1

CHAPTER 1

INTRODUCTION

Cyber bullying is everywhere, including in Kidapawan City, Cyber bullying is

defined as the electronic posting of mean-spirited messages about a person (such as a

student) often done anonymously (Merriam-Webster, 2017). Most of the investigations of

cyber bullying have been conducted with students in elementary, middle and high school

who were between 9 and 18 years old. Those studies focused on examining the

prevalence and frequency of cyber bullying. Using “cyber bullying” and “higher

education” as key words in Google scholar (January, 2019) (all in title) yields only

twenty-one articles. In 2009, 2012 and 2013 one article appeared each year, since 2014

each year there were few publications. Of these articles only seven relates to effect of

cyber bullying on the students, thus a gap in the literature exists in that it only minimally

reports on studies involving undergraduate students. Given their relationship and access

to technology, it is likely that cyber bullying occurs frequently among undergraduates.

The purpose of this study is to examine the frequency and media used to perpetrate cyber

bullying, as well as the relationship that it has with the academic, social, and emotional

development of undergraduate students.

The word cyber bullying did not even exist a decade ago, yet the problem has

become a pervasive one today. Cyber bullies do not have to be strong or fast; they just

need access to a cell phone or computer and a desire to terrorize. Anyone can be a cyber

bully, and such persons usually have few worries about having face-to-face confrontation
2

with their victims. In fact, the anonymity of cyber bullying may cause students who

normally would not bully in the tradition-sense to become a cyber bully (Poland, 2010).

The double-edged nature of modern technology, continuously balancing between risks

and opportunities, manifests itself clearly in an emerging societal problem known as

cyber bullying (Walrave & Heirman, 2011). More than 97% of youths in the United

States are connected to the Internet in some way (Tokunaga, 2010). The number of

children and teens who use the Internet at home is rapidly growing, with now over 66%

of fourth to ninth graders able to go online from the comfort of their bedrooms. Children

can engage in numerous Internet-based activities such as game playing, seeking

information, and talking with friends. The constellation of benefits, however, has been

recently eclipsed by numerous accounts of the Internet's undesirable social implications,

which appear in both scholarly literature and popular media. A fair amount of attention

has been given to Internet offenses, including cyber stalking (Seto, 2002), sexual

predation (Dombrowski, Lemasney,Ahia, & Dickson, 2004, as cited in Tokunaga, 2010),

and cyber bullying (Bhat, 2008; David-Ferdon & Hertz, 2007 as cited in Tokunaga,

2010), which collectively place the safety of children and teens who use the Internet into

question (Tokunaga, 2010).

(Patchin J.W.,et al 2019).Several challenges and emotional demands characterize

adolescence, affecting the mental well-being of youths. Among these, bullying and cyber

bullying are recognized nowadays as a major social problem, affecting more than one-

third of adolescents, with extensive negative consequences for the victims involved, such

as lower self-esteem, increased loneliness, depression, and anxiety. School programs and

interventions that foster resilience, coping, and well-being are particularly important
3

during adolescence as protective and preventive factors against the consequences of

(cyber)bullying. The paper presents two recent co-designed interventions for

(cyber)bullying prevention deployed in Europe, targeting early adolescents and their

school communities. Methods: The UPRIGHT project developed an evidence-based,

whole-school intervention to train resilience as a protective factor to promote mental

well-being in adolescents, in a cross-national perspective. The CREEP project designed

and implemented digital interventions to support schools in (i) early detection of cyber

bullying events on social media and (ii) coaching adolescents (victims, bullies,

bystanders) on how to cope with (cyber)bullying behaviors. Results: The main challenges

and insights collected during the design and implementation of both interventions are

discussed to inform future research and practice. Conclusion:

In the current study, we tested the relations between cyber bullying roles and

several psychological well-being outcomes, as well as the potential mediation effect of

perceived social support from family, friends, and teachers in school. This was

investigated in a cross-sectional sample of 1707 young adolescents (47.5% girls, aged

10–13 years, self-reporting via a web questionnaire) attending community and private

schools in a mid-sized municipality in Sweden. We concluded from our results that the

Cyber bully-victim group has the highest levels of depressive symptoms, and the lowest

of subjective well-being and family support. We also observed higher levels of anxiety

symptoms in both the Cyber-victims and the Cyber bully-victims. Moreover, we

conclude that some types of social support seem protective in the way that it mediates the

relationship between cyber bullying and psychological well-being. More specifically,

perceived social support from family and from teachers reduce the probability of
4

depressive and anxiety symptoms, and higher levels of social support from the family

increase the probability of higher levels of subjective well-being among youths being a

victim of cyber bullying (i.e., cyber-victim) and being both a perpetrator and a victim of

cyber bullying (i.e., cyber bully-victim). Potential implications for prevention strategies

are discussed.

Statement of the Problem

This study aimed to determine the significant relationship between cyber bullying

and psychological wellbeing among criminology students.

Moreover, it sought to answer the following questions:

1. What is the levels of cyber bullying among criminology student in terms of:

1.1. Flaming;

1.2. Slandering;

1.3. Refer;

1.4. Secret; and

1.5. Deletion?

2. What is the level of psychological well-being among criminology student in terms of:

1.1. Autonomy;

1.2. Environmental mastery;

1.3. Personal growth;

1.4. Positive relations;

1.5. Self-acceptance; and

5

1.6. Purpose in Life?

3. Is there any significant relationship between cyber bullying and psychological

wellbeing among criminology students?

Hypothesis

HO1 There is no significant relationship between cyber bullying and

psychological wellbeing among criminology students.

Theoretical Framework

Emerging evidence has revealed that many characteristics of cyber bullying—its

definition, prevalence rates, risk and protective factors, outcomes, and prevention

strategies—are related and yet somewhat unique from traditional bullying. The ubiquity

of technology in the lives of youth presents an opportunity for individuals to intentionally

and repetitively harm others, 24 hours per day, sometimes with complete anonymity, and

often without consequence. This is concerning given the high rates of psychopathology

associated with cyber victimization, over and above, traditional bullying. Given the

current state of the field, this literature review provides a critical synthesis of the extant

knowledge concerning (1) a definition of cyber bullying; (2) theories explaining cyber

bullying; (3) prevalence rates; (4) a brief developmentally-focused overview of

adolescents and their online use; (5) risk and protective factors; (6) negative psycho-

social outcomes, over and above traditional bullying; and (7) a brief overview of

prevention and intervention programming with information for key stakeholders.

