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This paper examines mobile cyberloafing, i.e. the use of phones for non-study purposes among Gen Z students, the first generation of digital natives. Drawing from research on misbehaviour and cyberloafing, we developed and tested a model with moral disengagement and subjective norms as predictors and psychological detachment and cognitive engagement as outcomes of cyberloafing. We also hypothesise that multitasking self-efficacy moderates the relationships between the antecedents and cyberloafing. Data were collected from 254 Gen Z students from a large state university in Europe. The findings show that subjective norms are negatively related to cyberloafing in class, while moral disengagement is positively related to it. In turn, cyberloafing is positively related to psychological detachment and negatively to cognitive engagement. The results also show a significant moderating effect for multitasking self-efficacy. Implications for research and practice are discussed, as well as future research opportunities. [ABSTRACT FROM AUTHOR]

European policymakers have identified the need to understand influence operations on social media, cyber-attacks or hidden economic investments – activities that can be characterised as hybrid threats or hybrid warfare. Yet, the difference between hybrid threats and hybrid warfare is unclear. In 2019, Mikael Wigell therefore coined the term "hybrid interference" to clarify the distinction between "hybrid warfare" and "hybrid threats". However, less attention has been given to the activities hybrid interference may consist of. To address this gap we have used a morphological analysis, which is a structured tool for analysis that addresses all aspects of a concept. Through this method, we propose categories that make more sense of the complex phenomenon of hybrid interference. These five categories are international politics, coercive diplomacy, priming, covert coercion, and sabotage and assassinations. This article also identifies problems with referring to activities in the category of international politics as hybrid interference activities. The result is novel because we place all combinations of tools and methods within the concept of hybrid interferences in one of the five above-mentioned categories, and as such have provided a detailed operationalising of the concept in a transparent manner. [ABSTRACT FROM AUTHOR]

This study aims to determine whether or not there is an association between creating fake user accounts and engaging in behaviors deemed to constitute cyberbullying. A quantitative research methodology was used with a clear descriptive and interpretative intent. The sample comprised 1989 adolescents aged between 10 and 17 years from five regions in Southern Europe, who completed an online questionnaire. The results reveal that adolescents aged 16 years were the ones who engaged most in cyberbullying actions. Those who created false profiles tended to engage in more behaviors linked to cyberbullying. Adolescent social media users were mainly older boys who engaged more in cyberbullying behaviors. Relatively few adolescents claim to engage regularly in behaviors linked to cyberbullying. The study concludes that there is an urgent need to provide adolescents with training in the responsible use of digital technologies at an earlier age, before they begin using them assiduously. [ABSTRACT FROM AUTHOR]

The past two decades have witnessed an increase in ethnicity-related peer aggression, driven by the intensification of the migration phenomenon and rise of information and communication technologies. The goal of the current study is to extend the scope of previous reviews on peer aggression to examine the emerging evidence on the role of technological tools in the prevention, detection, and handling of ethnicity-related peer aggression among young people. We have identified 14 relevant papers published between 2005 and 2020 that help us answer the following research questions: What forms of aggression among young ethnic minorities do these technological interventions try to address? What types of technological interventions are being used? The results indicate that the technological tools are being used to tackle both intergroup as well as intragroup peer aggression, in which ethnic minorities youth is involved (as a victim, perpetrator or bystander). Most studies have focused on adolescents and young adults in the US or in Europe. The technological tools reported on, include: online games, videos, social media, and chat-based programmes, or machine learning algorithms aimed at tackling online and offline peer aggression. They can be used either as stand - alone tools, or as part of intervention programmes (at the school, family or community level). These findings can be useful to improve and elaborate future digital technologies developed to address ethnicity-related peer aggression. • The review maps the existing literature on the role of technological tools in tackling ethnicity-related peer aggression. • All forms of peer aggression are considered in which ethnic minorities youth was involved. • Three groups of technological interventions are identified and categorized into intra- or intergroup ethnicity-related peer aggression. • The digital tools presented include: online games, video, social media, chat-based programmes, and machine learning algorithms. • Our study reveals some follow-up research questions needed to expand current knowledge on digital technologies. [ABSTRACT FROM AUTHOR]

There has been a lack of studies on bullying in non-western low-income and middle-income countries. This study reported the prevalence of traditional victimization, cybervictimization, and the combination of these, in 13 European and Asian countries, and explored how psychiatric symptoms were associated with victimization. The data for this cross-sectional, school-based study of 21,688 adolescents aged 13–15 were collected from 2011 to 2017. The main outcomes were traditional and cybervictimization obtained from student self-reports. The Strengths and Difficulties Questionnaire was used to assess psychiatric symptoms. Generalized estimating equation and logistic regression models were used to estimate odds ratios (ORs) and 95% confidence intervals (95% CIs). The mean prevalence of any victimization was 28.9%, of traditional victimization only, this was 17.7%, and for cybervictimization only this was 5.1%. Cybervictimization occurred both independently, and in combination with, traditional victimization. The mean prevalence of combined victimization was 6.1%. The mean proportion of those who were cyberbullied only among those who were either cyberbullied only or bullied both traditionally and in cyber was 45.1%. The rates of prevalence varied widely between countries. In the total sample, those who experienced combined victimization, reported the highest internalizing symptoms (girls, OR 1.25, 95% CI 1.22–1.29; boys, OR 1.29, 95% CI 1.25–1.33). The study findings suggest that anti-bullying interventions should include mental health components and target both traditional and cyberbullying. Due to the overlap between these, targeting bullying should primarily focus on how to reduce bullying behavior rather than just focusing on where bullying takes place. [ABSTRACT FROM AUTHOR]

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