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Page 1: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Can Positive Emotion Induction Reduce Negative Reactions among

Adolescents Cyberbullying Victims?

YeoJu Chung, Associate Professor, Korea National University of Education

Kyunghee Du, JaMyoung Yi, & A-ra Lee

Page 2: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Contents

Introduction

Literature Review

Research Hypothesis

Method & Procedure

Results

Discussion & Conclusion

Page 3: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Introduction & Literature Review

Page 4: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Purpose

Cyberbullying is increasing and one of counseling issues

Victims of cyber bullying– depressive, anxious, sensitive, cautious, and re-act to aggression, feelings of being ostracized and of loneliness, or sometimes suicide

the importance of positive affect has been stressed in counseling area

Functions of enhancing positive affects have been focused also by some emotion researchers (e.g. Fredrickson, 1998; Fredrickson & Levenson, 1998).

how to solve cyberbullying problem –inducing positive affects will reduce negative psychological effects from cyberbullying

Page 5: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review - Bullying

What is Bullying? (Olweus, 1993, 1999a) Aggressive behavior or intentional

harmdoing Repeated and over time action An imbalance of power in an

interpersonal relationship Someone intentionally inflicts, or

attempts to inflict, and show aggressive behaviors

Verbal vs. Nonverbal• Verbal actions: threatening, taunting, teasing,

and calling names• Nonverbal actions: hitting, pushing, kicking,

pinching, and restraining

Page 6: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review – Cyber Bullying

What is Cyber Bullying? Bullying that involves the use of e-mail,

instant messaging, text digital imaging messages and digital images sent via cellular phones, Web pages, Web logs(blogs), chat rooms or discussion groups, and other information communication technologies (Health Resources and Services Administration, 2006; Patchin & Hinduja, 2006; Shariff & Gouin, 2005; Willard, 2006)

Page 7: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review – Cyber Bullying

Flaming: online fights using elec-tronic messages with angry and vulgar language

Harassment: re-peatedly sending nasty, mean, and

insulting mes-sages

Denigration: send-ing or posting gos-sip about a person to damage reputa-tion or friendships

Impersonation: pretending to be someone else and sending or posting

material

What is Cyber Bullying? Nancy Willard, 2006 Kowalski, Limber, and Agatston, 2008

Page 8: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review – Cyber Bullying

Cyber Bullying Passes Current National Children’s Home (NCH, 2002) Study: 7% via

Internet chat rooms, and 4% through e-mail Keith and Martin (2004): 57% of students said that someone

had said hurtful or angry things to them online Ybarra and Mitchell (2004a): 19% of young regular Internet

users aged 10-17 were involved in online harassment British study (Smith, Mahdavi, Carvalho, & Tippett, 2006):

22% of the students aged 11-16 reported that they had been bullied in the cyber space at least once in the two months

Williams and Guerra (2006): 21% of the students had ever been cyber bullied

Afrab’s (2006) study: 53% of the respondents said that they had been bullied online

Chung and Kim (2013): 42.9% of total students(n=1112) have experienced cyberbullying before

Page 9: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review – Cyber Bullying

Cyber bullying - More Harmful

• No punishment or social disapproval due to anonymity

• Can carry their actions much more than they nor-mally would (Williams, Harkins, and Latane,1981)

Lose Power of In-hibition

• targets also cannot see the faces of the perpetra-tor

• miscommunication between bullies and victims (Kowalski, Limber, and Agatston, 2008)

Can’t See Emo-tional Reaction

•A single act may be forwarded to hundreds or thousands of children over a period of time• Feel repeatedly bullied

Can’t predictRepetition

Page 10: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review – Cyber Bullying

Victims of Cyber bullying

• Depressed mood, loneliness, anxiety, frustration, invisibility, and helplessness (Geller, Goodstein, Silver, and Sternberg,

1974; Leary, 1990)• Feeling bad, having less control, and losing a sense of be-

longing (Williams, Cheung, and Choi, 2000)• Feeling a loss of self-esteem and angry (Rigby, 2008)

Page 11: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review – Focus on affect problems

of victims in bullying

Affect problems of victims self-evaluation and emotional coping

skills (Andreou, 2001) lack of emotional ability to prevent and

resolve conflicts (Mahady-Wilton, 1997) symptoms and suicidal thoughts (Roland,

2002) depressed and stressful due to negative

self-concept (Marsh, Parada, Craven and Finger, 2004)

