Chapter I

The Problem

Introduction

The Internet has been the most useful technology of modern times, which has

enabled entirely new forms of social interaction, activities, and organizing. This has

been possible thanks to its basic features such as widespread usability and access.

However, it also causes undesirable behaviors that are offensive or threatening to

others, such as cyberbullying. This is a relatively new phenomenon. According

to Belsey (2006, p.1), “Cyberbullying involves the use of information and communication

technologies such as e-mail, cell-phone and pager text messages, instant messaging,

defamatory personal web sites, blogs, online games and defamatory online personal

polling web sites, to support deliberate, repeated, and hostile behavior by an individual

or group that is intended to harm others.” The down-side of these growing opportunities

is that they also create more possibilities for negative experiences such as online

bullying. Online bullying, commonly referred to as cyberbullying, is described as bullying

and harassment of others by means of new electronic technologies, primary mobile

phones and the internet” (Smith, Steffgen, & Sittichai, 2013)

Generally, any form of bullying that takes place through digital devices and the

internet where people can view, comment and share can be called cyberbullying.

Cyberbullying may occur through any social media involving online interactions. And

once an individual is attacked on the internet, the infectious nature of cyberbullying will

begin to reveal itself. People merely commenting on an issue could end up with replies

filled with cyberbullying, and the replier may be unconscious of the misdeed done. On
large forums and platforms, having content accessible to almost anyone increases the

effect. Sometimes when the line is crossed, cyberbullying turns into a violation of the

law. Victims of cyberbullying, like bullying in real life, are likely to experience

psychological trauma, and may even develop post-traumatic stress disorder. In certain

extreme cases, victims of severe cyberbullying have tried to commit suicide. A victim’s

rights, interests and privacy can be violated, and cyberbullying may affect the victim’s

real life. Through means such as the human flesh search engine, netizens are now

capable of penetrating the walls of the internet to directly harass the victim in real life.

By psychological means cyberbullying is infectious to anyone, and the more publicity a

person or user involved in cyberbullying has, the greater the potential effect may be, as

there is more potential for the content to be viewed by more people. However,

cyberbullying is especially pervasive among adolescents who are still experiencing

rapid psychological growth in society. Whether being the perpetrator or the victim or just

a spectator, adolescents have a shallow understanding of online society and are easily

affected by external factors. Ultimately, this also makes adolescents the worst victims of

cyberbullying.

In recent decades, along with rapid advances in technology, this new face of

bullying has appeared. Traditional bullying carried out using new technology (1-3).

Smith et al. define cyberbullying as any deliberate act or behavior with the intention of

doing harm to others through electronic means -that is, through the internet, cell

phones, short message service (SMS), Bluetooth, weblogs, and so on (2). Indeed, most

definitions of cyber-bullying indicate intentional hostile behavior through the medium of

electronics (3). Like in traditional bullying, cyberbullying involves the clearly defined
roles of bully, victim, and bystander (3-5). Studies conducted in different parts of the

world showed a high variability in the prevalence of cyberbullying, ranging from 9% in a

large-scale survey of youth aged between 10 and 17 years in New Hampshire, USA,

and 18% in North Carolina, USA, to 25% of young people between 11 and 19 years in

Britain and 70% of adolescents in California, USA (6-10).Traditional bullying is

associated with many destructive conditions, including anxiety, depression, poor school

performance, high rates of suicide, anti-social person.

With cyberbullying being immensely imminent, teenagers, particularly those who

are students have become more and more careful as to what they show publicly online

as well as what they post into their social media accounts. “Think before you click” a

now common phrase that is highly co-related preventing yourself from being victimized

by cyberbullying or being involved in it (David 2016). You can be one post away from

being victimized or being the offender because nowadays, one online post could and

might change someone’s life in a snap. For that, various countries had taken

cyberbullying as something very serious, the Philippines for example have established

the Republic Act No. 10627 or the “Anti-Bullying Act of 2013”. An act that requires all

elementary and secondary schools to adopt policies to prevent and address the acts of

bullying in their institution. Its section 2, article d, had clearly specified cyber-bullying or

any bullying done through the use of technology or any electronic means is punishable

by law. (Belmonte Jr. 2013) With this being stated, it sounds like cyberbullying has been

solved and cracked, well, unfortunately, not yet. One of the greatest weapon that a

cyberbully has is anonymity, this means that they can attack and ridicule anyone online

without them being caught by the law (CP Carlett 2016). That is why cyberbullying is still
one of the biggest problems that technology has to deal with, because it seems that as

technology advances, the spaces and platforms for such inhumane deeds grow as well

and as they grow, teenagers, particularly, students lose more and more of their

Emotional Quotient or the level of a person’s emotional intelligence and their ability to

suppress, empathize and/or control both negative and positive feelings (Akers 2018).

