The Relationship Between Digital Competence and Cyberbullying in Fourth-Grade Students

Abstract

Digital natives, who encounter technology from the moment they are born, are individuals whose lives revolve around new technologies. Children must stay safe in online environments. Understanding the relationship between their digital competencies and cyberbullying can assist in developing effective strategies to enhance online safety. This study aims to examine the relationship between children's digital competencies and cyberbullying using data obtained from 108 fourth-grade students. In the data collection process, a scale was used to determine digital competencies, and two different scales were used to measure children's cyberbullying behaviors and exposure to cyberbullying. The data obtained were analyzed using a correlation test. The findings of the study show that there is a negative relationship between children's digital competence levels and cyberbullying. The findings suggest that students with higher levels of digital competence are less likely to experience cyberbullying and exhibit fewer cyberbullying behaviors. This study is an important step toward understanding the relationship between children's digital competence and cyberbullying. Furthermore, a detailed analysis of 4th-grade students' digital competencies is also presented. As a result of this analysis, it was found that children's digital competencies were at a medium level. The findings may be the basis for preparing educational programs to increase children's digital competencies.  Despite its contributions, the study is limited by the relatively small sample size, and the reliance on self-reported data, which may introduce response biases.