Page 12: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

fea

rful

an

xie

ty

co

nfu

se

d

irritate

d

hu

rted

sh

ock

ed

an

gry

ind

iffe

ren

t

de

pre

sse

d

se

nsitiv

e

wa

nt to

die

sh

am

efu

l

bo

ring

lon

ely

0

10

20

30

40

50

60

70

0

7.2

15.7

27.5

64

14.5 15.9

50.7

32.1

7.2

17.2

3.1

12.2 13.3

1.7

Chung and Kim (2013)

What kind of feeling did you have when you are bullied in the cyber space?

Page 13: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Ignored Angry and

cursed them by oneself

Re-venged in the same way

Cursed them to friends

Cried Cy-berbul

lied other people

Wrote a script

express-ing my

bad feel-ing

Pre-tended to be good

contrast to bad

feelings

Talk with

parents

Talk with teachers

0

10

20

30

40

50

60

70 65

28.4

45.9

38.7

2.1

31.7

7.3

29.9

3.90.9

Chung and Kim (2013)

Reactions after being cyberbullied– only cyberbullied middle school students

Page 14: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Positive affects recharge the depleted self

• Positive emotions are able to restore the self’s capacity for self-regulation (Tice et al., 2004) • happy mood led to longer persistence and positive mood make people recover their energy that help

to regulate themselves further

Positive affects help self-regulation

• A primary function of self-regulation in adults is to maintain positive emotional mood and reduce the continued deterioration of negative mood states (Morris, 1989)

Positive affects undo effects of negative affects

• positive affects serve to broaden an individual's momentary thought-action repertoire, which in turn has the effect of building that individual's physical, intellectual, and social resources (Carver,

2003; Cosmides & Tooby, 2000; Fredrickson, 2005)

Literature Review – Functions of Positive Affect

compared to Negative Affect

Page 15: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Positive affects broaden functions of attention and cognition

• Fredrickson and Joiner (2002) assessed the prediction that positive affects broaden the scopes of attention and cognition, and, by consequence, initiate

upward spirals toward increasing emotional well-being

Positive affects enhance thought, feeling, and behavior and make us attain the goal

• Positively valenced moods and emotions lead people to think, feel, and act in ways that promote both resource building and involvement with approach goals

(Elliot & Thrash, 2002; Lyubomirsky, 2001)

Positive affects make people remember positive factors

• Niedenthal and Setterlund (1994) also suggested that happiness and sadness have emotion-congruent effects upon selective perception

• Mayer and his colleagues (1992) also tested mood-congruent effect in their ex-periment

Literature Review – Functions of Positive Affect

compared to Negative Affect

Page 16: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Positive affects impact on perception and judgement

• Parkinson and his colleagues (1996) assumed that the world seems a more pleasant and welcoming place when one is in a happy mood

• Fearful individuals have been shown to have heightened estimates that risky, dangerous events will be part of their future (Lerner & Keltner, 2001)

Positive affects increase ego resilience

• Cohn and his colleagues (2009) suggested that positive affects lead to higher levels of ego resilience in the future

Positive affects enhance coping ability

• Fredrickson (2001) said that the frequent experience of positive emotion broad-ens thinking and actions and result in enduring personal resources

• In Aspinwall (1998)’s study, he tested that positive mood may play a beneficial, multifaceted, and flexible role in self-regulatory processes

Literature Review – Functions of Positive Affect

compared to Negative Affect

Page 17: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Positive affects decline externalizing problems• Secure attachment and positive maternal control correlated positively with ef-

fective regulatory strategy use (Gillom et al., 2002) • Frequent positive emotions during school were associated with higher levels of

student engagement and negative emotions with lower levels of engagement (Amy et al., 2008)

Positive affects decline psychopathology

• low levels of positive affectivity are associated with a number of clinical syn-droms, including social phobia, agoraphobia, posttraumatic stress disorder, schizophrenia, eating disdorder, and the substance disorders (Gillom et al.,

2002)

Positive affects increase helping behavior

• good moods increased offers of help that involved reading and evaluating statements that participants believed would improve their mood (Isen & Sim-

mond, 1978)