Implications and future

6

Directions are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Ansary, N. S. (2020). Cyber bullying: Concepts, theories, and correlates informing

evidence-based best practices for prevention. Aggression and Violent Behavior, 50,

Article 101343.

Espelage, D. L., Rao, M. A., & Craven, R. (2012).Despite the mounting volume

of research in the area of traditional forms of bullying (i.e., verbal, physical, relational)

that are transmitted face to face, cyber bullying research is only recently beginning to

burgeon. The goals of this chapter are threefold. First, we review numerous theories that

have been empirically supported in the aggression, bullying, and general social

development literature that might offer some promise in understanding cyber bullying.

These theories range from the comprehensive social ecological framework to more

specific theories related to communication, social norms, and social learning. Second, a

series of longitudinal analyses are presented to evaluate the transactional association

between face-to-face bullying perpetration and cyber bullying perpetration, the

association between peer victimization and cyber bullying perpetration, and the

reciprocal interaction between cyber bullying victimization and perpetration. Third, self-

concept theory and research is summarized to highlight how theory could inform

prevention efforts.

Conceptual Framework
7

Figure 1 shows the conceptual model showing of the relationship of the two

variables. The independent variable is the cyber bullying and dependent variable is the

psychological well-being of criminology students in Kidapawan City.

Independent Variable Dependent Variable

Cyber bullying Psychological Well-being

Autonomy

Flaming Environmental mastery

Slandering Personal growth

Refer Positive relations

Secret Self-acceptance

Deletion Purpose in Life

Figure 1. Showing the relationship between variables

Review of Related Literature

The article is a literature review on cyber bullying from 2007-2013. Topics

covered in the review have been categorized starting with definition of cyber bullying;
8

roles of persons involved and statistics of who is being targeted; reasons for cyber

bullying; differences between traditional bullying and cyber bullying; and gender

comparisons related to cyber bullying and psychological well-being.

Cyber bullying is a devastating type of bullying that haunts child relentlessly.

Until the level of awareness is raised and the stakeholders truly understand what is going

on in the privacy of their homes, within the walls of the schools, and in the community,

the war against the children will only intensify. (Beringer A., 2004). Cyber bullying uses

contemporary technology. This type of bullying “involves the use of information and

communication technologies to support deliberate, repeated, and hostile behavior by an

individual or group, that is intended to harm others” (Belsey, 2004). The availability and

use of technology by the young people within schools is on the rise, and so is their ability

to become a cyber bully (Patchin & Hinduja, 2007). Forty-two percent of youth

nationally have experienced cyber bullying and 53% admitted to being the cyber bully. A

lack of understanding by adults of cyber bullying logistics and impact causes cyber

bullying to remain a serious issue that has not yet been appropriately addressed within

schools. (Pilkley J.K,2011).Cyber bullies are able to extend these effects to the school

day since the comments will be discussed among their peers at school the next day

(Auerbach, 2009).Cyber bullying can occur more often than traditional methods of

bullying with effects felt for days, weeks, or further, New technologies being used at

home and in schools have made a new form of bullying possible. This technological form

of bullying is known as cyber bullying. Cyber-bullying can also be referred to as

electronic bullying or online social cruelty through email, instant messaging, chat room
9

conversations, personal websites, gaming websites, pager messaging, and digital

messages or images sent through cellular phones (Belsey, 2004; Kowalski, et al., 2007).

The word cyber bullying did not even exist a decade ago, yet the problem has

become a pervasive one today. Cyber bullies do not have to be strong or fast; they just

need access to a cell phone or computer and a desire to terrorize. Anyone can be a cyber

bully, and such persons usually have few worries about having face-to-face confrontation

with their victims. In fact, the anonymity of cyber bullying may cause students who

normally would not bully in the tradition-sense to become a cyber bully (Poland, 2010).

The double-edged nature of modern technology, continuously balancing between risks

and opportunities, manifests itself clearly in an emerging societal problem known as

cyber bullying (Walrave & Heirman, 2011). More than 97% of youths in the United

States are connected to the Internet in some way (Tokunaga, 2010). The number of

children and teens who use the Internet at home is rapidly growing, with now over 66%

of fourth to ninth graders able to go online from the comfort of their bedrooms. Children

can engage in numerous Internet-based activities such as game playing, seeking

information, and talking with friends. The constellation of benefits, however, has been

recently eclipsed by numerous accounts of the Internet's undesirable social implications,

which appear in both scholarly literature and popular media. A fair amount of attention

has been given to Internet offenses, including cyber stalking (Seto, 2002), sexual

predation (Dombrowski, Lemasney Ahia, & Dickson, 2004, as cited in Tokunaga, 2010),

and cyber bullying (Bhat, 2008; David-Ferdon & Hertz, 2007 as cited in Tokunaga,

2010), which collectively place the safety of children and teens who use the Internet into

question (Tokunaga, 2010).

10

Bullying and hostility among children is a long-standing and pervasive social

issue (Jones, Manstead, & Livingstone, 2011). Cyber bullying is the unfortunate by-

product of the union of adolescent aggression and electronic communication and its

growth is giving cause for concern (Hinduja & Patchin, 2008). While bullying among

students is a recalcitrant problem in U.S. schools, research indicates that many students

do not disclose bullying they experience or witness despite repeated efforts on the part of

adults (Delara, 2012). The opportunity to conduct research on cyber bullying is timely

due to its wide prevalence and the social concern that surrounds it. When research is

done, individual variables examined should include (a) demographics, (b) personal

experiences, (c) vicarious experiences, and (d) preventative resources.

In a study conducted by Wong-Lo and Bullock (2011) a total of 137 participants

(62 adolescents; 75 parents) responded to a survey. Results indicated that 90% of the

participants from the adolescent group have reported to have experienced cyber bullying

either as victims or as a bystander. In addition, 70% of the victims have been cyber

bullied one to two times within a month’s time and 50% of the victims did not know the

perpetrator. Secondly, 89% of parent participants indicated to be knowledgeable about

the issues relating to cyber bullying and 89% reported to have no knowledge if their child

has or has not been a victim of cyber bullying. Furthermore, qualitative findings of

personal perspectives toward cyber bullying from each participating group are discussed.

A review of literature is provided and results and analysis of the survey are discussed as

well as recommendations for future research. Erdur-Baker’s (2010) study revealed that

32% of the students were victims of both cyber bullying and traditional bullying, while

26% of the students bullied others in both cyberspace and physical environments.
11

The results of this study provide some support for previous studies that have

pointed out the relationship between cyber and traditional forms of bullying (e.g. Li,2005,

2006; Raskauskas and Stoltz, 2007; Ybarra et al., 2007 as cited in Erdur-Baker, 2010).

However, it should be noted that, as Ybarra et al. (2007) conclude, the amount of the

overlap between traditional and cyber bullying (32% of overlap for cyber bullying and

traditional bullying victimization with 26% of overlap for both types of bullying) is not

too large. The conclusion may be drawn from this result that although cyber bullying and

traditional bullying share some common ground, cyber bullying seems to be composed of

its own unique characteristics (Erdur-Baker, 2010).

Reported rates of victims of cyber bullying actually telling anyone in order to get

help were 56% in Study One and 59% in Study Two; these appear low compared to rates

for victims of traditional bullying (Whitney & Smith, 1993). Smith et al, (2008) in Study

Two, victims of traditional bullying were significantly more likely to tell someone. Qing

(2010) states that 40% of cyber bullied students would do nothing and one in ten would

inform an adult.

In Mishna’s et al (2012) study, over 30% of the students identified as involved in

cyber bullying, either as victims or perpetrators; one in four of the students (25.7%)

reported having been involved in cyber bullying as both a bully and a victim within a

three-month period. In Adams’ (2010) research, approximately 20% of students admitted

to having been cyber bullied. However, many more students reported incidents that fall

under its definition. Posting mean or hurtful comments and spreading rumors online was

the most common complaint in their random survey of 4,400 students ages 10 to 18 in

February 2010. Not surprisingly, cyber bullying is most prevalent among middle school.
12

Moreover, the incidence of cyber bullying increases slightly with age. Finally, teens

spending much time on the Internet, reporting higher ICT expertise and owning a

computer with privileged online access share an increased likelihood of online bullying

behavior (Walrave & Heirman, 2011).

According to Mesch (2009) cyber bullying emerges most commonly from

relationship problems (break-ups, envy, intolerance, and ganging up); victims experience

powerfully negative effects (especially on their social well-being); and the reactive

behavior from schools and students is generally inappropriate, absent, or ineffective

(Hoff & Mitchell, 2009). There is a significant correlation between becoming a cyber

victim and loneliness among adolescents according to Sahin (2012). Studies show that

electronic bullying peaks in middle school.

Two studies conducted by Smith, et.al (2008) found cyber bullying less frequent

than traditional bullying, but appreciable, and reported more outside of school than

inside. Phone call and text message bullying were most prevalent, with instant messaging

bullying in the second study. Their impact was perceived as comparable to traditional

bullying. Mobile phone/video clip bullying, while rarer, was perceived to have a more

negative impact. Age and gender differences varied between the two studies. The first

study found most cyber bullying was done by one or a few students, usually from the

same year group. It often just lasted about a week, but sometimes much longer. The

second study found being a cyber victim, but not a cyber bully, correlated with internet

use; many cyber victims were traditional ‘bully-victims’. Pupils recommended

blocking/avoiding messages, and telling someone, as the best coping strategies; but many

cyber victims had told no one about it. It can be concluded cyber bullying is an important
13

new kind of bullying, with some different characteristics from traditional bullying where

much more happens outside school.

Involved in cyber bullying in some form (Trolley et al., 2006; Willard, 2005 as

cited in Mason, 2008). There are six different roles identified throughout the literature.

Entitlement bullies are individuals who believe they are superior and have the right to

harass or demean others, especially if the person is different. Targets of entitlement

bullies are individuals who are picked on because bullies believe that they are different or

inferior. Retaliators are individuals who have been bullied by others and are using the

Internet to retaliate. Victims of retaliators are individuals who have been bullying others,

but are now receiving the cruelty of being cyber bullied. Furthermore, bystanders who are

part of the problem are individuals who encourage and support the bully or who watch

the bullying from the sidelines but do nothing to help the victim. Finally, bystanders who

are part of the solution are individuals who seek to stop the bullying, protest it, and

provide support to the victim (Trolley et al., 2006; Willard, 2005 as cited in Mason,

2008).

In Study, one phone call and text message bullying were most common, both

inside and outside of school. However, pupils were especially aware of picture/video clip

bullying happening, probably because this medium achieves a wide local audience.

However, the most frequent media of cyber bullying involved mobile phones in other

ways (call, text messages); or in Study Two by instant messaging on the internet. Given

the recentness of cyber bullying, it is likely there will be changes in the frequency of use

for different media, fueled by technological changes, accessibility, and media publicity

(for example, the ‘happy slapping’ phenomenon appears to have spread from a televised
14

advertisement some years ago). (Smith, et al, 2008) Through interactions with peers,

adolescents learn how to cooperate, to take different perspectives, and to satisfy growing

needs for intimacy. Youth who report having close friends are more confident, more

altruistic, and less aggressive, and demonstrate greater school involvement and work

orientation (Mesch, 2009).

Bullying has spread to the computer because it provides a greater advantage for

the bully. The bully can make anonymous attacks, inflict greater psychological harm,

harass a victim at home, and rest easy knowing that most authority figures will be unable

to trace or stop the harassment. A victim, on the other hand, feels more vulnerable and

alone. The victim also experiences emotional effects that generally last longer than a

black eye (Anderson & Strum, 2007). Online aggression is not just traditional bullying

with new tools. It is widespread, devastating, and knows no down time (Hinduja &

Patchin, 2011).

Autonomy

Autonomy is the regulation of one’s own behavior through an internal locus of

control (Ryff, 1989b; Ryff & Keyes, 1995). A fully functioning person has a high level of

internal evaluation, assessing the self on personal standards and achievements while not

relying on the standards of others. They do not strive for endorsement from other

individuals (Ryff, 1989b), are focused on their own beliefs and are less swayed by other

people’s ideas. A high level of autonomy suggests independence with a low-level

suggesting concern over self-perception. Internal locus of control is an important

component of motivation (Weinberg & Gould, 2007) with athletes’ generally requiring

autonomy, personal insight and objectivity in order to sustain self-confidence and belief.
15

Autonomy is also linked to self-determined motivation in sport participation (Huang &

Jeng, 2005).

