Indian Journal of Health and Wellbeing © 2016 Indian Association of Health,

2016, 7(11), 1067-1070 Research and Welfare

http://www.iahrw.com/index.php/home/journal_detail/19#list ISSN-p-2229-5356,e-2321-3698

Cyber victimization: Dark side of virtual world

Mandeep Kaur and Inderpreet Kaur
Department of Psychology, Punjabi University, Patiala, Punjab

Technology has brought many advancements which make lives easier and provides numerous benefits but it also
has a 'dark side' as it has led to many negative outcomes i.e., cyber crime, cyber bullying and e-bullying, etc.
Research evidence suggests that cyber victimization is associated with trivial levels of distress and frustration,
psychosocial, affective and academic problems ranging from low self esteem, depression, anger, school drop-out,
poor grades, and youth suicide. Thus the present piece of work revealed significant positive correlation between
Cyber Victimization and Suicide ideation (r=0.49, p<0.01) and psychological distress (r=0.85, p<0.01), suicidal
ideation and psychological distress (r= 0.48, p<0.05) and negative correlation between academic achievement and
suicidal ideation (r = -0.21, p<0.01) and self esteem and suicidal ideation (r= -0.36, p< 0.05). Both males and
females were found to be equally susceptible to cyber victimization (Mean=5.31 females, Mean=5.49 males).
Implications of the study are discussed and future suggestions are recommended.

Keywords: cyber victimization, suicidal ideation, self esteem, psychological distress and academic achievement

In the global world, drastic changes have taken place in the way
young people choose to communicate with each other. Technology
has made it easy for people to compete, meet a companion or
communicate with people with the click of a button through the
advancement of technology and emergence of social networking
sites (Mishna et al., 2009). Technology has transformed the lives of
many teenagers as it has become an integral part of their lives, they
use internet to play games, listen to music, or gather information for
school work but overall socializing is one of the primary reasons for
working online (Rivers & Noret, 2010). During this age, adolescents
are very much impressed by their friends and peers and they indulge
in risky and anti-social behaviors. To fulfill their wishes they take
help of internet, as they can hide their own selves and do whatever
they wish to. Apart from advantages of using technology as a quick
and convenient way of communicating, the same technology is being
used negatively (ABA, 2006; Mishna et al., 2009). Campbell (2005)
reported that there is a 'dark side' of using technology as it can be used
to harm others. As children grow into adolescents, internet use
heightens. Adolescents have a naive inclination towards technology
but they do not always use technology in positive ways (Ybarra,
2004; Yardi & Bruckman, 2011). Cyber bullying has been positively
linked to suicidal ideation and self harm. Adolescents struggle with
harassment in cyber world which lead them to face many emotional
difficulties which predispose them to commit suicide and end up
their lives. Thus, the present piece of work is focused on providing
special attention on serious and grave issue of cyber victimization
from societal and individual perspective so that certain preventive
measures are taken to skillfully handle this problem by developing
the skills and equipping the youth with resources to prevent the
adolescents from hazardous consequences of cyber technology.
Objectives of the study
● To study the inter correlations between Suicidal Ideation,
Psychological distress, Self Esteem and Academic Achievement
among school students.
Correspondence should be sent to Mandeep Kaur
Department of Psychology, Punjabi University, Patiala
Punjab
● To ferret out relationship of cyber victimization with Suicidal
Ideation, Psychological distress, Self Esteem and Academic
Achievement among school students.
● To study gender differences in Cyber victimization among school
student
Hypotheses of the study
● Suicidal Ideation, Psychological distress would be positively
correlated with cyber victimization among school students.
● Academic Achievement and Self Esteem would be negatively
correlated with cyber victimization among school students.
● Suicidal Ideation and Psychological Distress would be positively
correlated with each other.
● Self esteem and Academic Achievement would be positively
correlated with each other.
● Academic Achievement would be negatively correlated with
Suicidal Ideation and Psychological distress.
● Psychological distress and Self esteem would be negatively
correlated with each other.
● Self Esteem and Suicidal Ideation are negatively correlated with
each other.
● Girls would be more prone to cyber victimization as compared to
boys
Method
Participants
Out of the total 450 population, a total of 145 students (92 females &
53 males), high on cyber victimization were screened in on the basis
of Cyber Bullying and Victimization Questionnaire (Campfield,
2006) for the present study. Their age ranged from 12-17 years.
Students studying in 9th - 12th class from different public schools
located in Patiala and Ludhiana district were taken up for the present
study. For conducting the research, prior permission of the principal
and teachers of schools was taken and of the participants who were
willing to participate in the study. In the first phase/screening phase,
Cyber bullying and Victimization questionnaire by Campbell (2006)
was administrated to whole population (N=450), out of this only
 KAUR AND KAUR/ CYBER VICTIMIZATION: DARK SIDE OF VIRTUAL 1068