Research that has been conducted on cyberbullying until now can be divided into

two dominant groups. On one hand there are researchers that examine cyberbullying as

one of the online risks, divided into three main types: (1) content risk (e.g., violent

and/or pornographic content); (2) conduct risk (e.g., threats, vulgar language, things that

can damage your reputation); and (3) contact risk (e.g., grooming (see for instance

Livingstone, Kirwil, Ponte & Staksrud, 2014; Mesch, 2007, Staksrud & Livingstone,

2014; Valkenburg & Peter, 2011). On the other hand, there is a group of researchers

examining cyberbullying in relation to traditional bullying (see for instance Cassidy, Li,

2007;Faucher & Jackson, 2013; Hemphill et al., 2012; Olweus, 2012). The first group of

researchers more thoroughly examines the pros and cons of online communication for

adolescents (see Valkenburg and Peter, 2001), possibilities for the prevention of online

risks (i.e. cyber safety), variables that make children more vulnerable for online risks in

general, and opportunities for parents’ teachers and policy makers to mediate and

minimize online risks for children. An important study about online risk and parental

mediation is the study of Mesch in 2007. He concluded that having a social network site

and having high scores on willingness to provide personal information both offline and

online increases the risk of being bullied online. They also increase the risk to meet

offenders that use the personal information found on social network sites to threat and
humiliate a victim. Furthermore, in this study it was found that evaluative mediation (i.e.

setting rules and talk to children about the online risks) decreases the risk of exposure

to online bullying. In a more recent study of Livingstone et al. (2014), it was found that

for the children who live in the Northern European high risk countries (due to high

Internet access), the frequency of exposure to online risk is fairly high, although most of

these children adopt positive coping strategies such as ignoring, blocking the sender or

seek help from friends. The researchers conclude that risk free Internet for children is

an illusion and that we should help children to cope adequately with- and to develop

their resilience for the negative impact of online risks.( Conor Mc Guckin, Trijntje Vollink

& Francine Dehue 2015)

The advance of digital media has created risks that affect the bio-psycho-social

well-being of adolescents. Some of these risks are cyberbullying, cyber dating abuse,

sexting, online grooming and problematic Internet use. The risks have been studied

individually or through associations of some of them but they have not been explored

conjointly. The main objective is to determine the comorbidity between the described

Internet risks and to identify the profiles of victimized adolescents. An analytical and

cross-sectional study with 3212 participants (46.3% males) from 22 Spanish schools

was carried out. Mean age was 13.92 ± 1.44 years (range 11⁻21). Assessment tools

with adequate standards of reliability and validity were used. The main results indicate

that the most prevalent single risk is cyberbullying victimization (30.27%). The most

prevalent two-risk associations are cyberbullying-online grooming (12.61%) and

cyberbullying-sexting (5.79%). The three-risk combination of cyberbullying-sexting-

grooming (7.12%) is highlighted, while 5.49% of the adolescents present all the risks.
 In addition, four profiles are distinguished, with the profile Sexualized risk

behavior standing out, with high scores in grooming and sexting and low scores in the

rest of the risks. Determining the comorbidity of risks is useful for clinical and

educational interventions, as it can provide information about additional risks.

(Machimbarrena JM, Calvete E, Fernández-González L, Álvarez-Bardón A, Álvarez-

Fernández L, & González-Cabrera J 2015)

Perspective of the Researchers

The researchers had finally come up with this in terms of the high percentage of

students being victimized on cyberbullying. Studies state that over half of adolescents

and teens are faced with cyberbullying and I is one of the leading cause of suicides.

