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A Sociological S udy on Impac on Cybe bullying Among SRM College You h
D . K. Pushpam
School o Law, SRM Ins i u e o Science and Technology, Ka ankula hu , Tamil Nadu, India
+91 96880 52676 | ✉ [email protected]
Na ya Chand a P. D.
School o Law, SRM Ins i u e o Science and Technology, Ka ankula hu , Tamil Nadu, India
+91 93425 51108 | ✉ na [email protected]
Ganaga Tha a M.
School o Law, SRM Ins i u e o Science and Technology, Ka ankula hu , Tamil Nadu, India
+91 63740 60090 | ✉ m.ganaga ha [email protected]
ARTICLE
INFO
ABSTRACT
©2025 RS Publica ion
Pape ID: IJRMF-
68DA3F80C5D76
Recei ed: 2025-09-07
Published: 2025-10-07
DOI:
h ps://dx.doi.o g
/10.5281/zenodo.17
288732
Page No: 73-85
In he mode n digi al e a, cybe bullying has isen as a se ious social p oblem,
wi h adolescen s and young adul s being he mos ulne able g oups. Unlike
adi ional o ms o bullying, i akes place in i ual spaces—such as social
ne wo king si es, cha applica ions, and online communi ies—whe e indi iduals
may be subjec ed o insul s, h ea s, o emba assing con en in ended o cause
ha m. This s udy examines he p e alence, o ms, and consequences o
cybe bullying, wi h a ocus on i s psychological, emo ional, and social impac on
you h. Using a sample o 100 esponden s, he s udy applies bo h quan i a i e and
quali a i e me hods o analyze pa e ns o ic imiza ion and coping s a egies.
Findings highligh ha cybe bullying no only causes emo ional dis ess bu also
weakens social ela ionships and academic pe o mance. The esea ch s esses he
impo ance o awa eness, pa en al guidance, and ins i u ional in e en ions o
comba his g owing issue.
Keywo ds: Impac on you h, Digi al ha assmen , Online abuse, Cybe bullying
Online sa e y awa eness, Copying mechanism, In e ne Misuse.
In e na ional Jou nal o Resea ch in
Managemen Fields
A ailable online on
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ISSN (P) 2577-1876 (O) 2577-4274
Ci e This Pape : D . K.Pushpam, Na ya chand a and Ganaga Tha a .M
(2025). "A Sociological S udy on Impac on Cybe bullying Among SRM
College You h". INTERNATIONAL JOURNAL OF RESEARCH IN
MANAGEMENT FIELDS (IJRMF), ol. 9, no. 5, 2025, pp. 73-85. DOI:
h ps://dx.doi.o g/10.5281/zenodo.17288732
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DOI: 10.5281/zenodo.17288732
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In oduc ion
The in e ne has become an impo an pa o daily li e, mainly o young people who use i o
lea ning. While digi al pla o m has made i easie o connec wi h iends and connec wi h hem mos
se ious issue in in e ne is cybe bullying. Cybe bullying a ec s young people in many ways. I leads
o s ess and panic condi ions; i ocus on unde s anding how cybe bullying impac he li es o
s uden s. This esea ch leads o p o ide sugges ion ha can help o c ea e a sa e wo ld.
S a emen o he P oblem
As digi al communica ion con inues o expand, cybe bullying has eme ged as a widesp ead
ye o en unseen social issue. Vic ims o en su e silen ly due o ea , s igma, o lack o awa eness.
Unlike adi ional bullying, cybe bullying can happen any ime and sp ead widely, lea ing ic ims
ulne able. This s udy add esses he u gen need o explo e how cybe bullying shapes you h
expe iences, in luences hei men al heal h, and impac s social ela ionships.
In ecen imes, he swi g ow h o digi al echnology and he inc easing popula i y o
social media ha e eshaped how young people in e ac , acqui e knowledge, and build
social connec ions. Al hough hese pla o ms o e as oppo uni ies o communica ion
and in o ma ion exchange, hey ha e also opened he doo o ha m ul beha io s, wi h
cybe bullying s anding ou as one o he mos conce ning issues. Cybe bullying can be
de ined as he in en ional use o digi al pla o ms—such as social ne wo ks, messaging
se ices, online communi ies, and gaming en i onmen s— o ha ass, in imida e, h ea en,
o emba ass o he s. Unlike con en ional bullying, i anscends physical spaces and ime
limi s, making i s impac mo e pe sis en and a - eaching; i can occu a any hou , each
a po en ially limi less audience, and o en lea e a pe manen digi al ace, making i
especially in asi e and damaging.
