University Presentation Showcase: Graduate Division
Cyberbullying and Learning
Presenter Hometown
Columbia, Ky.
Major
General Psychology
Department
Psychology
Degree
Graduate
Mentor
Dr. Dan Florell; Dr. Adam Lawson
Mentor Department
Psychology
Recommended Citation
Bragg, Ashley E., "Cyberbullying and Learning" (2020). University Presentation Showcase Event. 2.
https://encompass.eku.edu/swps/2020/graduate/2
Abstract
Cyberbullying has been the recipient of much recent attention. 44 percent of individuals report being bullied within the last 30 days. This is in the context of as many as 93% of American teens are active users of the internet. The fact that an overwhelming percentage of the teenage population are internet users suggests that students are more vulnerable to electronic harassment than in the past. In this study, we are examining the affect that cyberbullying may have on learning memory. The pilot study is broken into two days. On Day one the participants are given a novel learning task. In this task, the participant has three minutes to examine ambiguous letter triplets, the triplets are then covered up and the participant has two minutes to recall as many as possible. On Day two the participants complete a second novel learning task immediately following a derogatory conversation. Maslow introduces a hierarchy of needs with basic needs of self-care and safety on the lower tiers and self-actualizing at the top tier. This incorporates in our research by reissuing that basic feelings of safety needs must be met before learning can take place. In this pilot, we have introduced a stressor in the form of derogatory messaging on Facebook chat. Preliminary results show a significant p-value and large effect size in the interruption of learning post-introduction of cyberbullying.
Presentation format
Poster
Cyberbullying and Learning
Cyberbullying has been the recipient of much recent attention. 44 percent of individuals report being bullied within the last 30 days. This is in the context of as many as 93% of American teens are active users of the internet. The fact that an overwhelming percentage of the teenage population are internet users suggests that students are more vulnerable to electronic harassment than in the past. In this study, we are examining the affect that cyberbullying may have on learning memory. The pilot study is broken into two days. On Day one the participants are given a novel learning task. In this task, the participant has three minutes to examine ambiguous letter triplets, the triplets are then covered up and the participant has two minutes to recall as many as possible. On Day two the participants complete a second novel learning task immediately following a derogatory conversation. Maslow introduces a hierarchy of needs with basic needs of self-care and safety on the lower tiers and self-actualizing at the top tier. This incorporates in our research by reissuing that basic feelings of safety needs must be met before learning can take place. In this pilot, we have introduced a stressor in the form of derogatory messaging on Facebook chat. Preliminary results show a significant p-value and large effect size in the interruption of learning post-introduction of cyberbullying.
