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- Title
- EXAMINING INTIMATE PARTNER STALKING AND USE OF TECHNOLOGY IN STALKING VICTIMIZATION.
- Creator
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Truman, Jennifer, Jasinski, Jana, University of Central Florida
- Abstract / Description
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This research was designed to expand the empirical knowledge and understanding of stalking victimization by examining both intimate and nonintimate stalking and the use of technology to stalk. To accomplish this, the current research examined differences among intimate and nonintimate stalking, stalking types (cyberstalking, stalking with technology, and traditional stalking), and stalking types by the victim-offender relationship. Specifically, this research examined demographic differences,...
Show moreThis research was designed to expand the empirical knowledge and understanding of stalking victimization by examining both intimate and nonintimate stalking and the use of technology to stalk. To accomplish this, the current research examined differences among intimate and nonintimate stalking, stalking types (cyberstalking, stalking with technology, and traditional stalking), and stalking types by the victim-offender relationship. Specifically, this research examined demographic differences, differences in severity, seriousness, victim reactions and responses to and effects of stalking. Findings revealed that overall intimate partner stalking victims experienced greater levels of seriousness and severity of stalking, and expressed more fear than nonintimate partner stalking victims. Additionally, they were more likely to have engaged in self-protective or help-seeking actions. With regard to stalking type, victims who were cyberstalked and stalked with technology experienced a greater variety of stalking behaviors, were more likely to define the behaviors as stalking, and took more actions to protect themselves than victims who were traditionally stalked. Moreover, those who were stalked with technology experienced a greater severity of stalking. And when examining differences among stalking types by the victim-offender relationship, intimate partner stalking victims were still more likely than nonintimate partner stalking victims to have experienced a greater severity of stalking. This research contributed to existing research by being the first to examine cyberstalking and stalking with technology with a national dataset, and adding to the knowledge of differences between intimate and nonintimate partner stalking. Implications for policy and for research are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003022, ucf:48332
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003022
- Title
- FLORIDA TEACHER PERCEPTIONS CONCERNING INTERNET DANGERS FOR STUDENTS.
- Creator
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Baker, Kathleen, McGee, Janet, University of Central Florida
- Abstract / Description
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This research study was conducted to determine if there were significant differences or relationships between teachersÃÂ' perceptions of knowledge of Internet dangers to students and factors such as demographics, self-reported comfort levels with Internet use, and with knowledge of policies and laws regarding Internet safety. Three hundred seventy-two teachers from three central Florida school districts were surveyed using an adapted survey developed by authors Patchin...
Show moreThis research study was conducted to determine if there were significant differences or relationships between teachersÃÂ' perceptions of knowledge of Internet dangers to students and factors such as demographics, self-reported comfort levels with Internet use, and with knowledge of policies and laws regarding Internet safety. Three hundred seventy-two teachers from three central Florida school districts were surveyed using an adapted survey developed by authors Patchin and Hinduja (2006) and Willard (2006, 2009). The world of the Internet is constantly changing, and students will encounter harassment and dangers while pursuing their interests on line. Recent research on the types of Internet dangers involving youth (Hinduja & Patchin, 2009; Juvonen & Gross, 2008, Leichtling, 2008; Lenhart, Madden & Hitlin, 2005; Li, 2007; Willard, 2009), and evidence supporting limited adult knowledge of Internet dangers to youth (Finkelhor, Mitchell & Wolak, 2000; Hinduja & Patchin, 2009; Patchin & Hinduja, 2006; Willard, 2006,2009) provided the conceptual framework for this study. Descriptive and inferential statistics were performed to investigate each research question. These statistics included one-way ANOVA, Scheffe post-hoc analysis, chi-square tests of independence, independent T-tests, and Kruskal-Wallis tests. These findings demonstrated that the null hypotheses were rejected for each research question. Significant differences were found between teachersÃÂ' knowledge of Internet dangers and age, years of experience, level of school taught, and personal comfort with the Internet. Other significant relationships were found between personal Internet comfort and knowledge of laws and policies, specifically the Jeffrey Johnston Stand Up for All Students Act, and between male teachers and knowledge of victim behaviors. Gender was the only demographic variable found to be not significantly related to a teachersÃÂ' knowledge of Internet dangers to students. The implications of these results validate the importance of more teacher training to increase knowledge of Internet dangers, policies and programs, as well as increase teachersÃÂ' ability to identify victims and provide them with assistance. As technology expands, Internet dangers for children online expand and are a growing concern for parents, teachers, and administrators. Since technology will continue to grow, adults play a major role in educating children concerning the dangers of being online. However, adults struggle to play catch-up to the young digital natives, and are not really present to intervene when needed. We cannot cross the digital divide and help our students if we are not seeking out the information ourselves (Willard, 2009).
Show less - Date Issued
- 2010
- Identifier
- CFE0003307, ucf:48500
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003307