The concept of well-being, which alludes to a condition of flourishing in mind,

can be understood from two different angles. According to the hedonic perspective,

happiness is defined as an optimistic evaluation of one's own life, which is associated

with contentment and resilience. Corresponding to psychological well-being is

eudaimonia well-being, which places an emphasis on growing into one's potential,

accomplishing meaningful work, helping others, and having a positive impact on the

world (Deci and Ryan, 2008; Ryff and Singer, 2008; Waterman et al., 2010; Adler and

Seligman, 2016). Recent research has highlighted the divergences between the two points

of view by exploring the connections between each and positive personality traits like

hope, zest, gratitude, curiosity, and love (Hausler et al., 2017). They have also discovered

a temporal distinction between these views, with psychological well-being being a more

reliable predictor of future happiness than subjectivity (Joshanloo, 2019). In our analysis,

we focus on eudaimonic well-being, also known as mental health. Based on Ryff's six-

factor model (1989) of self-acceptance, positive relationships, autonomy, environmental

mastery, personal growth, and purpose in life, the Ryff Scale of Measurement is used to

assess psychological well-being.

A more recent theoretical exploration of autonomy from the perspective of self-

determination theory and linked to eudaimonic well-being was provided by Ryff (2018),

who also emphasized the need for a tool capable of assessing autonomy according to this

broader view. We agree with the view that autonomy is a dynamic process that changes

over time and in response to social interactions (Muoz-López and Alvarado, 2011; Cáliz
16

et al., 2013; Posada, 2013; Inguglia et al., 2014; Bernal Romero et al., 2020a). Having

laid this groundwork, a comprehensive examination of the literature and assessment

instruments pertaining to autonomy provides a definition according to three processes: a

personal, subjective, or intra subjective one; an inter subjective one, involving another

person; and a trans-subjective one, referring to interactions between the subject and the

surrounding community or society (Bernal Romero et al., 2020b). Traditionally,

autonomy has been understood as the freedom or independence to make all decisions

without outside help (Delbosc and Vella-Brodrick, 2015; Garberoglio et al., 2017).

Community and political involvement are examples of its emphasis on social interaction

(Parron, 2014). This viewpoint complicates the idea of emerging adulthood, which

emphasizes inward development like taking on responsibility, developing sound

judgment, and becoming financially self-sufficient (Settersten et al., 2015).

Environmental mastery

Environmental mastery refers to choosing and controlling the surrounding and

imagined environment through physical and/or mental actions (Ryff, 1989b; Ryff &

Keyes, 1995). While a high level of environmental mastery reflects control over one’s

context, a low level is related to inability to successful control one’s environment (Ryff,

1989b). A mature individual is generally able to interact and relate to a variety of people

in diverse situations and adapt to various contexts upon demand. Being in control of

physiological and cognitive arousal can improve an athlete’s control and understanding

of their surroundings, as well as their interactions with others. Imagery results in

improved self-awareness as well as enhanced situational and environmental

understanding (Potgieter, 1997; Weinberg & Gould, 2007). Environmental mastery

17

means being able to control complex environmental and life situations (Ryff, 1989b) and

to seize opportunities which present themselves. It often requires the ability to step out of

one’s ‘comfort zone’ when striving for optimal sporting performance.

Ryff's formulation of environmental mastery is the "capacity to manage

effectively one's life and surrounding world." Reference: (Ryff and Keyes, 1995). The

field of health and social science is increasingly interested in the concept of

environmental mastery as a valuable psychological resource. The PWBI's environmental

mastery scale has made it easier to quantify what it means to have command of one's

physical surroundings. Windle and Woods (2004) conducted a literature review and

found that the environmental mastery scale (henceforth referred to as the EMS)

moderated the potential negative effect of community relocation for older women,

contributed to the lack of a mood disorder in those with rheumatoid arthritis, and

predicted global fatigue and fatigue-related distress in those with multiple sclerosis.

In addition, Windle and Woods (2004) reported on a mediation model showing

that "environmental mastery is the key to experiencing life satisfaction in the midst of

adversity." For those 65 and up who are independent and living in the community (p.

Studying the environmental mastery of Canadian undergraduates, September et al. (2001)

found that it was a predictor of both confidence and imposter feelings. Parents of children

with mental health issues and developmental disabilities were studied by Seltzer et al.

(2004) to determine their level of environmental mastery (Seltzer et al. 2004). Higher

degrees of environmental mastery were linked to more flexible coping strategies.

Extensive research using the PWBI has uncovered additional associations between

environmental mastery and other variables. In fact, the PWBI has been referenced in
18

nearly 400 scholarly works, as shown by the Social Science Index. Midlife in the United

States (MIDUS), NSFH-II, the Wisconsin Longitudinal Survey (WLS), and the Canadian

Study of Health and Aging have all included it in their respective national surveys (see

Springer and Hauser, forthcoming). Few studies have examined the PWBI's factor

structure to date (see Ryff, 1989), but none have focused on the EMS or any of its other

scales in terms of their reliability or validity. Furthermore, no studies have been able to

validate the second-order factor structure after the initial validation study by Ryff and

Keyes (1995). The question of whether the first-order factors (or scales) are valid and

reliable measures of their respective constructs is thus raised. This study investigates the

factorial validity of the environmental mastery factor to close this knowledge gap.

Personal growth

Personal growth is the ability to develop and expand the self, to become a fully

functioning person, to self-actualize and accomplish goals (Ryff, 1989b; Ryff & Keyes,

1995). To achieve peak psychological functioning one must continue to develop the self

through growth in various facets of life (Ryff, 1989b). This requires one to continually

evolve and solve problems thereby expanding one’s talents and abilities. An elevated

level of personal growth is associated with continued development while a depleted level

is suggestive of a lack of growth. Sportspeople with a growth mindset realize hard work

yields results (Dweck, 2005). A growth mindset requires openness to a variety of new

and diverse experiences. Athletes, who are humble but confident, are constantly striving

for personal growth and holistic development (Weinberg & Gould, 2007); they generally

use positive and negative performances, as well as goals achieved, to enhance personal
19

growth. Personal growth is potentially the psychological well-being dimension that is

closest to eudemonia (Ryff, 1989b).

Adolescents' levels of psychological distress and happiness, as well as their

involvement in self-improvement projects, are examined. It was hypothesized that

adolescent psychological health would be positively correlated with self-improvement

initiatives and negatively correlated with depressive symptoms. One hundred and fifty

college students from Karachi, Pakistan (75 males and 75 females) participated in the

study. The participants took the Ryff's Scales of Psychological Well-Being (RPWB; Ryff,

C., 1995), the Kessler-10 (K10), and the Personal Growth Initiative Scale (Robitschek,

C., 1998). Spearmen's rho was used for statistical analysis to determine the degree to

which personal development efforts were related to states of happiness and distress. The

results of this study suggest a positive relationship between personal growth initiative and

adolescent psychological health and a negative relationship between this factor and

adolescent psychological distress. Adolescents who score higher on measures of

psychological health and growth initiative also have fewer mental health problems.