Nowadays, internet usage has increased in recent years resulting in a growing numbers

of documented reports of cyberbullying. With this, the researcher were motivated to

conduct this study to help students being victimized on cyberbullying. And also, to reach

and inform schools the reason of the overlap between cyberbullying and identifies which

youth are targeted with either both types of bullying. Under the specialization of

Humanities and Social Science, Grade 12 HUMSS 5 under the advisory of Charlotte

Ascabano. Namely: Francis Ivan G. Cabatit born June 30, 2002, currently residing at

Lantian, Labangan Zamboanga del Sur. He finished Elementary at Lantian Elementary

School, he finished Junior High at Zamboang del Sur National High School. Yeshua

Marion D. David born on September 12, 2000, currently residing at Ballesteros

Balangasan,Pagadian City. He finished Elementary at Zamboanga Sto. Nino Village

School. He finished Junior High at Zamboanga del Sur National High School. Dinzel

Suden S. Dimatingcal born on March 08, 2002, currently residing at Muricay, Pagadian

City, he finished his studies in Elementary at Muricay Elementary School, he finished

her studies in Junior High School at Zamboanga del Sur National High School. Rolie

Elmer B. Dumandan born on September 18, 2001, currently residing at Kawit Dist.

Pagadian City, he finished his studies in Elementary at San Pedro Elementary School,

he finished his studies in Junior high at Zamboanga del Sur National High School.

Aileen Faith C. Eburan born June 03, 2002 and currently residing at Purok Malipayon,
Bulatok Pagadian City. She finished her studies in Elementary at Bulatok Integrated

School, she finished her studies in Junior High School at Zamboanga del Sur National

High School. Bhen Joseph C. Gador born on April 11, 2001, currently residing at Pitogo,

Zamboanga del Sur, he finished his studies in Elementary at Laud Sitangkai Elementary

School, he finished his Junior High at Mindanao State University Tawi-Tawi. Ma. Kirsty

Jean A. Hilledo born on March 26, 2002, currently residing at Balangasan Dist.

Pagadian City she finished her studies in Elementary at Balangasan Central Elementary

School, she finished her studies in Junior High School at Zamboanga del Sur National

High School. Elaine Marie A. Lagang born on May 05, 2000 and currently residing at

Purok Waling-Waling Napolan Pagadian City, she finished her studies in Elementary at

Napolan Elementary School, she finished her studies in Junior High School at Napolan

National High School. Hayranie Limgas born on May 19, 2002, currently residing at

Muricay, Pagadian City, she finished her studies in Elementary at Muricay Elementary

School, she finished her studies in Junior High School at Zamboanga del Sur National

High School. Chris Joram Pruto born on December 05, 2001, currently residing at

Balangasan district,Pagadian City, he finished his studies in Elementary at Sta. Maria

Elementary School, he finished his studies in Junior High School at Zamboanga del Sur

National High School. Petrolino A. Pulmano born on September 30, 2001, currently

residing at Purok Raniag Lower Pulacan Labangan ZDS, he finished his studies in

Elementary at Pagadian City Pilot School, he finished his studies in Junior High School

at Zamboanga del Sur. Abdulrahman A. Racman born on July 14,2000 , and currently

residing at Balangasan district, Pagadian City, he finished his studies in Elementary at

Saphiyyah Integrated School Foundation Inc, he finished his studies in Junior high at
Saphiyyah Integrated School Inc. Ma. Andrea B. Sandalo born on December 22, 2000

and currently residing at, Brgy. Sta. Maria, Lapu-Lapu Street Pagadian City, she

finished her studies in Elementary at Pablo Litigio Elementary School , she finished her

studies in Junior High School at Zamboanga Del Sur National High School. Princess

Ember S. Sumatra born on December 12, 1998, currently residing at Purok Esmeralda

B. San Jose Pagadian City, she finished her studies in Elementary at Tomas Sagun

Elementary School, she finished her studies in Junior High School at Zamboanga del

Sur National High School. Nyah Gertei S. Tadena born on December 13, 2001 and

currently residing at Brgy. Tuburan Dist. Pagadian City she finished her studies in

Elementary at Tuburan Central Elementary School, she finished her studies in Junior

High School at Zamboanga del Sur National High School.

Theoretical Framework

This study will adopt the emotional intelligence model developed by

Goleman (2001). Based on his theory, emotional intelligence is the ability to recognize

and control emotions in ourselves and other’s emotions. There are four major EI: self-

awareness, self-management, social-awareness and relationship-management.

Emotional intelligence is important because it could enhance students learning and

problem solving skills. Goleman also claims that only 20% of a person’s success can be

attribute to IQ. Many researchers explore and identify other factors that can contribute

another 80% to a person’s success. These factors can be from within that come from

the students themselves, can also be from the outside, such as the competencies that

the teacher has, the curriculum that is applied, as well as from the community
environment. This means that emotional intelligence could be one of the factor that

contributes to a person’s success.