Positive affects increase satisfaction of life

• Positive affectivity is a significant predictor of job satisfaction (Olekalns & Erwin, 1998; Agho, Price, Mueller (1992)

Literature Review – Functions of Positive Affect

compared to Negative Affect

Page 18: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Literature Review How to enhance positive affect

– mood induction

imagination Velten’s MIPs film/story

music feedback social in-teraction

gift facial ex-pression

combined MIPs

• the effect sizeFilm/Story + instructions - the most significantcombined (e.g. Velten + music, or Velten + feedback) - very significant

(Westermann and his collegues’ meta analysis,1996)

Page 19: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Hypothesis

Page 20: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Hypothesis

Experiment 1. Cyberbullying manipulation will make people have negative feelings and biases. Participants in the cyberbullying manipulation condition will get larger

points in negative moods and get fewer points in positive moods of self report adjective selection than participants in control group.

Participants in the cyberbullying manipulation condition will show higher negative biases when they interpret facial expression than participants in control group.

Experiment 2. Positive affect enhancement will make people have positive feelings, not biased, and memorize more positive factors. Participants in the positive affect enhancement condition will get larger

points in positive moods and get fewer points in negative moods of self report adjective selection than participants in control group.

Participants in the positive affect enhancement condition will show lower negative biases when they interpret facial expression than participants in control group

Participants in the positive affect enhancement condition will memorize more positive meaning words than participants in control group.

Participants in the positive affect enhancement condition will memorize more words than participants in control group.

Page 21: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Hypothesis

Experiment 3. Positive affect enhancement will weaken negative feelings, biases in interpretation and memory, and negative movements from cyberbullying? Participants in the positive affect enhancement condition will get larger

points in positive moods and get fewer points in negative moods of self report adjective selection than participants in control group even after they are cyberbullied.

Participants in the positive affect enhancement condition will show lower negative biases when they interpret facial expression than participants in control group even after they are cyberbullied.

Participants in the positive affect enhancement condition will memorize more positive meaning words than participants in control group even after they are cyberbullied.

Participants in the positive affect enhancement condition will memorize more words than participants in control group even after they are cyberbullied.

Participants in the positive affect enhancement condition will show lower negative face and hands movement.

Page 22: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Method & Procedure

Page 23: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Method - Participants

Participants

Experiment group

Controlgroup

Total

Experiment 1

Sex

Males 9 8 17

Females 8 7 15

Cyberbullied experience

Yes 4 3 7

No 13 12 25

Total 17 15 32

Experiment 2

Sex

Males 10 10 20

Females 7 7 14

Total 17 17 34

Experiment 3

Sex

Males 17 18 35

Females 15 14 29

Cyberbullying experience

Yes 5 7 12

No 27 25 52

Total 32 32 64

Page 24: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Method - Measures

Experiment

Mood In-duction

Self Report

Interpret facial Ex-pressions

Emotional words memory

Video Taping

Page 25: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

① Mood Induction (Velten + feedback)

The Velten Mood Induction Procedure (Velten, 1967, 1968)

• Used extensively by researchers to induce elated and depressed moods in the laboratory.

• The task consists of subjects being asked to read and "try to feel the mood suggested" by 60 self-referent elated or depressed statements, or 60 neutral statements.

• Selected both 30 positive sentences and 30 neutral sentences

• Tested effect of these sentences in experiment 2• Used 30 sentences right after feedback in

experiment 3

Research Method - Measures

Page 26: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

② Self report - emotions

Instrument for Measuring Emotions (Kang, Hahn, & Chon, 2000)

• developed by Kang et al. (2000)• based on self-discrepancy theory• consisting of 20 items rated on 7-point scale • dejection-related emotion (depression), agitation-related

