The issue of cybercrime and other anti-social activities is increasingly discussed today. The cause is an increasing number of individuals, companies or states exposed to these threats. This article deals with the issue of cyber aggression as one of the kinds of other anti-social activities. The article presents the results of researches in the Slovak Republic, but also the results of a survey at selected schools conducted by the Faculty of Safety Engineering of the University of Zilina. The main aim of the article is to point out the issue of cybercrime and other antisocial activities among adolescents and to point out the relationship between their education and vulnerability.

The main purpose of this study case is to investigate the contribution of the school community to the improvement of the school. In that context, a two-phase research was conducted. In the first phase, the self-evaluation process was implemented during the first year of the research with the participation of the school community. An overall picture of the school was created, with its strong and weak points reflected in the school's final self-evaluation report. Upon the completion of the school self-evaluation process the school community decided on the implementation of actions in order to reduce a number of dysfunctional behaviors, such as bullying incidents that occurred in the school on the part of some students. The school actions and the relevant results constituted the second phase of the research work. The results showed that some of the dysfunctional behaviors were found to be decreased to a statistically significant level after action was taken by the school community.

This research is motivated by the high level of imitation of adolescents on the negative behavior of adults, in addition to the high concern of educators on the failure of character education in schools. As many as 40% of adolescents have been bullied at school and 32% reported being victims of physical violence indicating high levels of juvenile violence, bullying, and lack of empathy. So schools need to strengthen their conscience and compassion to deal with this. The study aims to investigate the effect of character education management with a reflective pedagogical paradigm on conscience and compassion. This study was conducted with a quantitative experimental method with a quasi-experimental type. Data collection instruments both questionaries and documentation are used as instruments to collect the data. Hypothesis testing is done through multivariate analysis of variance (MANOVA) because the dependent variable is more than one. The results of this study prove that based the MANOVA test, the study revealed that there was a significant and positive influence between character education and the reflective pedagogical paradigm on the conscience of students 71.5%, and compassion of students 69.1%. It turns out that aspects of students' conscience and affection can be influenced by character education with a reflective pedagogical paradigm. This shows that schools need to manage their character education system with a reflective pedagogic paradigm so that students feel changes in attitudes and behavior due to the involvement of all school members in strengthening and sharpening character education.

Challenges relating to misuse and abuse of the internet and other mobile devices have become sources of concern among the youth population the world-over. However, research on cyber related issues has been focused mainly on adolescents in Nigeria. This study investigates the influence of cyber bullying, cyber victimization and pathological internet use on psychological well-being among adults. Using a cross sectional research design and a multi-stage sampling technique, 280 university students were selected. A questionnaire on socio-demographic profile cyber intimidation and internet addiction was administered to the participants. Data were analyzed using descriptive statistics and t-test analysis at 0.05 level of significance. Three hypotheses were tested. The results revealed that participants who engage less in cyber bullying were not significantly different in their levels of psychological well-being when compared to their counterparts who engage more in cyber-bullying. Pathological Internet use did not significantly influence the levels of psychological well-being of cyber space addicts. The association between cyber related variables and psychological well-being is crucial for better understanding of their actual effects on human behaviour and for the purpose of designing intervention programmes.

Online trolling is online behavior in which the troll provokes, harms, and pretends to be someone else to achieve their goals. The purpose of trolls may be to harm the other person, but they can also be for entertainment purposes. Online trolling, for whatever purpose, can have significant psychological effects on individuals and people who are socially exposed. In addition, online trolling is becoming more common every day. However, there are very few studies on trolling. Therefore, the study aims to examine the mediating role of empathy in the relationship between dark triad personality traits and levels of online trolling. For this purpose, structural equation modeling and bootstrapping method was used. The participants comprised 516 (%71.6 females; %28.4 males) undergraduates. The ages of the participants ranged from 18 to 31 (X̄ = 21.09). The measures used included the Online Trolling Scale, Dirty Dozen Scale, and Toronto Empathy Questionnaire. In the study, it was found that there were significant relationships between the dark triad, online trolling, and empathy. Also, the results of the structural equation model showed that the effect of the dark triad on online trolling was mediated by empathy. This result was found to be significant with bootstrapping.

