SOCIAL MEDIA USAGE AND CYBERBULLYING: EXPERIENCES AND COPING STRATEGIES AMONG SECONDARY SCHOOL STUDENTS IN SURAT THANI, THAILAND

Abstract

This study examines the relationship between social media usage patterns and cyberbullying, with a focus on experiences and coping strategies. A quantitative approach was employed using 1,095 anonymous questionnaires completed by secondary school students in Surat Thani, Thailand. A two-stage sampling design was used to select participants from both urban and rural areas. The results show that most participants are female, spend approximately six hours per day on Facebook, exhibit moderate social media addiction, and have high levels of social media literacy. Approximately 90% of the students reported experiencing cyberbullying, with the majority of bystanders primarily observing perpetrators targeting physical appearance and body shape. Personal factors and social media usage patterns were significantly associated with both cyberbullying experiences and coping strategies. Male students and those at higher education levels demonstrated a higher risk of engaging in cyberbullying. Urban students showed lower levels of social media addiction but higher levels of media literacy than those in rural areas. A lack of social media safety awareness was significantly correlated with all types of cyberbullying experiences. There was a positive association between perpetration behaviors and social media addiction. Students employed self-confrontation, technological coping, help-seeking, and avoidance strategies, with higher social media literacy levels linked to more effective technological coping. The findings suggest an urgent need for media safety and literacy education. Understanding cyberbullying in a regional context enhances the ability to provide effective interventions across different areas. This research contributes to the existing literature by applying Cultivation Theory in a new media context, addressing gaps in media and cyberbullying research in Thailand in particular.