Initiatives for personal growth, psychological health, and emotional distress are all

relevant concepts to consider. Developmental psychologists find the initiative to improve

oneself to be an intriguing topic, particularly when viewed through the eyes of

adolescents. According to Robitschek (1998, 1999), a personal growth initiative is "a

deliberate and sustained effort to improve oneself."

According to Robitschek (2003), a personal development initiative is defined as

"a set of intentional actions taken by an individual with the goal of improving his or her

life." There is evidence to suggest that those with higher PGI also report lower levels of
20

psychological and emotional distress (Robitschek & Keyes, 2009) and a greater sense of

overall well-being in their lives (Robitschek & Kashubeck, 1999). An important

framework that can improve people's lives is the initiative to develop oneself. In the last

decade, the field of positive psychology has increasingly become a focal point for the

study of well-being (Seligman & Csikszentmihalyi, 2000).

Positive relations

Positive relations with others Having positive relations with others is an essential

component in the development of trusting and lasting relationships as well as belonging

to a network of communication and support (Ryff, 1989b; Ryff & Keyes, 1995). A calm

and relaxed approach reflects maturity, leads to improved interactions and better

consideration of others. While good relations result in an understanding of others, poor

relations can cause frustration (Ryff, 1989b). The ability to have good human relations is

one key feature of mental health with pathology often characterized by impairment in

social functioning (American Psychiatric Association, 2000). Communication is an

important part of team interactions (Miller, 1997; Potgieter, 1997). In group/team

settings, positive relations with others often results in increased knowledge,

empowerment and improved sporting performance.

Self-acceptance

Self-acceptance is the most recurring aspect of psychological well-being. It is a

fundamental feature of mental health and an element of optimal functioning (Ryff,

1989b; Ryff & Keyes, 1995). Healthy levels of self-acceptance create a positive attitude

and improved satisfaction with life (Ryff, 1989b). Moderate levels of confidence lead to

greater achievement and acceptance (Wann & Church, 1998; Weinberg & Gould, 2007),
21

with positive feedback from others important in the maintenance of self-confidence and

belief. Self-acceptance is a key component of self-actualization, enhanced psychological

functioning and development (Ryff, 1989b). It entails accepting the past and present as

well as maintaining direction for the future.

Purpose in life

Purpose in life refers to the perceived significance of one’s existence and involves

the setting and reaching of goals, which contribute to the appreciation of life (Ryff,

1989b; Ryff & Keyes, 1995). Mental health includes awareness that one has a greater

goal and purpose in life (Ryff, 1989b). Purpose in life creates direction, thereby

eradicating despondency. Goals are an important part of striving for success (Miller,

1997). Maturity involves having a clear sense of intentionality (Ryff, 1989b). When

athletes sustain focus, attention and concentration, set realistic goals and aim to be more

holistic, they seek a greater goal for themselves and often then also assist others. The

setting and achieving of goals can be inspirational and motivational in nature (Potgieter,

1997; Weinberg & Gould, 2007).

CHAPTER 2

METHODOLOGY
22

This chapter contains the discussion of the research design, the research

respondents, research setting, research instrument, and data gathering procedures, ethical

consideration, and treatment of the data.

Research Design

The researchers utilized correlational design. It is a quantitative method of study

in which you have two quantitative variables from the same set of participants and you're

attempting to figure out if there's a relationship between them (Creswell 2002). The

researcher also employed a descriptive correlational study design. The link between the

dependent variable and the independent variables was determined. To define phenomena,

a descriptive method is used. As a result, some researchers refer to it as "fact-gathering"

or "information gathering" that includes logical and deliberate interpretations. The

descriptive method entails much more than just data collection. Its goal is to shed light on

present challenges or problems through a data collection approach that allows them to

characterize the situation more fully than they could before using this method. (W. Fox

and M.S. Bayat) (2007). The researchers decided to use a survey research strategy since it

best answered the questions and served the study's objective.

Research Locale

The map illustrated in Figure 2 outlines the location where the study will be

conducted. Kidapawan is positioned at the base of Mount Apo in the southeastern area of

Cotabato province, situated between other significant cities such as General Santos,
23

Davao City, Cotabato City, and Cagayan de Oro. It shares borders with other towns in the

Cotabato Province, including Magpet and President Roxas to the north, Matalam to the

west, M'lang to the south, and Makilala to the east. The city spans over 358.47 square

kilometers (138.41 sq. mi) of land, mostly flat with increasingly hilly and mountainous

areas to the northeast, close to the highest point in the Philippines, Mount Apo. The

Kabacan River originates from the northeastern part of the city and flows across the

northern border with Magpet town. The city experiences a tropical climate with no

distinct dry season, characterized by consistent rainfall throughout the year. Kidapawan

boasts plentiful natural resources such as mineral deposits, natural springs, and fertile soil

suitable for agriculture. Agriculture, particularly crops such as rice, corn, sugarcane, and

fruits, is the primary driver of the city's economy. The city also has a rich cultural

heritage, with various festivals and celebrations held throughout the year that showcase

the diverse customs and traditions of Kidapawan.

24

Figure 2 showing the map of the Philippines and Kidapawan City

Research Respondents

The respondents of this study were the criminology students in the Kidapawan

City, particularly BS Criminology students of Central Mindanao Colleges. They were the

respondents of this study because they may have direct experiences of cyber bullying.

This study utilized purposive sampling. Purposive sampling is a non-probability sampling

technique in which "components chosen for the sample are picked based on the

researcher's judgment." Researchers frequently feel that by applying sound judgment,

they can produce a representative sample and save time and money (Black, 2010).

Researchers choose these individuals according to specific traits or qualities. In the

selection of respondent’s only those Criminology students in Kidapawan City. There was

a total of 60 respondents Criminology students of the Kidapawan City that served as the

respondents of this study.

25

Research Instrument

The researchers used two questionnaires for gathering data needed in determining

the connection of the variables in this study. The questionnaire for independent variable

(Cyber bullying) was adapted from the work of Tudkuea & Laeheem (2014) which

identifies the five indicators such as flaming, slandering, refer, secret, and deletion. On

the other hand, the dependent variable is patterned after the work of Ryff & Keyes (1995)

which identifies the six indicators such as autonomy, environmental mastery, personal

growth, positive relation, self-acceptance, and purpose in life.

