[雙語(yǔ)翻譯]網(wǎng)絡(luò)暴力外文翻譯--高等教育中的網(wǎng)絡(luò)欺凌：文獻(xiàn)綜述

1、4800 英文單詞， 英文單詞，28000 英文字符，中文 英文字符，中文 9100 字文獻(xiàn)出處： 文獻(xiàn)出處：Watts L K, Wagner J, Velasquez B, et al. Cyberbullying in higher education: A literature review[J]. Computers in Human Behavior, 2017, 69: 268-274.Cyberbullying in h

2、igher education: A literature reviewLynette K. Watts, Jessyca Wagner, Benito Velasquez, Phyllis I. BehrensAbstractWith the more pervasive use of technology, the prevalence of cyberbullying has increased. Universities and

3、 colleges have implemented more ways to reach students over the Internet and by other electronic means; consequently, it is important to investigate the prevalence of cyberbullying in higher education. This literature re

4、view was created to raise awareness of this continuing trend of cyberbullying among college students. Cyberbullying is defined as intent to consistently harass another individual to cause harm via any electronic method,

5、including social media, and includes defamation, public disclosure of private facts, and intentional emotional distress. An exhaustive search of current literature was conducted using a variety of databases including Aca

6、demic Search Complete, Education Source, E-Journals, ERIC, PsycArticles, Psychology and Behavioral Sciences Collection, and PsycINFO. Google, Google Scholar, and reference lists from key studies were also used to gather

7、relevant studies for inclusion in this review. Articles were used to define cyberbul- lying, build a historical base of cyberbullying among adolescents, examine factors involved in cyberbullying, describe effects of cybe

8、rbullying, and examine this trend among college students. Strategies such as reporting, monitoring online interactions, and legal actions to address cyberbullying in all areas of education were included. Future research

9、should investigate if educational programs lead to decreased cyberbullying, increased rates of reporting, and how cyberbullying may change social media etiquette.Keywords: Higher education cyberbullying; Cyberbullying pr

10、evalence ;Cyberbullying awareness;Social media cyberbullying1. IntroductionThe Internet can have an impact on users socially and psycho- logically (Bessie`re, Pressman, Kiesler, Kraut et al., 1998, 2002). More indivi

11、duals are using the Internet for social communication with e-mail, instant messaging, chat rooms, and gaming along with general information retrieval, health resources, and entertainment (Bessie`re et al., 2010; Kraut et

12、 al., 2002). While the use of the Internet has its benefits, there has been much speculation as to whether the Internet may also be harmful to one's social and psychological well-being. The argument has been presente

13、d the Internet could cause users to become socially inept and isolated, whereas others believe the increased interaction could improve social relationships (Kraut et al., 1998). Unfortunately, the use of the Internet to

14、perpetrate cyberbullying may present a stronger argument for the detrimental effects of the technology.Bullying is a major problem in today's society and occurs at many different ages and in many different forms. Wit

15、h the increase in the use of technology, a disturbing trend worldwide is cyber- bullying, where individuals can harass others online through emails, text messaging, and social media websites 24 h a day, seven days a week

16、. The anonymity cyberbullying provides gives bullies a sense of power and control that otherwise might not be present if they were face-to-face with their victims. Also, the prevalence of this topic in current news and m

17、edia can be empowering to an individual because of gained publicity, even if he or she is the only one aware with the intent of harming, embar- rassing, or damaging the other individual (Beale Beran, Rinaldi, Bickham,

18、Bhat, 2008; Mason, 2008; Patchin Akbulut, Sahin, Finn, 2004; MacDonald however, cyberbullying via social networking sites such as Facebook, Twitter, and YouTube appears to be gaining in popularity because of the abili

19、ty of the masses to witness and/or participate in the attacks (Brack Festl Lenhart, Madden, Purcell, Zickuhr, MacDonald Rafferty Whittaker she explained without these elements, it is difficult to label a single ma

20、licious act as bullying/ cyberbullying.4. Historical perspectiveHistorically, studies regarding cyberbullying have been con- ducted among young adolescents with fewer studies occurring at the college level. This review i

21、s geared toward cyberbullying in- cidences among college students; however, a historical context cannot be overlooked as cyberbullying first was reported and studied in adolescents.The percentage of cyberbullying among a

22、dolescents is astonishing. Patchin and Hinduja (2006) conducted a study among 384 youths and reported 11% of participants were cyberbullies, approximately 29% were cybervictims, and almost 50% were wit-nesses to cyberbul

23、lying. That same year, however, Li (2007) conducted a study among 461 junior high (Canadian and Chinese) students and discovered 55.6% of males and 54.5% of females knew someone who had been cyberbullied. She went on to

24、report approximately 30% of her respondents had been cyberbullied, and approximately 18% had engaged in cyberbullying.More alarming than the trend of cyberbullying is the lack of reporting it. Li (2007) noted only 35% of