Exposure to Harmful Content Types and Cyberbullying Perpetration Among Children and Adolescents: Latent Profiles of Harmful Content Exposure Experiences By School Grades

1. Background and purpose: In light of the growing concern surrounding cyberbullying perpetration among children and adolescents, this study seeks to investigate whether the experience of exposure to harmful content serves as a predictor of such behavior. Understanding the relationship between exposure to harmful content and cyberbullying perpetration is crucial for developing effective prevention and intervention strategies in schools and communities.
2. Methods: The study employs Latent Profile Analysis (LPA) to identify latent types of harmful content exposure based on individual or school grade-level data. Data for analysis were sourced from the “2022 Cyberbullying Survey” conducted jointly by the Korea Communications Commission and the National Information Society Agency. Both LPA and multiple regression analysis were employed to classify the types of harmful content exposure and validate their impact on cyberbullying perpetration.
3. Results: The analysis revealed notable variations in the types of harmful content exposure across different school grades, highlighting the necessity for tailored intervention strategies. Specifically, the “High-Level” or “Low Illegality, High Ineffectiveness” types of harmful content exposure emerged as strong predictors of cyberbullying perpetration across all school grades when compared to the “Low-Level” type. These findings underscore the significance of considering the nuanced nature of harmful content exposure in understanding and addressing cyberbullying behavior.
4. Conclusions and Implications: The study’s findings emphasize the importance of implementing targeted prevention measures to mitigate cyberbullying perpetration, particularly by addressing exposure to derogatory content among children and adolescents. Tailored interventions that account for the differing levels and types of harmful content exposure observed across various school grades are essential for fostering safer online environments and promoting positive social interactions among youth. By acknowledging and addressing the role of harmful content exposure in cyberbullying perpetration, educators, policymakers, and stakeholders can work collaboratively to develop comprehensive strategies aimed at fostering a culture of respect and empathy in digital spaces.