Journal of Social Sciences and Humanities Research Fundamentals
30
9
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TYPE
Original Research
PAGE NO.
30-37
DOI
OPEN ACCESS
SUBMITED
14 April 2025
ACCEPTED
10 May 2025
PUBLISHED
12 June 2025
VOLUME
Vol.05 Issue06 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Analysis of The Factors
Contributing to The
Prevalence of
Cyberbullying Threats
Polvanova Dilrabo Tagaymuratovna
Senior teacher of the Department of “Pedagogy and Psychology” of
Uzbekistan State World Languages University, Uzbekistan
Abstract:
The article presents some results of scientific
and practical research conducted to improve the system
of protection of information and psychological security
of youth of Uzbekistan from the threat of cyberbullying.
All factors influencing the spread of cyberbullying were
carefully studied, and as a result of the study of
endopsychic defense mechanisms of the individual in
protection from cyberbullying, psychological factors of
the spread of cyberbullying incidents in society were
identified.
Keywords:
Cyberbullying, factors of the state level,
factors of the public level, factors of the individual level.
Introduction:
Nowadays, the level of communication
among people around the world, including even minors,
through the global Internet information network is
growing day by day. The Internet provides all of us with
limitless opportunities, while at the same time
presenting an invisible yet powerful array of dangers
and threats within the virtual space. This virtual network
offers a wide range of conveniences for interaction and
communication among its users. However, many users
of the Internet are not even aware that the threats and
dangers present may outweigh its opportunities. One
such threat is cyberbullying.
In both international and national academic circles, the
phenomenon of cyberbullying has been interpreted in
various ways depending on its categorical and
phenomenological content. Within the framework of
our research, we have formulated the following
authorial definition of cyberbullying based on the
“security studies” approach: “Cyberbullying can be
defined as the deliberate and repeated influence on the
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Journal of Social Sciences and Humanities Research Fundamentals
mind of another person through the Internet or
information and communication technologies, with
malicious
intent
—
such
as
intimidation,
discrimination, hateful suggestions, threats, blackmail,
defamation, and similar acts.”
The difference between this definition and those found
in other scholarly works lies in the fact that it considers
cyberbullying as a “threat to security.” In other studies,
this phenomenon has been treated as a social event, a
conflict, misconduct, or pressure within interpersonal
relationships.
Research conducted globally
—
including international
studies by the United Nations , the Ministry of
Education of South Korea , research across Europe ,
and studies carried out in Saudi Arabia
—
indicates
that
cyberbullying
is
becoming
increasingly
widespread among adolescents and is being
recognized as a serious threat to the information-
psychological security of young people. These studies
show that its negative consequences are on the rise.
In today's conflict-ridden era, not only young people,
but also humanity are living under the influence of a
large amount of information of various content and
essence, the cessation of information communication
is also perceived by the individual as a psychologically
abnormal state and causes mental disorders in the
individual's psyche. The fact that information is
indicated as the cause of situations associated with the
loss of mental peace in psychological consultations
indicates the urgency of the process of protecting the
information and psychological security of the
individual from various threats.
Currently, in many developed countries of the world,
special laws are being created to organize measures to
combat cyberbullying, that is, to ensure the safety of
individuals on the Internet, and there is a need to
improve them.
In our republic, in recent years
, we have observed an
increase in the threat of cyberbullying among
adolescents,
and
cyberbullying
causes
deep
psychological disorders in various areas of the psyche,
resulting in consequences of a pedagogical,
psychological, and sociological nature. Cyberbullying
There have been cases of suicides and crimes
committed by young victims . In Uzbekistan, there is a
need to establish prevention and diagnostics of
cyberbullying, and to organize technical, legal and
psychological assistance to participants affected by
cyberbullying . After all, each of us feels the power of
various influences distributed through the Internet,
which threaten the information and psychological
security of the youth of Uzbekistan. As President Sh.M.
Mirziyoyev noted, “… the nature and scale of modern
threats have changed significantly. Ecological and
natural disasters, water and food shortages,
cyberattacks, new methods of undermining sovereignty
and economic stability are growing threats
.” The
Internet, a global information network, has provided
every user with the opportunity to disseminate
information, which justifies the necessity of protecting
young people from the threats of cyberbullying and
developing skills in them to protect themselves from the
threats of cyberbullying, and the relevance of the
dissertation work.