emotion (anxiety), and positive feeling• GFI of the 3 subscales is .995

Research Method - Measures

Page 27: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

감정 형용사 전혀 느끼지 않는다 중간정도 매우 많이 느낀다

1 무기력하다 0 1 2 3 4 5 6

2 불만스럽다 0 1 2 3 4 5 6

3 슬프다 0 1 2 3 4 5 6

4 실망스럽다 0 1 2 3 4 5 6

5 우울하다 0 1 2 3 4 5 6

6 의기소침하다 0 1 2 3 4 5 6

7 긴장되다 0 1 2 3 4 5 6

8 걱정스럽다 0 1 2 3 4 5 6

9 불안하다 0 1 2 3 4 5 6

10 두렵다 0 1 2 3 4 5 6

11 안절부절하다 0 1 2 3 4 5 6

12 초조하다 0 1 2 3 4 5 6

13 기쁘다 0 1 2 3 4 5 6

14 활기차다 0 1 2 3 4 5 6

15 만족스럽다 0 1 2 3 4 5 6

16 희망적이다 0 1 2 3 4 5 6

17 안도감 0 1 2 3 4 5 6

18 안심되다 0 1 2 3 4 5 6

19 안정감 0 1 2 3 4 5 6

20 편안하다 0 1 2 3 4 5 6

depression

anxiety

Positive feeling

Page 28: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

② Interpret facial expressions

Japanese and Caucasian Facial Expressions of Emotion (JACFEE) and Neutral Faces (JACNeuF) (Matsumoto, & Ekman, 1988) (appendix G)

• developed by Matsumoto and Ekman (1988)• anger, contempt, disgust, fear, happiness, sadness, and

surprise• evidence for cross-cultural differences in levels of

recognition (Matsumoto, 1992)• selecting the intended emotion term were conducted and

resulted in significant findings at the 70% , 75%, and 80% agreement levels

Research Method - Measures

Page 29: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Contempt

Page 30: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Neutral

Page 31: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

③ Emotional words memory

Emotional words memory test (Vasa, Carlino, London, & Min, 2006)

• developed by Vasa et al. (2006)• threat, positive, and neutral. Childrens valence ratings • Cronbach’s alpha coefficients .91, .89, and .92 for threat,

positive, and neutral words, respectively• Selected 10 positive words, 10 negative words, and 10

neutral words – randomly arranged• recall positive and negative emotional words, and non-

emotional words by Nagae, & Moscovitch (2002)

Research Method - Measures

Page 32: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

챔피언 벽 죽음 똑똑한 생일 선물

고막 쟁반 벽돌 블록 납치 거리

살인 연휴 친구 긴급 암 발목

방학 파티 총 나무 도둑 숟가락

울타리 폭탄 부자 전쟁 실패 활기찬

Page 33: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

④ Video Taping

• Recorded students’ face and hands movement with camcoder

• 3 experts made coding• Coding sheet followed concepts of the new Facial Action

Coding System (FACS) by Paul Ekman, Wallace V. Friesen, and Joseph C. Hager (2002)

• positive movement and negative movement.• eyes (eg. a smile with eyes vs. a sneer with eyes), lips (eg.

a smile with lips vs. a sneer with lips), head (eg. nodding vs. moving slantwise), and hands (eg. agreeing with hands vs. hiding a mouth or a face with hands)

Research Method - Measures

Page 34: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Procedure

Experiment 1• Cyberbullying Manipulation

Experiment 3• Cyberbullying Manipulation

• Positive Mood Induction

Page 35: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Procedure - experiment 3

Page 36: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Results

Page 37: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

EXPERIMENT 3 RESULT

Page 38: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

pre cy-berbul

ling

mood induc-tion

pre cy-berbul

ling

mood induc-tion

pre cy-berbul

ling

mood induc-tion

0.0

5.0

10.0

15.0

20.0

25.0

30.0

5.9

15.8

5.0 7.0

12.4

3.7

25.5

6.9

27.2

7.5

17.1

13.1

8.7

12.7 10.1

23.1

5.2 8.1

experiment group control group

Research Results

FIGURE 16Experiment 3_Feeling adjective selection

Experiment 3 – Cyberbullying, Mood induction

depres-sion

anxiety positive feeling

Page 39: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Mean Square df F

depression 501.735 2 9.659***

anxiety 338.094 2 5.367**

positive feeling 3125.906 2 33.712***

Research Results

TABLE 15Experiment 3_Repeated measures MANOVA of feeling adjective selection

***p<.001, **p<.01, *p<.05

Experiment 3 – Cyberbullying, Mood induction

Using Wilks’ lambda, multivariate significance for the group classification main effect was established, F(6,57)= 11.320, p<.001