This study explored the impact of the peer support programme on pupils at Japanese technical high school for over 6 years. A total of 268 pupils (an intervention group 112; a control group 114) were invited for the study and the pupils of the intervention group were given peer support training and they joined its supporting activities. All the pupils were assessed three times by adopting IRS, RSES10 and GHQ28. The results showed that the programme seemed to give positive influences on the peer supporters in terms of IRS, RSES10 and GHQ28. Also, both group members were classified into low-scoring groups and high-scoring groups, depending on their scores at the first assessment. Then, the results of analysis showed that the pupils from both low & high -scoring groups significantly improved their scores in IRS. In RSES10 and GHQ28, the pupils from the low-scoring groups improved their scores, but those from the high-scoring groups did not improve much. As a conclusion, even in a technical high school where the majority of pupils was male pupils (over 90%), the peer support programme seemed to give positive influences on the peer supporters in terms of IRS, RSES10 and GHQ28.  

Due to the notably increased penetration of smartphone use among university students and the alarming risk it poses to both physical and mental health, this study investigated mobile phone addiction among university students concerning student characteristics, mobile phone usage behaviors, and mobile phone use purposes and situations. The participants of this study were 600 university students, who were selected according to the convenience sampling method from different departments in Türkiye. The data were collected using the student characteristics form and the Mobile Phone Addiction Scale. The correlational research method was followed in the study. The data were analyzed using descriptive and inferential statistics. The results showed that students clustered as addicted and non-addicted had different mobile phone use behaviors on account of daily smartphone use duration, internet use duration on a smartphone, and daily smartphone check frequency. Being a female at a lower grade level and using mobile phones mostly at night made students more vulnerable to mobile phone addiction. Additionally, the results indicated a significant positive moderate correlation between internet use duration, daily smartphone use duration, daily smartphone check frequency, and mobile phone addiction scores. Lastly, checking social media apps, messaging, and editing photos significantly contributed to mobile phone addiction scores. Among the mobile phone use situations, when getting bored, during lessons, when watching TV or movies, and when being alone significantly contributed to mobile phone addiction scores. This study provided a thorough discussion and a set of recommendations.  

The lives and learning experiences of high school students are increasingly intertwined with online activities. With the global trend of Education 4.0, equipping students with digital skills is essential, including the capacity for online social-emotional skills. Someone with social-emotional skills knows how to turn social media into a useful tool, providing opportunities for personal development. This study focuses on developing social-emotional competence for high school students in the context of the Education 4.0 trend. The project has developed a learning program consisting of 6 common social-emotional skill themes for both virtual and real environments and implemented a test on 34 students. Using experimental evaluation methods, classroom observation, and quantitative methods were employed to assess the effectiveness of the program. The results indicate a significant improvement in students' social-emotional competence, with an average score post-experiment of 3.7397. Our experimental model also achieved 63.6% of CASEL criteria for organizing social-emotional competence. Therefore, the study has strengthened the findings and achievements in the development of social-emotional competence training in the fields of educational psychology in Vietnam.

This study aimed to explore how the peer support programme gave influences on technical high school pupils in Japan. The study invited a total 76 pupils (37 in an intervention group and 39 in a control group) to be involved into the peer support programme and assessments. The participants were annually assessed three times by adopting four scales, which examined their interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states. The results showed that pupils in the intervention group (the peer supporters) tended to improve their own skills and abilities in terms of all the scales after joining the programme. Also, in terms of Adaptation Scale for School Environments on Six Spheres (ASSESS), which was a newly developed scale, there were no significant positive influences in both areas of “fulfillments in study” and “peer support activities against bullying”. As a conclusion, even in the technical high school where the majority of pupils were male, the peer support programme gave positive influences on the intervention group (the peer supporters) in terms of interpersonal relationship level, self-esteem, mental health, and school environmental adaptation states.