Levels of Cyber bullying

Mean Range Description Interpretation

5 Strongly Agree Cyber bullying is Very High

4 Agree Cyber bullying is High

3 Neutral Cyber bullying is Moderate

2 Disagree Cyber bullying is Low

1 Strongly Disagree Cyber bullying is Very Low

Level of Psychological Well-being

Mean Range Description Interpretation

5 Strongly Agree Psychological Well-being is Very High

4 Agree Psychological Well-being is High

3 Neutral Psychological Well-being is Moderate

2 Disagree Psychological Well-being is Low

1 Strongly Disagree Psychological Well-being is Very Low

26

Research Procedure

The researchers undergone several steps. First, they sought permission from the

Offices of the School President, Vice-President for Academic Affairs, and Dean of

College of Criminal Justice Education of Central Mindanao Colleges to conduct the

study. Once permissions were granted, the researchers personally administered the survey

questionnaires to the respondents. The researchers assured the participants of the

confidentiality of their responses. When the desired sample size was achieved,

researchers organized the data obtained from the survey questionnaires for statistical

analysis.

Statistical Tools

The following statistical tools were used in this study:

Mean: was be used to measure the Cyber bullying and Psychological Well-Being among

Criminology Student the mean is average or the most common value in a collection of

numbers. Is statistics, it is a measure of central tendency of a probability distribution

along median and mode. It is also referred to as an expected value.

Standard Deviation: was used to measure of how spread out the data is in a dataset. It is

calculated by taking the square root of the variance, which is the average of the squared

differences of each data point from the mean. A high standard deviation implies that the
27

data is widely spread out, while a low standard deviation says that the data is neatly

concentrated around the mean.

Person product moment correlation: When two variables are measured on the same

interval or ratio scale, a Pearson coefficient can be used to illustrate the degree to which

they are correlated with one another (Will Kenton). For comparing the degree of

correlation between two continuous variables, the Pearson coefficient is used.

Ethical Considerations: The researcher observed fully the ethical standards in the

manner of the study, followed the study protocol assessment and standardized principles,

particularly in managing the population and data and observed the principles of

voluntarily participation, privacy and confidentiality, informed consent, process risks

benefits, and biosafety among others.

Privacy and Confidentiality: The respondent’s choice of privacy and

confidentiality was respected; any personal or professional information gathered in the

course of study were kept in private and treated with utmost confidentiality.

Voluntarily Participation. All respondents have the prerogative to voluntarily

participate. They were approached by the researcher one by one and recruited to be

respondents of the study. They were given the free-will to join in the study without any

conditions and consequences. Thus, after the purpose and benefits of the study were

presented to the respondents, they were given the authority to participate and contribute

to the study; all of their responses were considered and adhered.

28

Informed Consent Process. The research instrument was free from technical

terms and can easily be understood. It provided a clear view to the respondents on their

benefits after the conduct of the study. No research instrument was given without the

permission from the authorized command channel.

Recruitment. All of the respondents were courteously approached and were

asked if they can participate in the study as a respondent by answering the questionnaire.

The concept of the study was explained to the respondents and once they agree, they were

given a questionnaire and the researcher guided them in answering.

CHAPTER 3

RESULTS AND DISCUSSION

This chapter revealed the data on cyberbullying and psychological well-being

among criminology students and were by analyzed and interpreted based on the

objectives stated earlier.

Level of cyberbullying
 29

Table 1 presents the level of cyberbullying satisfaction. The results show a

standard deviation that ranges between 1.071- 1.383 denotes that the data are closely

distributed around the mean value. The table further shows that cyberbullying garnered

an overall standard deviation of .856 with an overall mean score of 3.76 or high, this

implies that the level of cyberbullying is highly evident.

Cyber bullying Mean SD Description

Flaming
I gossip and say bad words behind someone’s 4.35 1.273 High
back
I use rude words to scold others 3.97 1.089 High
I tease others about their bad or embarrassing
3.98 1.269 High
behaviors
I make fun of others’ physical impairments 3.65 1.246 High
I speak to embarrass, dishonor others and harm
3.55 1.383 High
their reputation
Category Mean 3.90 1.048 High
Table 1. Level of Cyberbullying
Mean SD Description
Slandering
3.53 1.308 High
I slander against others’ name to third persons
I slander against others to make third persons hate
3.57 1.212 High
them
I share embarrassing pictures or videos of others 3.75 1.144 High
I share images of others to harm their reputation 3.53 1.157 High
I spread rumors to humiliate others 3.82 1.228 High
Category Mean 3.64 .987 High
Refer (Identity Thief)
I use someone else’ name without permission to chat 3.65 1.300 High
online through social networks
I use someone else’ name without permission in bad
3.55 1.346 High
ways
I use images of others without permission 3.60 1.291 High
I use someone else’ name without permission for my
3.80 1.205 High
benefits
 30

I use someone else’ name without permission to hurt

3.75 1.202 High
third persons
Category Mean 3.67 .989 High
Secret (Revealing other People’s Personal Secrets)
I brought the name of parents or closely adult relative of 3.57 1.110 High
other people to disclose or forward
I put the secret of inferiority complex of other people to
3.58 1.169 High
disclose or forward
led the secret that makes the shame and disgrace of
3.82 1.255 High
the other people to disclose or forward
I put the personal information of other people to disclose
3.78 1.151 High
without permission
I share the secrets of other people to a third ones 3.68 1.242 High
Category Mean 3.69 .944 High
Deletion
3.73 1.071 High
I unfriend or delete people I do not like from the group
I obstruct or block people I do not like from the group 3.75 1.114 High
I order some of my friends to unfriend people I do not like 3.93 1.103 High
I order some of my friends to obstruct or block people I
4.12 1.121 High
do not like from the group.
Category Mean 3.88 .908 High
OVERALL 3.76 .856 High

The results show that the indicator flaming garnered a category mean score of

3.90 or high, this suggests that the cyberbullying in terms of flaming is highly evident.

Meanwhile, the item I gossip and say bad words behind someone’s back has the highest

mean with a value of 4.35 or high. On the other hand, the lowest mean is 3.55 or high in

the aspect of I speak to embarrass, dishonor others and harm their reputation.

The indicator Slandering acquired a category mean score of 3.64 or high, this

implies that slandering is highly evident in the criminology students. The item I spread

rumors to humiliate others has the highest mean score of 3.82 or high, while the item I

slander against others’ name to third persons got the lowest mean score of 3.53 or high.

The indicator Refer (Identity Thief) obtained a category mean score of 3.67 or high, this
31

signifies that refer (identify thief) is highly evident. The item I use someone else’ name

without permission for my benefits with 3.80 got the highest mean score. Meanwhile, the

item I use someone else’ name without permission in bad ways acquired the lowest mean

score of 3.55 or high.

Conversely, the indicator Secret gained a category mean score of 3.69 or high,

this suggests that cyberbullying in terms of secret is highly evident among criminology

students. The item I led the secret that makes the shame and disgrace of the other people

to disclose or forward has the highest mean score of 3.82 or high. On the other hand, the

item I brought the name of parents or closely adult relative of other people to disclose or

forward gained the lowest mean score of 3.57 or high.

Meanwhile, the indicator deletion acquired a category mean score of 3.88 or high,

this indicates that deletion is highly evident. The item I order some of my friends to

obstruct or block people I do not like from the group has the highest mean score of 4.12

or high, while the item I unfriend or delete people I do not like from the group got the

lowest mean score of 3.73 or high.

Level of Psychological Well-being

Presented in table 2 is the level of psychological well-being of criminology

students with standard deviation that ranges between .767 to 1.055 and with an overall

mean score of 4.09 or high. This means that the psychological well-being of criminology

students is highly manifested.

Table 2. Level of Psychological Well-being

Psychological Well-being Mean SD Description

32

Autonomy
4.42 .869 High
I tend to be influenced by people with strong opinions.
I have confidence in my own opinions, even if they are
4.18 .833 High
different from the way most other most people think.
I judge myself by what I think is important, not by the
4.13 .892 High
values of what others think is important.
Category Mean 4.24 .700 High

Environmental Mastery
3.80 1.022 High
The demands of everyday life often get me down.
In general, I feel I am in charge of the situation in
3.93 .880 High
which I live.
I am good at managing the responsibilities of daily life. 3.95 .946 High
Category Mean 3.89 .718 High
Personal Growth
For me, life has been a continuous process of 3.95 .982 High
learning, changing, and growth.
I think it is important to have new experiences that
3.87 .947 High
challenge how I think about myself and the world.
I gave up trying to make big improvements or changes
4.12 .846 High
in my life a long time ago
Category Mean 3.98 .708 High
Positive Relation
Maintaining close relationships has been difficult and 3.93 .936 High
frustrating for me.
People would describe me as a giving person, willing
4.07 .936 High
to share my time with others.
I have not experienced many warm and trusting
4.15 .936 High
relationships with others.
Category Mean 4.05 .680 High
Self-acceptance
4.15 .899 High
I like most parts of my personality.
When I look at the story of my life, I am pleased with
4.07 .841 High
how things have turned out so far.
In many ways I feel disappointed about my
4.17 .867 High
achievements in life.”
Category Mean 4.13 .689 High
33

Purpose in Life
Some people wander aimlessly through life, but I am 4.15 .840 High
not one of them.
I live life one day at a time and don’t really think about
4.23 .767 High
the future.
I sometimes feel as if I’ve done all there is to do in life. 4.35 1.055 High
Category Mean 4.24 .737 High
OVERALL 4.09 .478 High

The results show that the indicator autonomy garnered a category mean score of

4.24 or high, this suggests that the psychological well-being of criminology students in

terms of autonomy is oftentimes manifested. Meanwhile, the item I tend to be influenced

by people with strong opinions has the highest mean with a value of 4.42 or high. On the

other hand, the lowest mean is 4.13 or high in the aspect of I judge myself by what I think

is important, not by the values of what others think is important.

The indicator environmental mastery acquired a category mean score of 3.89 or

high, this implies that environmental mastery is oftentimes manifested by the criminology

students. The item I am good at managing the responsibilities of daily life has the highest

mean score of 3.95 or high, while the item The demands of everyday life often get me

down got the lowest mean score of 3.80 or high. The indicator personal growth obtained a

category mean score of 3.98 or high, this signifies that personal growth is oftentimes

manifested by the criminology students. The item I gave up trying to make big

improvements or changes in my life a long time ago with 4.12 got the highest mean score.

Meanwhile, the item I think it is important to have new experiences that challenge how I

think about myself, and the world acquired the lowest mean score of 3.87 or high.

Conversely, the indicator positive relation gained a category mean score of 4.05

or high, this suggests that psychological well-being in terms of positive relation is

34

oftentimes manifested among criminology students. The item I have not experienced

many warm and trusting relationships with others has the highest mean score of 4.15 or

high. On the other hand, the Maintaining close relationships has been difficult and

frustrating for me gained the lowest mean score of 3.93 or high.

Meanwhile, the indicator self-acceptance acquired a category mean score of 4.13

or high, this indicates that self-acceptance is oftentimes manifested by the criminology

students. The item In many ways I feel disappointed about my achievements in life has the

highest mean score of 4.17 or high, while the item When I look at the story of my life, I

am pleased with how things have turned out so far got the lowest mean score of 4.07 or

high. The indicator Purpose in Life garnered a category mean score of 4.24 or high, this

signifies that purpose in life is oftentimes manifested by criminology students. The item I

sometimes feel as if I’ve done all there is to do in life has the highest mean score of 4.35,

while the item Some people wander aimlessly through life, but I am not one of them got

the lowest mean score of 4.15 or high.

Relationship between variables

Presented in table 3 is the relationship between variables with r-value of .272 and a

p-value of 0.000 which is less than 0.05 significance value. The results show that there is

significant relationship between cyber bullying and psychological well-being. In

particular, there is a significant relationship between cyber bullying and psychological

well-being (r=.272, p<.05). The strength of correlation between the two variables is high

and has a directly proportional relationship as revealed by the coefficient of .272. This

implies that when the cyberbullying is practiced at all times, the psychological well-being

of the criminology students would likely be affected.

35

Table 3. Relationship between Variables

INDEPENDENT VARIABLE Psychological Well-being

R P-value Remarks

Cyber bullying
.272* .000 Significant

The result of this study conforms to the proposition of Mesch (2009) cyber bullying

emerges most commonly from relationship problems (break-ups, envy, intolerance, and

ganging up); victims experience powerfully negative effects (especially on their social

well-being); and the reactive behavior from schools and students is generally

inappropriate, absent, or ineffective (Hoff & Mitchell, 2009). There is a significant

correlation between becoming a cyber victim and loneliness among adolescents

according (Sahin, 2012).