those participants were screened in who were high on cyber
victimization (N=145). In the second phase, Academic Achievement
Motivation Test by T.R. Sharma (1984, 2006) and Kessler
Psychological Distress scale (Kessler, 2003) were administered to
participants high on cyber victimization (N=145). Group for this
administration comprised of 25 adolescents at a time. Adequate
instructions for filling the response sheets were given as per stated in
the respective manuals. After the gap of half an hour to negate the
carry over effect, in the third phase, Beck Scale for Suicide Ideation
(Beck, Steer, & Ranieri, 1988) and Coopersmith Self Esteem
Inventory (Coopersmith, 1967) were given to the subjects. After
successful completion of data, the participants were thanked for their
effort and cooperation. Answer sheets of the respondents were scored
and results were interpreted.
Instruments
Cyber Bullying and Victimization Questionnaire (Campfield, 2006):
Face-to-face and cyber stalking and victimization is assessed using a
Bullying/Victimization Questionnaire by Campfield (2006). Cyber
Bullying and Victimization questionnaire includes 54 items (thirteen
face-to-face bullying questions, thirteen face-to-face victimization
questions, fourteen cyber bullying questions, & fourteen cyber
victimization questions). Each question required a yes or no response
to the behavior in question. For the criteria of cyber victimization,
respondent must have answered yes to two or more of the fourteen
questions regarding cyber victimization behavior which followed up
with a response that occurred 1-2 times or more (which included
once a week, a few times a month, almost every day, or daily) since
the beginning of the school year.
Beck Scale for Suicide Ideation (BSS; Beck, Steer, & Ranieri, 1988):
Beck scale for Suicide Ideation is a 19- item self report instrument
that is used to detect and measure the severity of suicidal ideation in
adolescents. It measures a broad spectrum of attitudes and behaviors
pertaining to suicide risk. Each item consists of three statements
scaled from 0 to 2 points according to intensity of suicidal ideation.
Kessler Psychological Distress Scale (K-10; Kessler, 2003): It is a
10-item self report questionnaire with five- level response scale
intended to yield a global measure of Psychological distress based
on questions about anxiety and depressive symptoms that a person
has experienced in the most recent 4 week period. The total score is
computed by adding the individual item scores. Thus, the possible
range of scores is 10-50
Academic Achievement Motivation Test (AAMT; T.R. Sharma, 1984,
2002): Academic Achievement Motivation Test (AAMT) by T.R.
Sharma (1984, 2006) consisted of 38 items. Academic Achievement
Motivation test is a standardized test developed to measure skills
and knowledge learned in a particular grade level, usually through
planned instruction, such as training or classroom instruction. The
subject's responses to each paired statements are scored with values
ranging from 0 to 1.
Coopersmith Self Esteem Inventory (Coopersmith, 1967): It consists
of 58-items, eight of which comprise a lie scale. The remaining items
are scored on a dichotomous scale (“like me” or “not like me”) to
provide a global measure of self esteem. Higher scores indicate high
self esteem. This inventory helps in assessing ones worth and how
one sees oneself from one's eye.
Results
To analyze Cyber victimization in relation to self esteem, suicide
ideation, psychological distress and academic achievement, pearson
product moment correlation and t- test were applied. The results
obtained are given from Table number - 1 to 2.

