Cyberbullying Through Social Learning Theory Lens

Cyberbullying Through Social Learning Theory Lens

Social interactions with peers and family dynamics may be reasons for victimization or the means of perpetration. These relations were studied according to the Social Learning Theory (SLT) to locate social patterns that prevent harmful experiences. The study by Chen et al. (2020) shows that the quality of the family relationship is critical in developing social interactions; for instance, children affected by warmth parenting can more effectively regulate negative emotions and reduce aggressive behaviors. According to SLT, it has been shown that expressing gratitude is associated with less aggressive conduct among participants who have experienced insults and that empathy significantly moderates the association between feeling grateful and less aggressive behavior (Chen et al., 2020). Additionally, children develop their sense of empathy by observing the words and body language used to describe the feelings of others around them. Positive parenting practices may therefore influence how children develop empathy. Children’s emotional stability, optimism, and sincerity can be encouraged, which will aid in their ability to adjust to their surroundings and foster empathy. With effect sizes of 17.89 percent in high school students, cognitive empathy served as one of the predictor variables for cyberbullying perpetration (Chen et al., 2020). Therefore, due to the SLT, scholars developed a system of traits that can help prevent further aggression while growing up.

The inclusion of an empirical study of bullying as a cyber offense is supported by other findings from research on SLT factors. According to recent research, the analysis of individual variations, such as self-control, may also raise the risk of engagement in harmful conduct, particularly cyber offending (Nodeland & Morris 2018). SLT elements, such as the differential association, can define the need for a skill set that people often learn through human contacts or experiences. Nodeland and Morris’s (2018) work reveals that interacting with peers who encourage cyberbullying impacts engaging other peers. For instance, a student’s individualized act of bullying provokes similar behavior among his friend group. Exposure to ideas, tactics, and procedures for engaging in aggression is ever-expanding as people spend more time online, build new relationships, deepen existing ones, and access an increasing number of resources.

Conclusion

Therefore, cyberbullying is a new form of an existing act of aggression towards other individuals, primarily affecting younger people, especially the members of the minority or LGBTQ community. The Study Learning Theory reveals the behavioral pattern that can affect the victimization of a student. While a positive family environment may prevent the act of bullying, the lack of such traits can provoke further aggression online. The actions of cyberbullying are influenced by peer involvement in online activities. Thus, building a healthy family environment and responsibility in peer society can improve students’ online experience.