Cyber bullying is a devastating type of bullying that haunts child relentlessly. Until

the level of awareness is raised and the stakeholders truly understand what is going on in

the privacy of their homes, within the walls of the schools, and in the community, the war

against the children will only intensify (Beringer, 2004).

36

CHAPTER 4

CONCLUSION AND RECOMMENDATION

Conclusion
In this section, conclusions are derived based on the perceptions obtained from

the study's findings. First, the level of cyberbullying of the criminology students revealed

a high mean score. Second, the level of psychological well-being of the criminology

students revealed a high level. Third, the test of relationship between variables indicates a
37

statistically significant and positive relationship between cyberbullying and psychological

well-being of criminology students.

Finally, the result of this study conforms to the proposition of Mesch (2009) cyber

bullying emerges most commonly from relationship problems (break-ups, envy,

intolerance, and ganging up); victims experience powerfully negative effects (especially

on their social well-being); and the reactive behavior from schools and students is

generally inappropriate, absent, or ineffective (Hoff & Mitchell, 2009). There is a

significant correlation between becoming a cyber victim and loneliness among

adolescents according (Sahin, 2012). In addition, cyberbullying is a devastating type of

bullying that haunts child relentlessly. Until the level of awareness is raised and the

stakeholders truly understand what is going on in the privacy of their homes, within the

walls of the schools, and in the community, the war against the children will only

intensify (Beringer, 2004).

Recommendation

In the light of the foregoing findings, the following recommendations are offered.

In response to the high level of cyberbullying of criminology students it is recommended

that school administration should conduct programs that will improve more and/or

sustain the knowledge on cyberbullying. In response to the high-level psychological well-

being of the criminology students it is recommended also that the school administration

shall implement enhancement program and activities that will maintain and improve the

psychological well-being of the criminology students in order to help them develop

resiliency and mental health.

38

Lastly, this study recommends that future researchers must include other variables

aside from cyberbullying and psychological well-being and may replicate this study to

another school or respondents.

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APPENDICES

Read each item carefully. Using the scale below, please indicate how well the
statement describes how you feel towards the statement. Please answer the questions
honestly. There is NO right or wrong answers. Please do not skip each item. Please check
the correspondent scale below.

Legend
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
42

1 Strongly Disagree

Part.1 Cyber bullying Questionnaire

Flaming 5 4 3 2 1

I gossip and say bad words behind someone’s back

I use rude words to scold others

I tease others about their bad or embarrassing behaviors

I make fun of others’ physical impairments

I speak to embarrass, dishonor others and harm their

reputation

Slandering

I slander against others’ name to third persons

I slander against others to make third persons hate them

I share embarrassing pictures or videos of others

I share images of others to harm their reputation

I spread rumors to humiliate others

Refer (Identity Thief)

I use someone else’ name without permission to chat online

through social networks

I use someone else’ name without permission in bad ways

I use images of others without permission

I use someone else’ name without permission for my

benefits

I use someone else’ name without permission to hurt third

persons

Secret (Revealing other People’s Personal Secrets)

43

I brought the name of parents or closely adult relative of

other people to disclose or forward

I put the secret of inferiority complex of other people to

disclose or forward

I led the secret that makes the shame and disgrace of the
other people to disclose or forward

I put the personal information of other people to disclose

without permission

I share the secrets of other people to a third ones

Deletion

I unfriend or delete people I do not like from the group

I obstruct or block people I do not like from the group

I order some of my friends to unfriend people I do not like

I order some of my friends to obstruct or block people I do

not like from the group.

Source: Tudkuea & Laeheem (2014). Development of Indicators of Cyber bullying

among Youths in Songkhla Province

Part.2 Psychological Wellbeing Questionnaire

Autonomy 5 4 3 2 1

I tend to be influenced by people with strong opinions.

I have confidence in my own opinions, even if they are

different from the way most other most people think.

I judge myself by what I think is important, not by the

values of what others think is important.

Environmental Mastery

The demands of everyday life often get me down.

44

In general, I feel I am in charge of the situation in which I

live.

I am good at managing the responsibilities of daily life.

Personal Growth

For me, life has been a continuous process of learning,

changing, and growth.

I think it is important to have new experiences that

challenge how I think about myself and the world.

I gave up trying to make big improvements or changes in

my life a long time ago

Positive Relation

Maintaining close relationships has been difficult and

frustrating for me.

People would describe me as a giving person, willing to

share my time with others.

I have not experienced many warm and trusting

relationships with others.

Self-acceptance

I like most parts of my personality.

When I look at the story of my life, I am pleased with how

things have turned out so far.

In many ways I feel disappointed about my achievements

in life.”

Purpose in Life

Some people wander aimlessly through life, but I am not

one of them.

I live life one day at a time and don’t really think about the
future.

I sometimes feel as if I’ve done all there is to do in life.

45

Source: Ryff & Keyes (1995). Psychological Wellbeing (PWB) Scale.

CURRICULUM VITAE

NORODIN S. IBRAHIM

Birthdate: April 19, 2001

Birth Place: Poblacion, Carmen, Cotabato
Present Address: Poblacion, Carmen, Cotabato
E-mail Address: norodin.ibrahim20@gmail.com

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-2024

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020
46

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2014-218

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
S.Y. 2013-2014

MORSHED LANDASAN

Birthdate: August 5, 2000

Birth Place: Buliok, Pagalungan, Maguindanao
Present Address: Inug-ug, Pikit, Cotabato
E-mail Address: mlandasan@cmc.edu.ph

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
47

S.Y. 2014-218

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
S.Y. 2013-2014

MOJAHED M. ULANGKAYA

Birthdate: August 5, 2000

Birth Place: Buliok, Pagalungan, Maguindanao
Present Address: Inug-ug, Pikit, Cotabato
E-mail Address: mlandasan@cmc.edu.ph

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2014-218
48

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
S.Y. 2013-2014

MOHAMAD S. SAPAL

Birthdate: August 5, 2000

Birth Place: Buliok, Pagalungan, Maguindanao
Present Address: Inug-ug, Pikit, Cotabato
E-mail Address: mlandasan@cmc.edu.ph

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2014-218

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
49

S.Y. 2013-2014

GREMEL M. ALEJO

Birthdate: August 5, 2000

Birth Place: Buliok, Pagalungan, Maguindanao
Present Address: Inug-ug, Pikit, Cotabato
E-mail Address: mlandasan@cmc.edu.ph

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2023-present

Univesity of Southern Mindanao

Kabacan, Cotabato
A.Y. 2020-2023 (1st year – 3rd year)

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2014-218
50

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
S.Y. 2013-2014