality. The long-lasting effects of cyberbullying can
contribute to feelings of despair and regret. Erik Erikson's Psychosocial Development Theory
provides valuable insights into how cyberbullying can impact individuals at various stages of
their development. By understanding the potential long-term consequences of cyberbullying
within this framework, it becomes evident that addressing and preventing cyberbullying is not
only a matter of immediate concern but also crucial for fostering healthy psychosocial
development. Interventions that target both the victims and perpetrators, as well as education and
support for parents and caregivers, are essential in mitigating the negative effects of
cyberbullying on individuals' psychological well-being and overall development.

Self-Efficacy in the Context of Cyberbullying: Understanding, Implications, and

Interventions
Self-efficacy, as proposed by Albert Bandura in 1977, is a central concept in social cognitive
theory, referring to an individual's belief in their ability to execute actions necessary to achieve
desired outcomes in a specific domain. This concept has since been applied to various fields,
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IRR: Cyberbullying in UAE government schools.

including education, health, and psychology. Bandura posited that self-efficacy beliefs are
shaped through four primary sources: mastery experiences, vicarious experiences, social
persuasion, and physiological and emotional states. In the context of cyberbullying, these sources
can significantly influence an individual's perception of their ability to cope with and respond to
online harassment. Mastery experiences involve previous successful experiences in each domain.
In the case of cyberbullying, individuals with positive experiences in handling online conflicts
are more likely to have higher self-efficacy in dealing with future incidents.
Vicarious experiences refer to observing others succeed in a particular task. Witnessing someone
effectively handle a cyberbullying situation can boost an individual's confidence in their own
ability to do the same. Social persuasion involves receiving encouragement or feedback from
others. Supportive messages from peers, family, or educators can positively impact an
individual's self-efficacy in facing cyberbullying situations. Physiological and emotional states
pertain to an individual's assessment of their physical and emotional condition. A person
experiencing high levels of stress or anxiety due to cyberbullying may have lower self-efficacy
in dealing with such situations. Research indicates a strong connection between self-efficacy and
cyberbullying experiences. Individuals with higher self-efficacy are more likely to engage in
adaptive coping strategies, such as seeking social support, reporting incidents, and employing
effective communication skills to address cyberbullying. Conversely, those with low self-
efficacy may resort to avoidance, withdrawal, or retaliation, which can exacerbate the negative
impact of cyberbullying. Moreover, self-efficacy can act as a protective factor, buffering the
adverse effects of cyberbullying on mental health and well-being. Individuals with greater
confidence in their abilities to navigate online spaces and manage cyberbullying incidents are
less likely to experience severe psychological distress. Self-efficacy plays a crucial role in
individuals' experiences with cyberbullying. By understanding the sources and dynamics of self-
efficacy, we can develop targeted interventions to empower individuals to navigate digital spaces
with confidence, ultimately mitigating the negative impact of cyberbullying on mental health and
well-being.
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IRR: Cyberbullying in UAE government schools.

References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

Agnew, R. (2007). General Strain Theory. In R. Paternoster & R. Bachman (Eds.), Explaining
Criminals and Crime: Essays in Contemporary Criminological Theory (pp. 115-135). Los
Angeles: Roxbury.

Erikson, E. H. (1950). Childhood and Society. New York: Norton.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological

Review, 84(2), 191-215.