Indi iduals a ge ed by cybe bullying equen ly su e om a ious emo ional and
psychological di icul ies, such as s ess, sadness, diminished sel -con idence, and a sense
o loneliness. Many s uden s su e in silence due o ea o e alia ion, social s igma, o a
lack o unde s anding and awa eness abou a ailable suppo mechanisms. Fu he mo e,
cybe bullying can s ain social ela ionships, dis up academic pe o mance, and e en lead
o ex eme consequences such as sel -ha m o suicidal endencies. Despi e he inc easing
p e alence o his issue, he e is limi ed esea ch ha ho oughly examines he mul iple
dimensions o cybe bullying—i s causes, mani es a ions, psychological impac s, and
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coping mechanisms—especially wi hin he con ex o you h in con empo a y socie y.
This esea ch aims o ill his impo an gap by explo ing he li ed expe iences o young
people who ha e been impac ed by cybe bullying. I aims o explo e how cybe bullying
in luences hei men al heal h, social in e ac ions, and o e all well-being. By doing so, he
s udy in ends o shed ligh on he social and emo ional eali ies aced by ic ims, unde s and
he pa e ns and ac o s con ibu ing o cybe bullying, and p o ide insigh s in o p e en i e
measu es and suppo sys ems. In essence, his esea ch emphasizes he u gency o
acknowledging cybe bullying as a signi ican social p oblem and seeks o in o m
educa o s, pa en s, policymake s, and men al heal h p o essionals abou s a egies o
mi iga e i s impac on ulne able you h popula ions.
Objec i es
To s udy he p e alence o cybe bullying among you h.
To examine he men al, emo ional, and social impac s caused by cybe bullying.
To iden i y coping mechanisms adop ed by ic ims o cybe bullying.
To s udy how amilies, pee g oups, and ins i u ions con ibu e o p e en ing and
managing cybe bullying.
To sugges p e en i e and co ec i e measu es o educing cybe bullying.
Re iew o he S udy
Kowalski & Limbe (2013) highligh ed ha cybe bullying ic ims ace highe isks o
dep ession and anxie y. Hinduja & Pa chin (2015) obse ed ha cybe bullying leads o poo
academic pe o mance and inc eased absen eeism. Smi h e al. (2008) a gued ha anonymi y in
online spaces inc eases he in ensi y o bullying beha io . S udies ha e shown ha pee suppo and
pa en al guidance educe he nega i e e ec s o cybe bullying.
Hinduja and Pa chin (2015) obse ed ha cybe bullying is s ongly associa ed wi h
poo academic pe o mance, inc eased absen eeism, and disengagemen om school
ac i i ies. The s udy indings sugges ed ha he s ess and emo ional u moil caused by
cybe bullying can dis up concen a ion, mo i a ion, and o e all educa ional ou comes.
Simila ly, Smi h e al. (2008) a gued ha he anonymi y o e ed by online pla o ms
ampli ies he in ensi y and equency o bullying beha io s, as pe pe a o s o en eel a
In e na ional Jou nal o Resea ch in Managemen Fields ISSN (P) 2577-1876 (O) 2577-4274
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sense o impuni y and de achmen om he consequences o hei ac ions.
Se e al s udies ha e also explo ed he p o ec i e ac o s ha mi iga e he e ec s o
cybe bullying. Resea ch indica es ha s ong pee suppo ne wo ks and ac i e pa en al
guidance play a c ucial ole in educing he emo ional and social consequences o ic ims.
Fo ins ance, a s udy by Pa chin and Hinduja (2010) ound ha adolescen s who epo ed
open communica ion wi h pa en s o gua dians we e mo e likely o cope e ec i ely wi h
cybe bullying inciden s, de elop esilience, and seek help when needed.
Mo eo e , ecen s udies ha e examined he in luence o social media pla o ms and
digi al li e acy on cybe bullying dynamics. Tokunaga (2010) no ed ha excessi e sc een
ime and unmoni o ed online ac i i y inc ease he likelihood o exposu e o cybe bullying,
whe eas digi al educa ion p og ams aimed a os e ing empa hy, esponsible online
beha io , and awa eness o epo ing mechanisms can signi ican ly educe ic imiza ion.
Simila ly, Li (2007) highligh ed he long- e m social consequences o cybe bullying,
including di icul ies in o ming and main aining heal hy ela ionships, social wi hd awal,
and diminished sel -es eem.
C oss-cul u al esea ch has u he e ealed ha he p e alence and impac o
cybe bullying a y depending on sociocul u al con ex s, wi h ac o s such as gende no ms,
communi y awa eness, and access o echnology in luencing bo h he incidence o bullying
and he coping s a egies adop ed by ic ims (Pe en e al., 2010). These s udies
collec i ely emphasize ha cybe bullying is a complex social issue, in luenced by
psychological, social, and echnological ac o s, and ha e ec i e in e en ions equi e a
mul idimensional app oach in ol ing schools, amilies, and online pla o ms.
Resea ch Gap
While much esea ch has examined cybe bullying in Wes e n con ex s, he e is limi ed
sociological in es iga ion in he Indian con ex ocusing on how amily, pee g oups, and
ins i u ions shape esponses o cybe bullying. This s udy ills ha gap by explo ing you h
expe iences in u ban and semi-u ban India.
In India, he sociocul u al en i onmen is unique, shaped by ac o s such as join amily
sys ems, close-kni communi ies, social hie a chies, and a ying le els o awa eness abou
digi al sa e y. These ac o s can in luence bo h he p e alence o cybe bullying and he
s a egies ha you h use o cope wi h i . Fo example, pa en al in ol emen , pee suppo ,
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and school policies may di e subs an ially be ween u ban and semi-u ban a eas, a ec ing
he ways ic ims seek help o espond o ha assmen .
Addi ionally, he e is limi ed empi ical esea ch on how Indian you h pe cei e
cybe bullying, hei awa eness o epo ing mechanisms, and he social s igma a ached o
ic imiza ion. Few s udies ha e in es iga ed how gende , socio-economic s a us, and
digi al li e acy in e sec o shape expe iences o online ha assmen . This lack o
con ex ualized knowledge makes i di icul o policymake s, educa o s, and men al heal h
p o essionals o design e ec i e p e en ion p og ams and suppo sys ems ailo ed o
Indian you h.
By ocusing on you h expe iences in bo h u ban and semi-u ban Indian se ings, his
s udy add esses his esea ch gap, p o iding insigh in o how social s uc u es, pee
in e ac ions, and ins i u ional esponses in luence he impac o cybe bullying. I
con ibu es o a deepe unde s anding o he sociological dimensions o cybe bullying in
India and aims o in o m cul u ally ele an s a egies o mi iga e i s nega i e e ec s on
men al heal h, social ela ionships, and academic pe o mance.
A ea o he S udy
The s udy is conduc ed in u ban and semi-u ban a eas o Chennai, co e ing school and
college-going you h. This s udy is conduc ed in and a ound SRM Ins i u e o Science and
Technology (SRMIST), Chennai, ocusing on bo h u ban and semi-u ban se ings. The
esea ch a ge s school and college s uden s o unde s and hei expe iences wi h
cybe bullying ac oss di e en educa ional le els. Including bo h u ban and semi-u ban a eas
allows he s udy o cap u e a ia ions in digi al access, awa eness o online sa e y, and social
suppo sys ems among you h.
SRMIST and i s a ilia ed ins i u ions se e as he cen al ocus because o hei la ge and
di e se s uden popula ion, who ac i ely use digi al pla o ms o lea ning, communica ion,
and social in e ac ion. In addi ion, nea by semi-u ban schools and colleges a e included o
p o ide a compa a i e pe spec i e, highligh ing how socio- economic backg ound,
pa en al supe ision, and pee in luence shape expe iences o cybe bullying.
By ocusing on his issue, he esea ch seeks o de elop an in-dep h unde s anding o
he ways s uden s in Chennai expe ience, in e p e , and cope wi h cybe bullying. The
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indings a e expec ed o p o ide use ul insigh s o educa o s, pa en s, and adminis a o s
a SRMIST and o he ins i u ions, helping o de elop s a egies o p e en ion, awa eness,
and suppo o a ec ed you h.