METHODS
Based on the results of theoretical and practical
research on the threat of cyberbullying to the
information and psychological security of young people,
we studied the factors influencing the emergence of the
threat of cyberbullying and classified them at the
individual, societal and state levels, and deeply analyzed
the psychological factors in them . In particular, the
factors at the individual level that cause the threat of
cyberbullying are:
•
appearance, for example, physical weakness,
obesity, visual impairment, speech impairment, etc.;
•
negative interpersonal and problem-solving
skills;
•
negative self-evaluation and low self-esteem;
•
positive attitude towards violence;
•
weak social skills and low levels of empathy;
•
Lack of understanding about the concept of
cyberbullying and unawareness of protective coping
strategies.
At the societal level
, the contributing factors include:
•
Parenting styles that are overly restrictive or
excessively protective;
•
Negative behaviors of parents, authoritarian
control, low levels of support, and frequent
punishment;
•
Incomplete families (e.g., single mothers or
fathers);
•
Tolerance towards aggressive behavior;
•
Passive attitude of victims and lack of problem-
solving skills, such as remaining silent;
•
Lack of response from society members or
active support for aggressors, denial of the existence of
cyberbullying;
•
Lack of awareness among specialists working
with youth regarding the threats and forms of
cyberbullying;
•
Increasing virtualization of youth life, where
online communication has taken a stable place within
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Journal of Social Sciences and Humanities Research Fundamentals
the "pyramid of needs."
At the state level, the factors are as follows:
•
Underdeveloped legal framework to regulate
social relations associated with cyberbullying;
•
Absence of a separate legal or declarative
definition of cyberbullying, which limits the ability to
identify such incidents;
•
Lack of specific criteria to classify types of
cyberbullying, identify its perpetrators, and procedural
standards for providing help to victims;
•
Insufficient
cooperation
between
non-
governmental,
non-profit,
and
international
organizations with state educational institutions in
organizing
preventive
training
programs
on
cyberbullying.
According to the results of the empirical research
, the
following psychological factors at the individual level
were identified as influencing the spread of
cyberbullying:
1.
Anonymity and the ability to engage in
cyberbullying at any time;
2.
Problems within the cognitive sphere of an
individual’s psyche;
3.
Specific issues within the emotional-volitional
and motivational-need domains of the individual;
4.
Behavioral management-related psychological
difficulties;
5.
Presence of negative communication attitudes
and low communicative tolerance scores.
Each Factor Is Driven by Underlying Causes and Social
Influences
Each factor contributing to cyberbullying is influenced
by specific causes and social environments, which have
been studied in depth. Notably:
1. Anonymity and the Ability to Engage in
Cyberbullying at Any Time
Today, access to the Internet is nearly universal. Even
young children actively use various gadgets and mobile
devices, enabling them to distribute content online.
Users can communicate across social networks
without using their real names, with no time
constraints or limitations. The ability to remain
anonymous online provides individuals with the
opportunity to engage in cyberbullying at any time.
A victim of cyberbullying can suffer 24 hours a day,
seven days a week, and may not feel safe even at
home. A few keystrokes can expose hundreds or
thousands of people to the act of humiliation. Unlike
traditional bullying, cyberbullying requires no face-to-
face interaction or physical force, making it more
convenient for perpetrators and more widespread
among both youth and adults.
Moreover, in the upbringing process, parents often try
to suppress aggression in children through force or
restriction. As a result, unresolved emotional issues can
lead to psychological problems, including emotional
suppression and the inability to process feelings in a
healthy way. These conditions may later prompt
individuals to express their aggression anonymously
online.
2. Problems in the cognitive sphere of the personality
psyche
. The lack of competence, culture and legal
awareness in young people to use the Internet,
ignorance of the existence of penalties for mockery on
the Internet, the dissemination of personal information
without their consent, and ignorance of the fact that in
a certain way it is a violation of the generally recognized
rights of a person lead to cyberbullying. There are many
such examples. In many cases, those responsible admit
that they do not know the legal assessment of this
situation. Indeed, there is not enough propaganda
about this in school textbooks and social networks. They
do not know that the inability to fully understand the
situation of a person who is subjected to cyberbullying,
as a result of the insult, can lead to a deplorable
situation for the victim and his relatives, and even cause
the death of the victim, that is, to serious consequences.
Insufficient awareness of legal liability criteria and even
ignorance of existing ones remain one of the reasons for
the widespread spread of cyberbullying. Respondents
who participated in the empirical study were asked,
“Are you aware that messages (SMS, MMS, videos,
broadcasts, etc.) distributed on social networks and
messengers with the aim of humiliating, humiliating,
insulting and intimidating another person are
cyberbullying?” 29.3% answered yes, and 70.7%
answered no. Thus, awareness and propaganda work on
cybersecurity and cyberbullying prevention is weak.
As part of psychoprophylactic measures, it is advisable
to provide youth groups and parents with information
on the rules and time of using the Internet, instructions
for communicating on social networks, strategies for
preventing cyberbullying, booklets, wall newspapers,
pictures,
handouts
with
information
about
cyberbullying, show short films, and place rules and
clear instructions in educational institutions. In this
regard, it is very important to follow the laws of
influencing the mind and give the right instructions to
the individual's mind. It is advisable to provide special
recommendations in the media for parents to protect
their children from the threat of cyberbullying, and to
place them in the form of notes in the courtyards of
educational institutions.
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3. Emotional-Volitional and Motivational Issues in the
Individual's Psyche
Adolescents may not fully understand their own or
others' emotions, leading them to participate in or
spread cyberbullying. From statistical analysis and
survey data collected during our research, it became
evident that many young people use the Internet
without a clear purpose. They go online simply to pass
time or for entertainment, which sometimes results in
mocking others or sharing harmful videos.
Therefore, it is essential to introduce practical
psychology lessons in schools to develop skills such as
identification, reflection, empathy, and causal
attribution from an early age.
Based on research into how adolescents spend their
free time, it was found that many do not manage their
time effectively. A lack of supervision or pedagogical
guidance leads to motivational and emotional
problems. Currently, 18.4% of youth see the Internet as
a close friend, 7.4% associate it with sports, 66.8% use it
for entertainment, and 7.4% view it as a tool for earning
money.
The fact that the Internet serves as a means of
recreation for 66.8% of young people indicates a high
probability of cyberbullying spreading in the near
future. (See Figure 1)
Figure 1. Motivations for using the Internet.
33.4% of young people who participated in the survey
said they spend up to 1 hour, 46.4% said they spend up
to 2-3 hours on the Internet. 7.9% said they spend 3-5
hours, 9.9% said they spend 5-7 hours, and 2.4% said
they spend more than 7 hours continuously on the
Internet. Using the Internet for more than 2-3 hours a
day creates Internet addiction. As a result of the
increase in communication via the Internet, the lack of
awareness of cyberbullying increases the risk of
committing it and becoming a target of threats. Young
people who engage in cyberbullying are more likely to
commit its more severe forms of social consequences
(cyberstalking, sexting, happy-slepping) in the future.
In particular, according to research by Chinese
scientists, playing computer games for a long time
leads to a slowdown in brain activity. In particular, the
thinking ability, creative potential and ability to control
emotions of a person who plays computer games for
two hours a day are significantly weaker than those of
people who do not play. Experts call this condition the
“game brain phenomenon”. According to the results of
an electroencephalogram examination conducted by
Chinese scientists on 240 men and women aged 6 to
29 using the latest technology, the brain of a person
who plays computer games for a long time is
significantly different from the human brain in a
normal state. Such people often have damage to the
activity of the forebrain. 20 percent of the test
participants were engaged in computer games for more
than two hours a day, and in all of them the forebrain
appeared to be inactive. Experts have called such a
“head” “gaming brain”, and in about 40 percent of the
subjects, the activity of the forebrain was observed to
be slowed down. Scientists have called this state of the
brain “half
-
gaming brain”.
The characteristic features of
the owner of a “gaming brain” can be seen in the
appearance of signs of severe fatigue in facial
expressions, inability to concentrate, memory
impairment, decreased ability to read, understand and
write, lack of interest in society and the lives of others,
indifference to events and lack of personal opinion,
inability to control mood and quick temper . It is known
from medicine that the forebrain is “responsible” for a
person’s creative abilities, thinking, as well as
controlling emotions. Damage to this function in the
brain and the inability to control mood can lead to
cyberaggression. In order to prevent negative
consequences, it is advisable to limit the duration of
online gaming and use by young people to less than 2
hours, or more precisely, half an hour.
4. The presence of specific problems in the field of
behavior control of the individual psyche
is one of the
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factors of cyberbullying. In particular, according to the
results of theoretical and practical studies of this
factor, it was observed that aggressive behavior
formed in childhood, as a character trait, is preserved
in the later stages of ontogenesis. In general,
aggression exists in a person as an instinctive behavior
aimed at self-defense and the struggle for survival, and
the relationship between different positions of bullying
participants and indicators of aggressive behavior was
studied. From the table below, we can see that when
the participant who initiated bullying showed a
positive correlation in the value of increased
aggression (p=0.135: r<0.05). Olweus (2006), in his
review of Scheithauer risk factors, emphasizes that the
initiator, the one who starts the bullying, engages in
intimidating, hitting, excluding others from activities,
and spreading rumors.
It can be seen that there is a negative correlation
between the level of confidence in the value between
the defender scale and the indirect aggression scale (p=-
0.127: p<0.05), between the anger scale and the verbal
aggression scale (p=-0.125: p<0.05) (p=-0.166: p<0.01).
That is, participants with low levels of indirect
aggression , verbal aggression, and anger are more likely
to participate in the defender role. ( See Table 1 ).
Table 1
Correlation between different positions of bullying participants and indicators of
aggressive behavior (Spearman test, n=350)
Correlation
P
hy
si
ca
l
a
g
g
re
ss
io
n
Indi
rect
ly
a
g
g
re
ss
io
n
A
n
g
er
N
eg
a
ti
v
e
rel
a
ti
o
n
shi
p
A
la
m
za
deh
Sus
p
ici
o
n
V
erb
a
l
a
g
g
re
ss
io
n
Gui
lt
hea
t
Initiator
0
.075
- 0.030
0.135
*
0 .012
0.025
0 .103
0 .011
- 0.045
Assistant
0
.043
0 .064 0 .064 - 0.032
0 .024
- 0.031
- 0.005 0 .072
Defender
-
0.031
- 0.127
*
- 0.125
*
- 0.020
0 .031
- 0.007
- 0.166
**
- 0.005
Sacrifice
0
.052
0 .058 - 0.025 0 .004
0 .053
0.118
*
0 .051
0 .071
Observer
0
.020
- 0.090 - 0.016 0 .046
- 0.018
0.017
- 0.016
- 0.132
*
**. Correlation reliability level at 0.01 value . r < 0.01
*. Correlation reliability level at 0.05 value . r < 0.05
There is a negative correlation between the observer
scale and the guilt scale (p=-0.132: p<0.05) in the level
of confidence in the value. This shows that the feeling
of guilt decreases in individuals participating in the role
of observers during bullying. Unexpressed, forbidden
emotions that arise in communicative relationships in
adolescents, and the failure to eliminate conflictogens
in a timely manner, can be interpreted as one of the
causes of aggression. With age or through systematic
education and practical psychological training, they
learn to control their aggressive behavior or not to
reveal it to others.
Today, in cyberbullying groups, individuals who are
addicted to the Internet may experience a state of
“collective unconsciousness” and commit severe forms
of cyberbullying under the influence of the “online
disinhibit
ion” effect (loss of inhibitory control in the
brain). In this case, a person may engage in
cyberbullying “just for fun” or under the influence of the
“online disinhibition” mentioned above. The “online
disinhibition” effect applies to all three situations
, that
is, it can cause specific problems in the cognitive sphere
of the individual’s psyche, in the emotional and need
-
motivational sphere, and in the sphere of behavior
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management. Or, conversely, problems in these
spheres can cause the “online disinhibition” effect.
the “Bullying System” and the “ Victim Behavior
Propensity Study” methodology conducted on the
subjects was analyzed (see Table 2).
Table 2
Correlation between different positions of bullying participants and symptoms
of victim behavior (Spearman test, n=350)
Correlation
Answe
rs social ab
il
ity
Aggr
essi
ve
c
a
te
go
ry of
vict
im
Ac
tive
c
a
te
go
ry of v
ict
im
T
h
e in
itiator
c
ate
gor
y o
f
the
vict
im
We
ak
c
ate
go
ry of v
ict
im
T
h
e vict
im's
in
-
laws
n
ot
to
be
c
ate
go
ry
Impl
em
en
t in
cr
eas
ed
vict
imh
ood
Initiator
- 0.071
0 .077
0.007
- 0.006
- 0.093
- 0.126
*
- 0.026
Assistant
- 0.036
0 .140
**
0 .151
**
0.025
0 .208
**
- 0.021
0 .178
**
Defender
0 .154
**
- 0.006
- 0.090
0.065
- 0.005
- 0.050
0 , 1 69
Sacrifice
- 0.029
- 0.094
- 0.071
- 0.051
0 .004
0.009
0.035
Observer
0 .008
0.121
*
- 0.006
- 0.024
0.017
0 .081
0 .095
**. Correlation reliability level at 0.01 value . r < 0.01
*. Correlation reliability level at 0.05 value . r < 0.05
Initiator scale and victim non-crisis There is a negative
correlation between the scales of the category (p=-
0.126: p<0.05). This indicator indicates a decrease in
the tendency to non-crisis behavior in a person in the
initiator position of bullying. In individuals of the non-
crisis category of the victim at the norm level, a
tendency to drink alcohol, indecisiveness in dating,
gullibility, indifference, along with these traits, one can
see the presence of fragile moral principles that
reinforce the lack of personal experience or its neglect.
Such individuals tend to idealize people, justify the
negative behavior of others, and do not perceive
danger. There is a positive correlation between the
scale of the helper and the category of the victim of
aggression (p=0.140: p<0.01). The category of victim-
aggressive includes those who are prone to getting into
unpleasant and life-threatening situations as a result of
their aggression in the form of provocative behavior
(insults, slander, ridicule, etc.) to a high degree .
Intentional creation or incitement of a conflict
situation is inherent in their nature. There is a positive
correlation between the scale of the helper and the
active category of the victim (p=0.151: p<0.01). Selfless,
socially approved and often expected behavior is
characteristic of the active category of the victim . This
includes individuals who are subject to criminal actions
of the aggressor due to their positive behavior. Such
people demonstrate positive behavior in conflict
situations, constantly, sometimes due to their official
position or as a result of the expectations of others. This
type of person considers it unacceptable to remain
indifferent to the conflict, even if it means losing their
health or life. The consequences of such actions are not
always understood. They are courageous, determined,
vigilant, principled, sincere, kind, demanding, ready to
take risks, and excessively self-centered. They cannot
tolerate the actions of those who disrupt public order.
They often overestimate themselves. They are
individuals with positive motives in their behavior
between the helper scale and the weak category of the
victim (p=0.208: p<0.01). This type includes individuals
who do not resist, do not resist the offender for various
reasons. In particular, age, physical weakness,
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Journal of Social Sciences and Humanities Research Fundamentals
helplessness, cowardice, fear of responsibility for their
illegal or immoral actions. Such individuals are
characterized by a tendency to dependent behavior,
obedience, justifying the aggression of others, and
forgiving everyone.
Auxiliary scale and Positive correlations between the
implemented victimization scale (p=0.178: p<0.01)
indicate that this type of victim behavior is present in
participants in the supporting position in bullying.
There are positive correlations between the defender
scale and the social acceptability of responses scales
(p=0.154: p<0.01). This indicator emphasizes the
characteristics characteristic of the defender. In
particular, the positive and close (p=0.154: p=0.169)
indicators of the social acceptability of responses and
the implemented victimization scales meet the
requirements of the lie scale. After all, the defender is
characterized by the following behaviors: he supports
the victim, calms down, encourages, and tries to stop
the violence.
the observer scale and the victim's aggression category
scales (p=.121: p<0.05). This indicator justifies the
possibility that the participant in the observer position
may have an increased tendency to low-level aggressive
behavior . People in the subnormal aggressive behavior
category are characterized by a decrease in motivation
for success, a high frequency of sudden events, good
self-control, a desire to comply with accepted norms
and rules, stability in maintaining attitudes, interests
and goals, as well as quick to get upset.
5. The presence of negative communicative attitudes,
which give low indicators of communicative tolerance
.
The relationship between bullying participants and
communicative attitudes was examined. (See Table 3).
Table 3
The relationship between different positions of bullying participants and the level of
communicative tolerance (Spearman test, n=350)
Correlation
The res
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it
s,
a
tti
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s,
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sp
ir
a
ti
o
n
s of
o
th
ers
Initiator
-
0.078
-0.013
0.113
*
0.047
-
0.032
0.02
0.031
0.027
0.045
Assistant
-
0.093
- 0.154
**
-0.042 -0.008
-
0.055
-
0.079
-0.014 -0.012
- 0.113
*
Defender
-
0.029
0.084
-0.027 -0.008
-
0.036
0.113
*
-0.093
- 0.172
**
0.061
Sacrifice
0.073 0.066
0.091
-0.092
0.088 0.03
-0.07
-0.053 -0.013
Observer
-
0.028
0.043
-0.067 -0.1
-
0.112
*
0.002
- 0.144
**
-0.099 -0.071
**. Correlation reliability level at 0.01 value . r < 0.01
*. Correlation reliability level at 0.05 value . r < 0.05
A negative correlation has been found between the Initiator scale and the Rigidity and Conservatism in
Evaluation scale (p = -0.113; p < 0.05). For the initiator,
Journal of Social Sciences and Humanities Research Fundamentals
37
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
the tendency to regulate the expression of
individuality by others increases, as does the demand
for uniformity that aligns with their internal world. This
is particularly reflected in criticism toward external
characteristics such as appearance, nationality,
gender, and profession.
A negative correlation was also found between the
Helper scale and the Self-as-Standard scale (p = -0.154;
p < 0.01). Indeed, those in the role of a bullying
accomplice demonstrate a lower tendency to see
themselves as a standard and find it difficult to adapt
to others’ personalities, habits, attitudes, or
aspirations. Therefore, they are more likely to submit
to the demands of a stronger participant, namely the
initiator. Moreover, a negative correlation (p = -0.113;
p < 0.05) was also recorded between the Helper scale
and the Inability to Adapt to Others’ Traits and
Aspirations scale.
There is a negative correlation between the Defender
scale and the Inability to Tolerate a Partner’s Physical
or Psychological Discomfort scale (p = -0.172; p < 0.01).
This trait is more pronounced in individuals adopting
the defender position, meaning that the defender is
motivated to protect the victim precisely because they
cannot tolerate the victim’s vulnerability. A positive
correlation (p = -0.113; p < 0.05) is observed between
the Defender scale and the Desire to Adapt the Partner
to Oneself scale, where the defender, driven by a
desire to help the victim, tries to adapt the victim’s
attitudes to their own.
A negative correlation has been found between the
Observer scale and the Desire to Adapt the Partner to
Oneself scale (p = -0.112; p < 0.05), as well as between
the Observer scale and the Inability to Forgive Mistakes
that Caused Problems scale (p = -0.144; p < 0.01). This
suggests that participants who take the observer
position in bullying are less likely to desire to adapt
others to themselves or to forgive mistakes that
caused the problem. This is reflected in thinking
patterns such as, "The victim is to blame."
CONCLUSION
Based on the analysis of the psychological factors
affecting the system of protecting youth from
cyberbullying threats, it can be concluded that
cognitive issues within an individual
—
especially
adolescents’ lack of awareness about the concept of
cyberbullying, motivational deviations in internet use,
difficulties in behavioral regulation, and unresolved
negative communication attitudes in interpersonal
interactions
—
all contribute to the widespread
prevalence of cyberbullying threats among young
people.
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Bolalarga nisbatan jamiyatda sodir bo‘layotgan
dahshatli voqealar, zo‘ravonlik holatlari ko‘payib,
qo‘pollashib
bormoqda.
[Elektron
manba:]
@istiqbolliavlodqashqadaryo. 25 noyabrya 2023
O‘zbekiston
Respublikasi
Prezidenti
Shavkat
Mirziyoevning “SHHT plyus” formatidagi uchrashuvdagi
nutqidan.
04.07.2024.
[Elektron
manba:]
https://president.uz/uz/lists/view/7374
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