Page 40: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

pre cyber-bulling

mood induc-

tion

pre cyber-bulling

mood induc-

tion

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

2.25

1.19 1.00

1.78

2.69 2.63

1.97

0.81 0.91

2.13

2.84 2.88

experiment group control group

Research Results

FIGURE 17Experiment 3_ Photo facial expression assumption

positive negative

Experiment 3 – Cyberbullying, Mood induction

Page 41: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Results

FIGURE 18Experiment 3_ Negative assumption frequency

Experiment 3 – Cyberbullying, Mood induction

no. of participants

no. of negativeassumptions0 1 2 3 4 5

0

2

4

6

8

10

12

109

5

3

1

4

1

7 7

3

8

6experimentcontrol

Page 42: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Results

FIGURE 19Emotional words memory test

Mean Square

df F

no. of positive words

20.250 1 9.049**

no. of negative

words3.516 1 2.364

no. of total words

11.391 1 2.108

TABLE 19MANOVA

**p<.01, *p<.05

Experiment 3 – Cyberbullying, Mood induction

no. of posi-tive words

no. of nega-tive words

no. of total words

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

3.44

1.91

7.22

2.31 2.38

6.38

experiment group control group

Wilks’ Lambda was .836 [F(3,60) = 3.922, p<.05]

Page 43: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Results

FIGURE 20% of memorized words

TABLE 20MANOVA

*p<.05

Experiment 3 – Cyberbullying, Mood induction

pos_% neg_%0.00

10.00

20.00

30.00

40.00

50.00

60.00

47.94

27.16

36.36 36.41

experiment group control group

Mean Square

df F

% of positive words

20.250 1 9.049*

% of negative words

3.516 1 2.364*

Wilks’ Lambda was .901 [F(2,61) = 3.361, p<.05]

Page 44: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

pre cy-berbul

ling

mood induc-tion

pre cy-berbul

ling

mood induc-tion

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

1.69

0.22

2.28 1.97

3.03

0.38

1.78

0.06

0.50

1.63

2.38

0.66

experiment group control group

Research Results

FIGURE 21Experiment 3_ facial and hands expression

positive negative

Experiment 3 – Cyberbullying, Mood induction

Page 45: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Research Results

TABLE 22Experiment 3_Repeated measures ANOVA of facial and hands expression

***p<.001

Experiment 3 – Cyberbullying, Mood induction

Mean Square df F

positive expressions 33.167 2 9.515***

negative expressions 7.292 2 2.298

Using Wilks’ lambda, multivariate significance for the group classification main effect was established, F(4,59)= 6.236, p<.001

Page 46: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Discussion

The negative effects of cyberbullying were revealed from experiment 1 and 3 self report feeling adjectives selection, emotional words

memory and recording faces and hands movement cyberbullying make students socially anxious, loneliness,

frustration, sadness, and helplessness (Geller, Goodstein, Silver, & Sternberg, 1974; Kowalski, Limber, & Agaston, 2008; Leary, 1990; Rigby, 2008; Williams, Cheung, & Choi, 2000)

facial expression photo interpretation - numbers of negatively biased interpretation of both groups were not significantly different.

Page 47: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Discussion The positive effects of positive mood induction were

revealed from experiment 2 and 3 self report feeling adjectives selection, emotional words

memory and recording faces and hands movement positive affect generation makes students recover quickly from

their stressful events (e.g. Fredrickson, 1998; Fredrickson, Mancuso, Branigan, & Tugade, 2000; Kirschenbaum, Tomarken, and Humphery, 1985)

facial expression photo interpretation - numbers of negatively biased interpretation of both groups were not significantly different.

• frequency data shows a little difference

Page 48: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.

Limitation & Further Research

tested only middle school students, and conducted the experiment in 30 minutes. other students (e.g. elementary school students) for general conclusion experiment time was a little short Facial photo - not only frequency test but also intensity test (for a

review, see Matsumoto, & Ekman, 1988, 1989).

need to think about how to induce positive affect in counseling situation. cognitively self-referent statement and feedback methods more sophisticated methods for our clients

real cyberbullying situation should be conducted. driven by experimental situation in real situation, there might be more extra variables which I cannot

control we need to test the effect of positive affect to really cyberbullied

students.

Page 49: Can Positive Emotion Induction Reduce Negative Reactions among Adolescents Cyberbullying Victims? YeoJu Chung, Associate Professor, Korea National University.