Table 1: Correlation coefficients among Cyber victimization in relation to Suicidal Ideation,

Psychological Distress, Self Esteem and Academic achievement.
Cyber Suicidal Academic Self Esteem Psychological
Victimization Ideation Achievement Distress
Cyber Victimization 1.00
Suicidal Ideation 0.49** 1.00
Academic Achievement -0.021* -0.21** 1.00
Self Esteem -0.06* -0.36* 0.19 1.00
Psychological Distress 0.85** 0.48* -0.44 -0.10 1.00

Table 2: Comparison of Males and Females on Cyber victimization, Self Esteem, Suicidal Ideation,
Psychological distress and Academic Achievement.
Mean Mean t-Value df N (Females) N(Males) Std. Dev. Std. Dev.
Females Males Females Males
Cyber Victimization 05.31 05.49 -0.41 143.00 92 53 06.24 05.75
Suicidal Ideation 07.31 03.41 5.30** 143.00 92 53 25.62 05.20
Academic Achievement 24.96 25.41 -0.33 143.00 92 53 54.11 68.86
Self Esteem 30.10 36.01 -4.8 143.00 92 53 56.33 41.401
Psychological Distress 30.82 30.07 0.44 143.00 92 53 65.22 101.45
**p<0.01
1069 Indian Journal of Health and Wellbeing 2016, 7(11), 1067-1070
Table number-1 shows correlation matrix depicting correlation
between Cyber victimization, Self Esteem, Suicide Ideation,
Psychological Distress and Academic Achievement. As depicted in
table number-1 there was significant positive correlation between
Cyber Victimization and Suicide ideation (r=0.49, p<0.01). This
significant correlation depicts that higher the Cyber victimization,
higher will be the Suicidal Ideation. Another significant finding of
present research was negative correlation between Academic
Achievement and Suicidal Ideation. This depicts that higher the level
of Academic Achievement lower will be suicidal ideation. (r = -0.21,
p<0.01). The next significant finding of the study was negative
correlation between self esteem and suicidal ideation (r= -0.36, p<
0.05). Another highly significant finding of the study reveals a
positive relationship between cyber victimization and psychological
distress (r=0.85, p<0.01) The next significant finding in the study
reveals a positive relationship between psychological distress and
suicidal ideation (r= 0.48, p<0.05)
The findings in Table Number- 2 show the gender differences in
Cyber victimization, Self Esteem, Suicidal Ideation, Psychological
distress and Academic Achievement. The present finding didn't
support our formulated hypothesis i.e. girls would be more prone to
cyber victimization as compared to boys as both the genders are
equally susceptible to cyber victimization.
Discussion
The objective of the present investigation was to study Cyber
victimization in relation to Suicidal Ideation, Psychological distress,
Self Esteem and Academic Achievement among school students.
Findings of the present study show that there is significant positive
correlation between cyber victimization and suicide (r=0.49,
p<0.01) (table number-1). The present finding is in accordance with
the formulated hypothesis, “Suicidal ideation would be positively
correlated with cyber victimization among school students”. Present
findings revealed that psychological distress and cyber victimization
are positively correlated (r=0.85, p<0.01). Cyber victimization has
been considered a source of deep emotional and psychological
damage on adolescents. The next significant finding supports the
hypothesis that “Self Esteem & Academic Achievement would be
negatively correlated with cyber victimization among school
students”. It was further conjectured that academic achievement and
self esteem would be negatively correlated with cyber victimization
which is consistent with the present the finding (r=-0.021, p<0.05;
r=-0.06, p<0.05) i.e., higher levels of cyber victimization deteriorate
the self esteem and academic achievement of students. Researchers
reveal that cyber victimization leaves adolescents feeling socially
incompetent and unaccepted by their peers. Also, adolescents who
have lower self worth are more predisposed to the cyber bullying
victimization. Researches revealed that cyber victims internalize
their feelings of depression, anxiety, and loneliness, and they tend to
become disengaged from school, which made their academic
performance suffer. Research has demonstrated that there are
specific effects of cyber victimization as victims do not perform well
in school because of lower self- esteem, personal insecurities, and a
heightened sense of fear that prevents them from concentrating in the
classroom (Hinduja & Patchin, 2011). Researches reveal that