It is becoming more evident that students nowadays are no longer looking

for employees with good grades alone, but they are more interested in applicants who

can meet the demands of a working world and adapt to forever changing climate and

needs of their organization. Yahaya et al. (2012) presented other components that

contributes to emotional intelligence. They are self-awareness, emotional management,

self-motivation, empathy and interpersonal skill. However, in this study the researcher

will only adapt the dimensions of emotional intelligence base on Goleman (2001) theory.

Goleman’s model contains all of the aspects proposed by other studies and is also

considered as the most suitable with the objective of this study. Hence Goleman’s

model on emotional intelligence will be employ in this present study. Emotional

intelligence such as self-management contribute in building self-concept and it will

improves student’s management in doing their academic work. In self-awareness LGBT

students can develop motivation in themselves to do their work and could lead to high

academic achievement. Emotional intelligence has a big role in LGBT student’s life

because if they know on how to handle it this could lead to success.

Salovey and Mayer (1990) in their initial theoretical paper have defined

emotional intelligence as the “ability to monitor one’s own and others’ feelings and

emotions, to discriminate among them and to use this information to guide one’s

thinking and actions.’’ This definition talks about perceiving and regulating emotions and

omit thinking about feelings (Anonymous).

Conceptual Framework

This section discusses the independent and dependent variables which were

investigated in the research and illustrate the relationship among them. The study wants

to know the correlation between post related cyberbullying and students’ emotional

intelligence. The framework on figure 1.1 illustrates that the independent variable is

conceptualize as self-esteem. The dependent variable is conceptualized as post related

on cyberbullying. The main problem that is faced by the students in ZSNHS-NHS is how

cyberbullying affects the self-esteem of an individual and as a result to its emotional

intelligence. As what all say, most of the victim of cyberbullying attain much of mental

and emotional breakdowns. It gives problem not just to the victim but also to the people

surrounding the victimized individual. It is proven by most bullied suffering much

loneliness and sadness.

Figure 1.1 Self-Esteem

Conflict

Post Related Labelling Emotional

on Choice Intelligence
Cyberbullying Social

Disorganization

Anomie

Theories of Bullying and Cyberbullying

Bullying refers to a subtype of aggression in which intentional harm is repeatedly

influence upon a target with lesser power than the perpetrator. Bullying and victimization
in school have been linked to decreased academic performance. Cyberbullying has

merge as an additional weapon in the arsenal of those who seek to harm others.

Because of unique characteristics of this new form of bullying, including perceived

anonymity, online disinhibition effect encouraging increased cruelty, absence of time/

space limitations, enormous size of potential audience, absence nonverbal clues to

message intent, and the permanence of content, experts believe that the consequences

from victimization by cyberbullying may be even more severe than those of conventional

victimization.

The popular media have drawn attention to those problems by reporting on

sensational incidents with particularly tragic outcomes. Researchers have focused on

attempting to qualify prevalence, identify characteristics of involved youth, gender, and

other demographic differences in the behavior, and risk and protective factors that

influence involvement in bullying. At the same time, legislation in many states has

mandated that schools develop policies regarding bullying and cyberbullying, and many

publishers have hurried to market programs and curricula to satisfy school district needs

to do something about the problem many programs are developed without references to

a theoretical basis. Although experts have noted that one reason for the absence of a

strong impact is that the programs. (Sheri Bauman & Jina Yoon, 2014)

Theories of Self-Esteem: Early & Modern

William James used a simple formula to define self-esteem, stating that self-

esteem equals success divided by our pretentions. Pretensions, in this case, refer to our

goals, values, and what we believe about our potential. So, if our actual achievements
are low and our believed potential and goals are high, we see ourselves as failures.

Conversely, and you can probably remember an experience like this, if your success

exceeds your expectations, you feel great about yourself, and your self-esteem rises.

