1

CHAPTER 1

INTRODUCTION

Cyber bullying is everywhere, including in Kidapawan City, Cyber

bullying is defined as the electronic posting of mean-spirited messages

about a person (such as a student) often done anonymously (Merriam-

Webster, 2017). Most of the investigations of cyber bullying have been

conducted with students in elementary, middle and high school who

were between 9 and 18 years old. Those studies focused on examining

the prevalence and frequency of cyber bullying. Using “cyber bullying”

and “higher education” as key words in Google scholar (January, 2019)

(all in title) yields only twenty-one articles. In 2009, 2012 and 2013 one

article appeared each year, since 2014 each year there were few

publications. Of these articles only seven relates to effect of cyber

bullying on the students, thus a gap in the literature exists in that it

only minimally reports on studies involving undergraduate students.

Given their relationship and access to technology, it is likely that cyber

bullying occurs frequently among undergraduates. The purpose of this

study is to examine the frequency and media used to perpetrate cyber

bullying, as well as the relationship that it has with the academic,

social, and emotional development of undergraduate students.

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The word cyber bullying did not even exist a decade ago, yet the

problem has become a pervasive one today. Cyber bullies do not have

to be strong or fast; they just need access to a cell phone or computer

and a desire to terrorize. Anyone can be a cyber bully, and such

persons usually have few worries about having face-to-face

confrontation with their victims. In fact, the anonymity of cyber

bullying may cause students who normally would not bully in the

tradition-sense to become a cyber bully (Poland, 2010). The double-

edged nature of modern technology, continuously balancing between

risks and opportunities, manifests itself clearly in an emerging societal

problem known as cyber bullying (Walrave & Heirman, 2011). More

than 97% of youths in the United States are connected to the Internet

in some way (Tokunaga, 2010). The number of children and teens who

use the Internet at home is rapidly growing, with now over 66% of

fourth to ninth graders able to go online from the comfort of their

bedrooms. Children can engage in numerous Internet-based activities

such as game playing, seeking information, and talking with friends.

The constellation of benefits, however, has been recently eclipsed by

numerous accounts of the Internet's undesirable social implications,

which appear in both scholarly literature and popular media. A fair

amount of attention has been given to Internet offenses, including

cyber stalking (Seto, 2002), sexual predation (Dombrowski,

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Lemasney,Ahia, & Dickson, 2004, as cited in Tokunaga, 2010), and

 3

cyber bullying (Bhat, 2008; David-Ferdon & Hertz, 2007 as cited in

Tokunaga, 2010), which collectively place the safety of children and

teens who use the Internet into question (Tokunaga, 2010).

(Patchin J.W.,et al 2019).Several challenges and emotional

demands characterize adolescence, affecting the mental well-being of

youths. Among these, bullying and cyber bullying are recognized

nowadays as a major social problem, affecting more than one-third of

adolescents, with extensive negative consequences for the victims

involved, such as lower self-esteem, increased loneliness, depression,

and anxiety. School programs and interventions that foster resilience,

coping, and well-being are particularly important during adolescence

as protective and preventive factors against the consequences of

(cyber)bullying. The paper presents two recent co-designed

interventions for (cyber)bullying prevention deployed in Europe,

targeting early adolescents and their school communities. Methods:

The UPRIGHT project developed an evidence-based, whole-school

intervention to train resilience as a protective factor to promote mental

well-being in adolescents, in a cross-national perspective. The CREEP

project designed and implemented digital interventions to support

schools in (i) early detection of cyber bullying events on social media

and (ii) coaching adolescents (victims, bullies, bystanders) on how to

cope with (cyber)bullying behaviors. Results: The main challenges and

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insights collected during the design and implementation of both

 4

interventions are discussed to inform future research and practice.

Conclusion:

In the current study, we tested the relations between cyber

bullying roles and several psychological well-being outcomes, as well

as the potential mediation effect of perceived social support from

family, friends, and teachers in school. This was investigated in a

cross-sectional sample of 1707 young adolescents (47.5% girls, aged

10–13 years, self-reporting via a web questionnaire) attending

community and private schools in a mid-sized municipality in Sweden.

We concluded from our results that the Cyber bully-victim group has

the highest levels of depressive symptoms, and the lowest of

subjective well-being and family support. We also observed higher

levels of anxiety symptoms in both the Cyber-victims and the Cyber

bully-victims. Moreover, we conclude that some types of social support

seem protective in the way that it mediates the relationship between

cyber bullying and psychological well-being. More specifically,

perceived social support from family and from teachers reduce the

probability of depressive and anxiety symptoms, and higher levels of

social support from the family increase the probability of higher levels

of subjective well-being among youths being a victim of cyber bullying

(i.e., cyber-victim) and being both a perpetrator and a victim of cyber

bullying (i.e., cyber bully-victim). Potential implications for prevention

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strategies are discussed.