Selec ion o Sample
Sample Size: 19 esponden s.
Sampling Technique: S a i ied andom sampling, ensu ing ep esen a ion ac oss age (13– 22
yea s), gende , and educa ional backg ound.
C i e ia: Responden s mus ha e access o digi al de ices and online pla o ms
The s udy in ol es a o al o 19 esponden s selec ed o ep esen he a ge popula ion
o school and college-going you h. A s a i ied andom sampling me hod is used o ensu e
balanced ep esen a ion ac oss di e en age g oups (13–22 yea s), gende , and
educa ional le els. This app oach allows o a mo e accu a e unde s anding o how
cybe bullying a ec s di e se segmen s o he you h popula ion.
Pa icipan s a e selec ed based on he c i e ion ha hey ha e egula access o digi al
de ices such as sma phones, able s, o compu e s, and ac i ely use online pla o ms o
social, educa ional, o ec ea ional pu poses. This ensu es ha he esponden s a e exposed
o digi al en i onmen s whe e cybe bullying can occu , making hei expe iences ele an
o he s udy.
Th ough he use o s a i ied andom sampling and well-de ined selec ion c i e ia,
his s udy seeks o ga he di e se pe spec i es on cybe bullying while ensu ing he
accu acy and us wo hiness o he collec ed da a.
De ini ions and Te ms Used in he S udy
Cybe bullying: The ac o using online pla o ms and digi al echnologies o in imida e, h ea en,
o emba ass o he s.
Vic imiza ion: The expe ience o being subjec ed o ha assmen , h ea s, o ha m ul beha io
h ough cybe bullying.
Pe pe a o : The indi idual o g oup engaging in cybe bullying.
Social Rela ionships: In e ac ion and us among pee s, amily, and communi y.
Hypo hesis
Cybe bullying signi ican ly a ec s he men al heal h and academic pe o mance o
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ic ims.
Vic ims o cybe bullying a e mo e likely o expe ience social wi hd awal.
Suppo om pee s and amily educes he nega i e impac o cybe bullying.
Cybe bullying has a signi ican nega i e impac on he men al heal h o ic ims, leading o
anxie y, dep ession, and s ess.
S uden s who expe ience cybe bullying a e mo e likely o show a decline in academic
pe o mance and school engagemen .
Vic ims o cybe bullying end o wi hd aw om social in e ac ions and exhibi educed
pa icipa ion in pee ac i i ies.
S ong suppo om amily membe s, eache s, and pee s helps mi iga e he emo ional and
social consequences o cybe bullying.
Awa eness o epo ing mechanisms and digi al sa e y p ac ices educes he equency and
in ensi y o cybe bullying expe iences.
The p e alence and e ec s o cybe bullying di e be ween u ban and semi-u ban
s uden s due o a ia ions in access o echnology, pa en al supe ision, and social
en i onmen .
Gende may in luence he na u e and impac o cybe bullying, wi h male and emale
s uden s po en ially expe iencing di e en o ms o online ha assmen and coping
di e en ly.
Sou ces o Da a
P ima y Da a: Ques ionnai es and s uc u ed in e iews wi h esponden s.
Seconda y Da a: Jou nals, esea ch a icles, epo s by NGOs, and go e nmen publica ions on
cybe sa e y.
This s udy u ilizes bo h p ima y and seconda y sou ces o da a o ensu e a
comp ehensi e unde s anding o cybe bullying among you h.
P ima y Da a: P ima y da a is collec ed di ec ly om he esponden s h ough
s uc u ed ques ionnai es and in e iews. The ques ionnai es a e designed o ga he
in o ma ion on s uden s’ expe iences wi h cybe bullying, i s emo ional and academic
impac , coping s a egies, and he le el o suppo ecei ed om amily, pee s, and
educa ional ins i u ions. S uc u ed in e iews p o ide a deepe insigh in o indi idual
expe iences, allowing pa icipan s o sha e pe sonal na a i es, pe cep ions, and challenges
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aced in digi al en i onmen s. This i s hand da a helps in cap u ing au hen ic and con ex -
speci ic in o ma ion.
