LGBTQ Cyberbullying on Online Learning Platforms Among University Students

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dc.contributor.authorPannee Suanpang
dc.contributor.authorJatupon dongjit
dc.contributor.authorTitiya Netwong
dc.contributor.authorPattanapong Pothipasa
dc.contributor.correspondenceP. Suanpang; Suan Dusit University, Thailand; email: pannee_sua@dusit.ac.th
dc.date.accessioned2025-03-10T07:35:28Z
dc.date.available2025-03-10T07:35:28Z
dc.date.issued2021
dc.description.abstractCyberbullying is a type of cybercrime that has become a new phenomenon, rapidly increasing on the cyberspace, as it utilizes the Internet technology to harass people, especially among teenagers and youth on online learning platforms. This study aimed to analyze the factors influencing LGBTQ cyberbullying on online learning platforms among university students in Thailand. A quantitative research design was used to collect data from 400 university students in Thailand through questionnaires. The data were analyzed through a structural equation model. The results found that most Thai students had a low level of cyberbullying behavior, as they respected each other, especially LGBTQ students. Moreover, there were three major factors comprising demographics, the situation, and online learning platform behavior that had a significant direct effect on the outcome of LGBTQ cyberbullying victims. The demographic factors (gender, motivation, psychology, and technology using behavior) had a direct effect on the situation factors (perceived support, parental involvement, and university climate and environment), and a direct effect on online learning platform factors (teachers, classmates, dialog of online learning, group work, and relationship between classmates and the teacher). Moreover, the LGBTQ online learning platform factor had a direct effect on the outcome of cyberbullying (social equality, mindset, intellect, physical, and society). The relative Chi-square (_2 / df) of 1.194 indicated that the model was suitable. The comparative fit index (CFI) was 0.991, the goodness of fit index (GFI) was 0.971, and the model based on the research hypothesis was consistent with the empirical data. The root mean square error of approximation (RMSEA) was 0.022. © 2020. International Journal of Cyber Criminology
dc.identifier.citationInternational Journal of Cyber Criminology
dc.identifier.doi10.5281/zenodo.4766543
dc.identifier.issn9742891
dc.identifier.scopus2-s2.0-85131425531
dc.identifier.urihttps://repository.dusit.ac.th//handle/123456789/4696
dc.languageEnglish
dc.publisherInternational Journal of Cyber Criminology
dc.rights.holderScopus
dc.subjectCyberbully
dc.subjectLgbtq
dc.subjectOnline learning platform
dc.subjectThailand
dc.titleLGBTQ Cyberbullying on Online Learning Platforms Among University Students
dc.typeArticle
mods.location.urlhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85131425531&doi=10.5281%2fzenodo.4766543&partnerID=40&md5=f89f3c2d02f06403c44a8951a26a85ca
oaire.citation.endPage76
oaire.citation.issue2
oaire.citation.startPage60
oaire.citation.volume15
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