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Statement of the Problem

This study aimed to determine the significant relationship between

cyber bullying and psychological wellbeing among criminology

students.

Moreover, it sought to answer the following questions:

1. What is the levels of cyber bullying among criminology student in

terms of:

1.1. Flaming;

1.2. Slandering;

1.3. Refer;

1.4. Secret; and

1.5. Deletion?

2. What is the level of psychological well-being among criminology

student in terms of:

1.1. Autonomy;

1.2. Environmental mastery;

1.3. Personal growth;

1.4. Positive relations;

1.5. Self-acceptance; and

1.6. Purpose in Life?

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3. Is there any significant relationship between cyber bullying and

psychological wellbeing among criminology students?

Hypothesis

HO1 There is no significant relationship between cyber bullying

and psychological wellbeing among criminology students.

Theoretical Framework

Emerging evidence has revealed that many characteristics of

cyber bullying—its definition, prevalence rates, risk and protective

factors, outcomes, and prevention strategies—are related and yet

somewhat unique from traditional bullying. The ubiquity of technology

in the lives of youth presents an opportunity for individuals to

intentionally and repetitively harm others, 24 hours per day,

sometimes with complete anonymity, and often without consequence.

This is concerning given the high rates of psychopathology associated

with cyber victimization, over and above, traditional bullying. Given the

current state of the field, this literature review provides a critical

synthesis of the extant knowledge concerning (1) a definition of cyber

bullying; (2) theories explaining cyber bullying; (3) prevalence rates;

(4) a brief developmentally-focused overview of adolescents and their

online use; (5) risk and protective factors; (6) negative psycho-social
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outcomes, over and above traditional bullying; and (7) a brief overview
 7

of prevention and intervention programming with information for key

stakeholders. Implications and future

Directions are discussed. (PsycInfo Database Record (c) 2020 APA, all

rights reserved) Ansary, N. S. (2020). Cyber bullying: Concepts,

theories, and correlates informing evidence-based best practices for

prevention. Aggression and Violent Behavior, 50, Article 101343.

Espelage, D. L., Rao, M. A., & Craven, R. (2012).Despite the

mounting volume of research in the area of traditional forms of

bullying (i.e., verbal, physical, relational) that are transmitted face to

face, cyber bullying research is only recently beginning to burgeon.

The goals of this chapter are threefold. First, we review numerous

theories that have been empirically supported in the aggression,

bullying, and general social development literature that might offer

some promise in understanding cyber bullying. These theories range

from the comprehensive social ecological framework to more specific

theories related to communication, social norms, and social learning.

Second, a series of longitudinal analyses are presented to evaluate the

transactional association between face-to-face bullying perpetration

and cyber bullying perpetration, the association between peer

victimization and cyber bullying perpetration, and the reciprocal

interaction between cyber bullying victimization and perpetration.

Third, self-concept theory and research is summarized to highlight how

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theory could inform prevention efforts.

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Conceptual Framework

Figure 1 shows the conceptual model showing of the relationship

of the two variables. The independent variable is the cyber bullying

and dependent variable is the psychological well-being of criminology

students in Kidapawan City.

Independent Variable Dependent

Variable

Cyber bullying Psychological Well-

being
Autonomy
Flaming
Environmental mastery
Slandering
Personal growth
Refer
Positive relations
Secret
Self-acceptance
Deletion
Purpose in Life

Figure 1. Showing the relationship between variables

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Review of Related Literature

The article is a literature review on cyber bullying from 2007-

2013. Topics covered in the review have been categorized starting with

definition of cyber bullying; roles of persons involved and statistics of

who is being targeted; reasons for cyber bullying; differences between

traditional bullying and cyber bullying; and gender comparisons related

to cyber bullying and psychological well-being.