Seconda y Da a: Seconda y da a is ga he ed om exis ing sou ces such as academic
jou nals, esea ch s udies, books, epo s by non-go e nmen al o ganiza ions (NGOs), and
go e nmen publica ions ela ed o cybe bullying, online sa e y, and digi al beha io
among you h. These sou ces p o ide a heo e ical amewo k, s a is ical in o ma ion, and
a b oade pe spec i e on he p e alence, causes, and consequences o cybe bullying.
Addi ionally, online esou ces, educa ional websi es, and epo s om digi al sa e y
ini ia i es a e consul ed o supplemen p ima y da a and alida e indings.
By u ilizing bo h p ima y and seconda y sou ces, he esea ch seeks o adop a
balanced app oach, inco po a ing i s hand da a alongside exis ing s udies o s eng hen
he accu acy and comp ehensi eness o he indings.
Me hod o S udy
Quan i a i e: Su eys wi h 19 esponden s o analyze p e alence and pa e ns. Quali a i e:
In-dep h in e iews wi h 19 esponden s o cap u e pe sonal expe iences. Tools Google
Fo ms, in e iew guides, and obse a ion checklis s.
This s udy uses a mixed-me hods design, in eg a ing quan i a i e and quali a i e me hods o
examine cybe bullying among young indi iduals.
Quan i a i e Me hod: The quan i a i e aspec o he s udy in ol es s uc u ed su eys
conduc ed wi h 19 esponden s selec ed h ough s a i ied andom sampling. The su eys a e
designed o assess how common cybe bullying is, how o en i occu s, and he di e en o ms
i akes among s uden s. They also examine he e ec s o cybe bullying on psychological well-
being, academic achie emen , and social in e ac ions. The collec ed da a a e analyzed using
s a is ical echniques o unco e ends, pa e ns, and co ela ions wi hin he s udy g oup.
Quali a i e Me hod: To gain a deepe unde s anding o pe sonal expe iences, quali a i e
me hods a e inco po a ed. In-dep h in e iews a e conduc ed wi h 19 esponden s who
ha e aced cybe bullying. These in e iews explo e hei emo ional and social expe iences,
coping s a egies, and he ole o amily, pee s, and ins i u ions in p o iding suppo . This
app oach allows he s udy o cap u e de ailed na a i es and insigh s ha canno be
ob ained h ough su eys alone.
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Tools Used: The s udy uses se e al ools o collec accu a e and comp ehensi e da a.
Google Fo ms is employed o dis ibu e and collec su ey esponses e icien ly.
S uc u ed in e iew guides help s ee he discussion du ing in e iews, ensu ing ha
impo an opics a e add essed while gi ing pa icipan s he eedom o exp ess hei
expe iences openly.
Obse a ion checklis s a e also u ilized du ing in e ac ions o no e beha io s, esponses,
and social in e ac ions ha may p o ide addi ional con ex .
By combining quan i a i e and quali a i e app oaches, his s udy p o ides bo h
measu able da a and in-dep h unde s anding. Su eys o e a b oad o e iew o
cybe bullying pa e ns, while in e iews and obse a ions p o ide insigh in o he li ed
expe iences o you h, ensu ing a holis ic unde s anding o he issue.
Da a analysis and In e p e a ion
Table 1: P e alence o Cybe bullying
Response No. o Responden Pe cen age (%)
Expe ienced
cybe bullying
7 60
Ne e expe ienced 12 40
To al 19 100
Sou ces: P ima y da a
Ou o he o al esponden s selec ed o he s ud, 60 pe cen o esponden s epo ed
expe iencing cybe bullying ollowed by 40 pe cen o hem ha e no aced i .
I concludes ha a g ea e numbe o hem s a ed ha expe ienced cybe bullying.
Table 2: Fo ms o Cybe bullying
Fo m o Cybe bullying No. o Responden Pe cen age
Abusi e messages 8 40
Online umo s 6 30
Exclusion om g oups 4 20
Impe sona ion 2 10
To al 19 100
Sou ces: P ima y da a
To al esponden s selec ed o he s udy, esponden s aced he a ious o ms cybe bullying 40 pe cen
o hem Abusi e messages we e he mos common o m, ollowed by online umo s (30pe cen ),
