Analyzing Patterns Within Academic and Legal Definitions: a Qualitative Content Analysis of the Term "Cyberbullying" Page: 32
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in this study also revealed that they often do not report the abuse for fear of their
technology privileges being taken away. Another revelation was that a majority of their
abuse occurred via cell phone during school hours and thus the students did not report it to
school officials because it was against school policy for them to have their phone during
school hours. Furthermore, students felt that even if they did report the problem, that
school officials would not be able to help them stop the abuse (Agaston et al., 2007).
Similarly, Li (2010) conducted a study that validates many findings of the Agaston et
al. 2007 study. The author found that several themes emerged from her study. First, she
found that of the students who were upset about the cyberbullying abuse, only about 10%
of students informed an adult. Second, she found that students perceived that informing an
adult would not make the situation better; instead, it could make it worse. Fewer than one
in six students perceived that the situation improved because they told an adult. Students
reported that they perceived that adults in their schools actually tried to help only three
percent of the time. While this only represents perception, it has implications for how
schools handle such reports. Of the students who did not tell an adult at their school, most
believed that the school would not, or could not do anything about the abuse; worse yet,
students feared the authority figures would not believe them in the first place. One
important student perception was that reporting the abuse may actually make it worse in
the future, and could even result in (the victim) getting in trouble or losing technology
privileges at school.
Students in another study revealed that while they were aware of some strategies
for avoiding cyberbullying, they were less aware of how to avoid or block objectionable
websites, or help others when they are a bystander to cyberbullying (Agatson et al., 2007).
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Winn, Matthew R. Analyzing Patterns Within Academic and Legal Definitions: a Qualitative Content Analysis of the Term "Cyberbullying", dissertation, August 2013; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc283860/m1/33/: accessed March 23, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .