Emotion regulation and internet violence among secondary school pupils

Cilj ovog istraživanja bio je ispitati učinkovitost programa prevencije nasilja preko interneta i ispitati povezanost emocionalne inteligencije, doživljavanja i činjenja nasilja preko interneta kod učenika srednje škole. Istraživanje je provedeno na uzorku od N=130 učenika srednje škole Gimnazija 1 u Osijeku. Instrumenti korišteni u istraživanju bili su: Upitnik otkrivanja podataka o sebi na internetu (Milić i Tomašić Humer, 2015), Upitnik znanja o nasilju preko interneta (Milić i Tomašić Humer, 2015), Skala doživljavanja/činjenja nasilja preko interneta (Cetin, Yaman i Peker, 2011) i Test upravljanja emocijama (Babić Čikeš i Buško, 2013). Rezultati pokazuju da program prevencije nije imao učinka na znanje o nasilju preko interneta, doživljavanje i činjenje nasilja te na otkrivanje osobnih podataka o sebi na internetu kod učenika srednje škole. Međutim, pronađena je statistički značajna razlika između kontrolne i tretmanske skupine u doživljavanju i činjenju nasilja u početnoj točci mjerenja, gdje su sudionici tretmanske skupine izjavili da doživljavaju i čine više nasilja od sudionika kontrolne skupine. Također, pronađena je statistički značajna niska negativna povezanost između rezultata na Testu upravljanja emocijama i rezultata na Subskali činjenja nasilja preko interneta. Oni sudionici koji su ostvarili viši rezultat na Testu upravljanja emocijama, čine manje nasilja preko interneta. Konačno, pronađena je statistički značajna visoka pozitivna povezanost između rezultata na Subskali činjenje nasilja preko interneta i rezultata na Subskali doživljavanja nasilja preko interneta što upućuje na to da oni sudionici koji čine nasilje preko interneta ga ujedno i doživljavaju.The aim of this study was to assess the effectiveness of violence prevention program over the Internet and to assess the relationship between emotional intelligence, experiencing and committing cyber bullying. The study was conducted on a sample of N=130 students of Gymnasium 1 in Osijek. The instruments used in the research were: Revealing personal information online questionnaire (Milić and Tomašić Humer, 2015), The knowledge of cyber bullying questionnaire (Milić and Tomašić Humer, 2015), Cyber victim and bullying scale (Cetin, Yaman and Peker, 2011) and Emotion management test (Babić Čikeš and Buško, 2013). The results showed that violence prevention program had no impact on the knowledge of cyber bullying, experiencing and committing cyber bullying and revealing personal information online among high school students. However, it has been found statistically significant difference between control and treatment group in experiencing and committing cyber bullying at the starting point of measurement, where the participants of treatment group reported experiencing and committing more cyber violence then control group. Also, results have pointed to a weak, but statistically significant negative relationship between results on the Emotion management test and results on the Subscale of committing cyber bullying. The participants, who scored higher on the Emotion management test, commit less cyber bullying. Finally, it has been found strong statistically significant positive relationship between results on the Subscale of experiencing cyber bullying and the results on the Subscale of committing cyber bullying which means that the participants who committed cyber bullying also experienced it