Entertainment Value And Differences In Cyberbullying

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Previous studies have concluded that bullying comes from the desire to be accepted, for entertainment value, differences (prejudices) and anger. (Compton, Campbell, & Margler (2014) and (Rigby 2012). Compton, Campbell and Margler created a qualitative exploratory study that was conducted in Australia; its focal point was to examine the viewpoint of parents, students and teachers perception of the possible motives behind cyber bullying. Using focus groups they developed questions to guide their discussions: understanding of cyberbullying, understanding of bullying, why in your opinion do students engage in bullying, and why in your opinion do students engage in cyberbullying. There were 35 participants from 2 independent schools in Australia; they were broken down into six focus groups …show more content…
According to their findings the key responses they obtained from parents, teachers and students are as follows: for retaliation/avoiding punishment, anonymity, power and status, differences (prejudices), anger/frustration from being a victim themselves, peer pressure and for entertainment. Rigby’s study critiques Tattum and Tattums (1992) proposed concept that bullying can be pinpointed as the desire to cause harm to others. Using content analysis Rigby examines a range of desires and reasons why school children engage in bullying. Rigby hypothesized that children engage in bullying because they want to fit in, for revenge, interpersonal dynamics, peer acceptance, and lack of empathy. The content that was provided suggested that children ages 8-18 mentioned that they engaged in bullying behaviors because someone annoyed them, they wanted to get even, they were doing it for fun, because others were doing it, the person was a wimp, they wanted to show how tough they are and to get things/money (Rigby and Griffiths 2011). Given the information that was obtained Rigby suggests programs that could be placed to address each of the considered motivational states (social and

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