adolescents who are not victimized on cyber space are less
aggressive; and demonstrate greater school involvement and work
orientation. The next major finding is in accordance with the next
hypothesis “Suicidal Ideation and Psychological Distress would be
positively correlated with each other.” (r= 0.48, p<0.05). It can be
inferred that adolescents who are high on psychological distress tend
to have more thoughts of suicide and self harm (Mckelvey & Davies,
1998). Previous researches demonstrated that psychological distress
leads to impairment of psychological and emotional well being in an
adolescent leaving him/her in a shattered state which further leads to
deliberate self harm and suicidal ideation and suicidal risk. Further,
the next hypothesis has been proved “Self esteem and Academic
Achievement would be positively correlated” in next valuable
finding. Adolescent's belief in their efficacy, self esteem and
perceived academic capabilities and aspirations were linked to
scholastic achievement and academic aspirations. Adolescent's
belief in their efficacy to regulate their own learning activities and to
master difficult subject matters affect their academic achievement
(Zimmerman, 1985; Schunk, 1989). Next significant finding
supports the hypothesis that “Academic Achievement would be
negatively correlated with Suicidal Ideation and Psychological
distress.”(r = -0.21, p<0.01; r = -0.44). Adding to it, it was found that
negative attitude towards school and school work and having low
academic achievement motivation was associated with an increased
prevalence of suicidal ideation (Buddeberg et al., 1996). The next
significant finding of the study was negative correlation between
Psychological Distress and Academic Achievement. The next
finding supports the hypothesis that “Psychological Distress and
Self esteem would be negatively correlated”. Next significant
finding states that “Self esteem and Suicidal ideation are negatively
correlated.” Previous researches have demonstrated that higher the
self esteem, lower will be suicidal ideation i.e., adolescents with low
self esteem are more vulnerable to suicidal risk as low self worth and
unfavorable attitude towards oneself subsequently triggers suicidal
behavior. Thus, next hypothesis has been proved “Self esteem and
Suicidal Ideation is negatively correlated”. The last hypothesis was
that “Girls would be higher on cyber victimization as compared to
boys” but the results to our surprise came out contradictory to the
formulated hypothesis. On the contrary, present finding revealed
that females and males are equally victimized in the cyber world
(Mean=5.31 females, Mean=5.49 males). The plausible reasons
inferred were that with the rapid development in every sphere,
lifestyle of individuals have even witnessed a change which makes
both males and females equally a victim in cyber space. With the rise
of globalization, technological advancements and perceived
anonymity in cyber world makes both females and their male
counterparts more vulnerable to cyber victimization. This can be
even explained within the framework of Deindividuation Theory
(Zimbardo, 1969), the relative anonymity empowers a perpetrator to
carry out more abusive actions which leaves victimized adolescent
feeling powerless and power imbalance which makes both males
and females equally vulnerable to cyber victimization. Some studies
have suggested that females are more likely to be a victim of cyber
bullying/victimization behavior (Agatston, Kowalski, & Limber,
2007).
Conclusion
The current study has future implication and significance as cyber
victimization is giving cause for concern. As technology continues
to grow exponentially, school counselors must “develop appropriate
preventive and intervention strategies to ensure safety of all
students” (Li, 2007). School counselors must be well informed and
educated about cyber victimization. They should educate and raise
 KAUR AND KAUR/ CYBER VICTIMIZATION: DARK SIDE OF VIRTUAL
awareness about cyber victimization to all (students, parents, school
personnel, community stakeholders) and inform parents and teachers
about youths' resistance to talking about cyber victimization issues
and how their own dynamics (i.e., overreaction or lack of interest)
can amplify the potential breakdown in communication; move
schools and communities toward cyber victimization intervention
and prevention plans.
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