Symbolic interactionism claims that people base their thoughts and behaviors towards

things and people on the basis of the meaning or value they believe those subjects

possess. These thoughts and behaviors are further modified through interaction with

others and their influence. These two theorists both proposed that self-esteem comes

from social interaction rather than a single, inner notion of our worth. We develop our

sense of self-worth through the way others treat us and the rules our society sets to

define achievement. Stanley Coppersmith, introduced the idea that self-esteem begins

early in life. Self-esteem builds positively from early childhood if the individual is raised

with love and security. Throughout childhood and into our adult lives, our self-esteem

builds or falls from that early-childhood baseline through positive and negative

experiences. Morris Rosenberg, a contemporary of Coopersmith, also studied the

development of self-esteem, focusing on adolescence rather than early childhood. His

theories proposed that self-esteem developed more during the uncertainty of

adolescence. During this stage of development, Rosenberg claims that self-esteem is

built on an evaluation of the self in comparison with others. This means adolescents

compare themselves to peers they see around them to evaluate their value while

thinking about how others might see them. (

Conflict Theory

Karl Marx, the father of conflict theory, is easiest to understand from a visual

perspective. Picture in your head a ladder. There are teens at the top of the ladder and
they are considered ‘upper class’ or the popular teens. The people at the bottom of the

ladder are the ‘lower class’ or sometimes called losers. The teens at the top really want

to stay there and keep their status, as well as wanting to distance themselves from

teens who are seen to be at the bottom. The teens at the bottom really want to climb up

the social ladder so they can be more popular. When we look at this from the

perspective of cyber bullying, the conflict theory would say that conflict happens

between these social levels and can cause cyber bullying. Teens will do what they

need to do in order to increase their status. The actual cyber bullying that takes place

signifies a social conflict that is unsolved and power that is unbalanced. This makes so

much sense when we look at teens at our own school. Conflicts seem to arise when

status and power are unevenly distributed between groups or cliques. The cyber bullies

that are in peer repress the poor teens that are at the bottom of the ladder and they do

this to maintain the status quo, basically so they stay on top. It doesn’t seem to matter

who they hurt along the way.

Labelling Theory

Was developed by Howard Becker and gives us another way to look at cyber

bullies. This theory is based on the fact that people’s negative behaviors are “deviant”

only because society labels them this. This simply means that the labels teens are

given impact their own and other’s perceptions of them. This makes their behavior

deviant according to Howard. This theory also believes that a teen is not bad because

of their actions, but rather it is developed because people negatively judge a

teen. Nobody is born bad, but social aspects of their peers constantly labelling them as

bad. Doesn’t this sound familiar? It ends up basically being a self-fulfilling prophecy
and these people then live up to their reputation! This theory also shares how the self-

identity and behavior of individuals may be determined or influenced by the terms used

to describe or classify them. Think of how often this happens in a high school….”loser,

nerd, geek, slut…” These teens who bully may be “A” students and/or are the athletic

“jocks” and because of this, dismiss their actions and do not consider themselves to be

bullies. Once teens are given this label, they tend to continue to live up to the name.

Choice Theory

Glasser, the father of Choice Theory and a school psychologist believes “people

cannot be responsible for their behaviours, including psychological problems” (Kaner,

1993). His firm belief is that the true source of problems in individuals’ own choice and

that we do things because of internal factors directing us. So does this mean teens who

cyber bully are doing it because something inside them is telling them to do it? Does

this make it ok? Looking at the form the perspective of a cycler bully, Glasser would say

that they want to change the other person, who is the victim, by controlling their

behaviour rather than choosing to control or change their own behaviour. This makes

total sense to me! This theory definitely knows what it is talking about when it says that

an individual has the competence to control only his own behaviours! Too bad they

don’t! Why aren’t we using this theory at school as a way to deal with these

problems? Glasser also believes that all behaviours aim to meet 5 basic needs, and

basically cyber bullying aims to satisfy 1 or more of these needs. Most often, teens who

cyber bully have behaviour problems in school, and this is related to them being

unsuccessful and experiencing feelings of “being restrained in satisfying their basic

needs” (Tanrikulu, 2014). Choice theory claims cyber bullies generally have the inability

to have successful and satisfying relationships with one or more people important to

them in their life, or attach themselves to other people.” (Tanrikulu, 2014). Also

common in cyber bullies is those who are socially unaccepted by society and are loners

who may have poor relationships with their parents. So what does this all

mean? Basically, it just means that because of choice theory, we can explain the

behaviour of cyber bullies as their inability to develop satisfying and healthy

relationships. This is due to the fact that their need to belong and develop relationships

are not met properly and this leads to an unsuccessful identity

Social Disorganization Theory

This theory states that crime and deviant behaviours are more likely to happen in

a social institution that is unable to control groups of people. According to the social

disorganization theory of social problems, the rapid changes in the media and

technology have disrupted the norms in society. Facebook, Instagram, cell phones and

other social networks have developed so quickly and have basically taken over! This is

so true when we look at Walnut Grove. Teens have access to the social media all day

while they are at school, so cyber bullying is taking place in this setting all day

long! This theory would say that cyber bullying is an issue at the school level and the

cyber bullying is a sign of the disorder of the behaviours and attitudes at a larger level.

