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首页> 外文期刊>Cyberpsychology, behavior and social networking >Examining Cross-Cultural Differences in Youth's Moral Perceptions of Cyberbullying
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Examining Cross-Cultural Differences in Youth's Moral Perceptions of Cyberbullying

机译：审查青少年道德思想的跨文化差异

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Cyberbullying has captured attention around the globe with research taking place in North and South America, Europe, and Asia. However, few of these studies have compared children and adolescents from countries with diverse cultural backgrounds, with research on Middle Eastern countries remaining scarce. To examine the influence of culture, gender, and participant roles in cyberbullying (bystander vs. perpetrator) on children and adolescents' moral evaluations of hypothetical cyberbullying events, participants read and evaluated four vignettes. Three sets of data were collected in Canada (n = 100), China (n = 100), and Iran (n = 101). Participants (N = 300; 49 percent male) were between 8 and 16 years of age (M = 11.73; standard deviation = 0.76). Two vignettes considered the perspective of a perpetrator, whereas the two others considered the perspective of a bystander. A repeated-measures analysis of variance showed that youth from Iran evaluated cyberbullying events less negatively than Canadian and Chinese youth. Regardless of culture, females evaluated cyberbullying events more negatively than males. Persian youth evaluated cyberbullying less negatively than Canadian and Chinese youth. With age, participants attributed less shame to cyberbullying behaviors. However, Chinese and Persian youth attributed more hubristic pride than Canadian youth with age. Also, Canadian and Chinese children rated perpetrator behaviors more negatively than their Persian counterparts. However, bystander behaviors were similarly negatively rated across cultures. This study breaks new ground by examining moral evaluations of cyberbullying according to participant role, culture, and gender. Findings from this study may be helpful to educators and policymakers to strengthen moral and diversity education in schools to help mitigate cyberbullying events.
机译：Cyber​​ Bullying在北美，欧洲和亚洲的研究中捕获了全球的关注。然而，这些研究中的很少有人比较来自各种文化背景的国家的儿童和青少年，与中东国家仍然是稀缺的研究。审查文化，性别和参与者角色在网络欺凌（旁观者与肇事者）对儿童和青少年的道德评估的培养，性别和参与者角色的影响，参与者读取和评估了四个小插图。在加拿大（N = 100），中国（n = 100）和伊朗（n = 101）收集了三套数据。参与者（n = 300; 49％的男性）在8至16岁之间（m = 11.73;标准差= 0.76）。两只小插曲被认为是肇事者的视角，而另外两位被认为是旁观者的视角。反复措施的方差分析表明，来自伊朗的青年评估了比加拿大和中国青年的否定的百年百分比事件。无论文化如何，女性评估了比男性更负面的网络束缚事件。波斯青年评估了比加拿大和中国青年消极的网络欺凌。随着年龄的增长，参与者归因于网络欺凌行为的耻辱。然而，中国人和波斯青年归因于随着加拿大青年而言更加繁荣的傲慢。此外，加拿大和中国儿童的行为比他们的波斯同行更加负。然而，旁观者行为在培养物中类似地产生负面评价。本研究通过根据参与者的角色，文化和性别检查网络欺凌的道德评估来打破新的地面。本研究的调查结果可能有助于教育工作者和政策制定者，以加强学校的道德和多样性教育，帮助减轻措施的赛事。

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