Anomie Theory

Emile Durkheim, a French sociologist, describes the anomie theory as the

condition in which society has not provided much, if any moral guidance to individuals.
He see it basically as a mismatch between a teen’s actions and the social norms of the

society and that teens are a product of their environment. If we look at the anomie

theory from the perspective of our school, this makes sense. Cyber bullies torment their

victims and this makes it even harder for the victim to fit in to the school

environment. This can lead to disastrous consequences. Who are these teens that are

cyber bullying? Where are the parents when this is happening? Who is teaching these

teens that it is morally not ok to cyber bully? Somewhere along the line, these teens

have not been morally guided by our society, community and perhaps family. This has

led to disastrous impacts for those that are being bullied.

Statement of the Problem

This study aims to determine the Effects of Cyberbullying to High School

Students’ Emotional Intelligence.

This study aims to endeavor the following questions:

1. What are the demographic profiles of students in terms of:

1.1 Gender

1.2 Common online platforms that become a place for cyberbullying

1.3 Frequency of experiencing cyberbullying

2. What are the level of effects of cyberbullying in terms of the following factor:

2.1 Self-esteem; and

2.2 Emotional Intelligence

3. Is cyberbullying correlated to:

3.1 Self-esteem; and

 3.2 Emotional Intelligence

4. Is there a significant relationship between cyberbullying along with the following

variable?

4.1 Self-esteem; and

4.2 Emotional Intelligence

Hypothesis

Ho: There is no significant relationship between the emotional intelligence and

academic performance,

Scope and Limitations of the Study

ssssSubject Matter. This study will focus on the Correlation between Post Related

Cyberbullying and Students’’ Emotional Intelligence.

Research Environment. The study was conducted at Zamboanga Del Sur National High

School Senior High School- Stand Alone under Humanities and Social Science

(HUMSS) 11 and 12.

Research Participants. The students in Zamboanga Del Sur National High School

Senior High School- Stand Alone will be the research participants limited to a coverage

sample of 50.

Research Method. This study will use a questionnaire as the main instrument for this

study.
Research Design. This study will utilized the descriptive-correlational research design

Timeline. It was started at June 2019 and expected to be finished at March 2020.

Significance of the Study

This research would give benefits to parents, students, bullies, victims, future

researcher and school personnel.

Parents. The parents will be aware of this phenomenon and will be aware of this kind of

attitude of the child in possessing. It will give them a light on how they should help and

encourage their to child to avoid bullying.

Students. This study will encourage them to change their behavior towards their peers.

It will serve as a medicine to cue the minds of every individual to become open minded

about the consequences of their acts.

Bullied/Victim. The bullied will be aware to properly control their emotional intelligence

and manage their self-esteem.

Bully. The cyberbully will be aware on what will be the causes and effects of their action

about the feeling of their victims.

Researcher. The researcher in the future will make use of our presented theory. This

study will serve as their basis and comparison to their future study.

School Personnel. This study will give the a hint to improve their motivation and

teaching materials, technique or methods and skills in open forum to statement who

really need their guidance.

Definition of Terms

Correlation. A mutual relationship or connection between two or more things

Cyberbullying. Typically, by sending messages of an intimidating or the use of

electronic communication to bully a person.

Emotional Intelligence. The capacity to be aware of control and express ones

emotions and to handle interpersonal relationships judiciously and empathetically.

Technologies. The application of scientific knowledge for practical purposes especially

in industry.

Social Media. Websites and applications that enable users to create and share content
or to participate in social networking.

Deliberate. Done consciously and unconsciously.

Hostile. Being unfriendly or opposed

Web logs. Another term for blog

Rapid. Happen in a short period of time

Bystander. Present but does not take part

Prevalence. Powerful or dominant

Collaborate. Cooperate jointly on an activity

Enormous. Very large in size, quality or extent

Victimized. Single out for cruel or unjust treatment

Specialization. Being expert in a particular subject or skill

Structure of the Research

This study consists of five chapters: Chapter 1 The problem, Chapter 2 Review

on related literature, Chapter 3 Research methods, Chapter 4, Presentation, Analysis

and Interpretation of data, and Chapter 5, Summary of Findings, Conclusions and

Recommendations.

Chapter 1 includes the introduction of the problem, the perspective of the

researcher, the conceptual framework, the statement of the problem, the significance of

the study, the definition of terms, and the structure of the research.

Chapter 2 covers the review of related literature on the Correlation between Pot

Related Cyberbullying and Students’ Emotional Intelligence.

Chapter 3 discusses the research methods including research design and

research method. The research methods cover research environment, research

subjects, research instruments, data gathering and statistical treatment.

Chapter 4 presents, analyzes and interprets data on the Correlation between

Post Related Cyberbullying and Students Emotional Intelligence.

Chapter 5 includes the summary of findings, the conclusions and

recommendations of the study.

 Survey Questionnaire

Instruction: Kindly answer the following questions, as a tool for the research entitled

“Correlation between Post Related Cyberbullying and Students’ Emotional Intelligence.”

Your answers will be considered as confidential thank you for your cooperation.

Kindly check your answer in the appropriate box below:

1.1. Do you have a social media account?

Yes

No

1.2. If yes, what social media?

Facebook

Twitter

Youtube

Instagram

1.2.1. What are the common online platform that become an instrument on
cyberbullying?

Facebook

Youtube

Twitter

Instagram
 1.3 Using the scale, rate yourself according to your choice; 5 is the highest and 1 is the
lowest

What are the types of cyberbullying you have experienced?

Always Almost Sometimes Rarely Never

5 4 3 2 1
1. Offensive name calling.

2. Spreading of false rumors.

3. Receiving explicit image.

4.Making fun of his/her behavior in

social media.
5. Physical threats.
6.Having explicit images of them
shared without their consent.

2.1 Using the scale, rate yourself according to your choice; 5 is the highest and 1 is the
lowest.

What are factors causing low self-esteem in cyberbullying?

Always Almost Sometimes Rarely Never

5 4 3 2 1
1. I feel insecure.

2. I feel like I am not included in the

society.
3. I feel anxious in every post in social
media.
4.I am afraid to share or use a post.
5.I am afraid to communicate in a
community.
6.I feel depress.

2.2 Using the scale, rate yourself according to your choice; 5 is the highest and 1 is the
lowest.

What are factors causing emotional intelligence in cyberbullying?

Always Almost Sometimes Rarely Never

5 4 3 2 1
1. Leave all insecurities behind

2.Manage using phones/ digital

3. Avoid decision fatigue

4.Interact more in communities

5. Wise in dealing emotions

3.1 Is cyberbullying connected and has effects on your self-esteem?

Yes

No

3.1.1 If yes, check your preferred answer.

Does not value yourself

Does not trust possibilities

Insecure
 3.1.2 Is cyberbullying connected and has effects on your emotional intelligence?

Yes

No

3.1.3 If yes, check your preferred answer.

Self-awareness

Self-management

Social awareness

Relationship management

4. Read each statement and decide how strongly the statement applies to you. Score
yourself 1-5 base on following points, check the boxes.

1-2 – Does not apply

3-4 – Applies half of the time

5- Always applies

1-2 3-4 5
Statements
1. Want to get revenge when you were bullied.

2. Feeling loathsome to oneself

3. Feels uncomfortable

4. Feel shy after bullied

5. Feeling down
 REFERENCES

Bauman &Yoon (2014) This Issue of Cyberbullying and Bullying. Retrieved on August 1,

2019Fromhttps://www.tandfonline.com/doy/abs/10.1080/00405841.2014.947215?mobil

eUi=0&journalCode=htip20

Anonymous. Theories – Cyberbullying. Retrieved from august 1, 2019 from

http://cyberbullyingcrim12.weebly.com/thoeries.html

Anonymous. Theories of Self-Esteem: Early & Modern. Retrieved on August 1, 2019

from

https:/study.com/academy/lesson/theories-of-self-esteem-early-modern.html

Routledge, Guckin, Vollink, Dehue (2014). Cite this publication. An introduction in

cyberbullying research. Retrieved on August 1, 2019 from

https://www.researchgate.net/publication/283726503_An_introduction_in_cyberbullying

_research