Cyber bullying is a devastating type of bullying that haunts child

relentlessly. Until the level of awareness is raised and the stakeholders

truly understand what is going on in the privacy of their homes, within

the walls of the schools, and in the community, the war against the

children will only intensify. (Beringer A., 2004). Cyber bullying uses

contemporary technology. This type of bullying “involves the use of

information and communication technologies to support deliberate,

repeated, and hostile behavior by an individual or group, that is

intended to harm others” (Belsey, 2004). The availability and use of

technology by the young people within schools is on the rise, and so is

their ability to become a cyber bully (Patchin & Hinduja, 2007). Forty-

two percent of youth nationally have experienced cyber bullying and

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53% admitted to being the cyber bully. A lack of understanding by

 10

adults of cyber bullying logistics and impact causes cyber bullying to

remain a serious issue that has not yet been appropriately addressed

within schools. (Pilkley J.K,2011).Cyber bullies are able to extend these

effects to the school day since the comments will be discussed among

their peers at school the next day (Auerbach, 2009).Cyber bullying can

occur more often than traditional methods of bullying with effects felt

for days, weeks, or further, New technologies being used at home and

in schools have made a new form of bullying possible. This

technological form of bullying is known as cyber bullying. Cyber-

bullying can also be referred to as electronic bullying or online social

cruelty through email, instant messaging, chat room conversations,

personal websites, gaming websites, pager messaging, and digital

messages or images sent through cellular phones (Belsey, 2004;

Kowalski, et al., 2007).

The word cyber bullying did not even exist a decade ago, yet the

problem has become a pervasive one today. Cyber bullies do not have

to be strong or fast; they just need access to a cell phone or computer

and a desire to terrorize. Anyone can be a cyber bully, and such

persons usually have few worries about having face-to-face

confrontation with their victims. In fact, the anonymity of cyber

bullying may cause students who normally would not bully in the

tradition-sense to become a cyber bully (Poland, 2010). The double-

10
Page

edged nature of modern technology, continuously balancing between

 11

risks and opportunities, manifests itself clearly in an emerging societal

problem known as cyber bullying (Walrave & Heirman, 2011). More

than 97% of youths in the United States are connected to the Internet

in some way (Tokunaga, 2010). The number of children and teens who

use the Internet at home is rapidly growing, with now over 66% of

fourth to ninth graders able to go online from the comfort of their

bedrooms. Children can engage in numerous Internet-based activities

such as game playing, seeking information, and talking with friends.

The constellation of benefits, however, has been recently eclipsed by

numerous accounts of the Internet's undesirable social implications,

which appear in both scholarly literature and popular media. A fair

amount of attention has been given to Internet offenses, including

cyber stalking (Seto, 2002), sexual predation (Dombrowski, Lemasney

Ahia, & Dickson, 2004, as cited in Tokunaga, 2010), and cyber bullying

(Bhat, 2008; David-Ferdon & Hertz, 2007 as cited in Tokunaga, 2010),

which collectively place the safety of children and teens who use the

Internet into question (Tokunaga, 2010).

Bullying and hostility among children is a long-standing and

pervasive social issue (Jones, Manstead, & Livingstone, 2011). Cyber

bullying is the unfortunate by-product of the union of adolescent

aggression and electronic communication and its growth is giving

cause for concern (Hinduja & Patchin, 2008). While bullying among
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students is a recalcitrant problem in U.S. schools, research indicates

 12

that many students do not disclose bullying they experience or witness

despite repeated efforts on the part of adults (Delara, 2012). The

opportunity to conduct research on cyber bullying is timely due to its

wide prevalence and the social concern that surrounds it. When

research is done, individual variables examined should include (a)

demographics, (b) personal experiences, (c) vicarious experiences, and

(d) preventative resources.

In a study conducted by Wong-Lo and Bullock (2011) a total of

137 participants (62 adolescents; 75 parents) responded to a survey.

Results indicated that 90% of the participants from the adolescent

group have reported to have experienced cyber bullying either as

victims or as a bystander. In addition, 70% of the victims have been

cyber bullied one to two times within a month’s time and 50% of the

victims did not know the perpetrator. Secondly, 89% of parent

participants indicated to be knowledgeable about the issues relating to

cyber bullying and 89% reported to have no knowledge if their child

has or has not been a victim of cyber bullying. Furthermore, qualitative

findings of personal perspectives toward cyber bullying from each

participating group are discussed. A review of literature is provided

and results and analysis of the survey are discussed as well as

recommendations for future research. Erdur-Baker’s (2010) study

revealed that 32% of the students were victims of both cyber bullying
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and traditional bullying, while 26% of the students bullied others in

both cyberspace and physical environments.

The results of this study provide some support for previous

studies that have pointed out the relationship between cyber and

traditional forms of bullying (e.g. Li,2005, 2006; Raskauskas and Stoltz,

2007; Ybarra et al., 2007 as cited in Erdur-Baker, 2010). However, it

should be noted that, as Ybarra et al. (2007) conclude, the amount of

the overlap between traditional and cyber bullying (32% of overlap for

cyber bullying and traditional bullying victimization with 26% of

overlap for both types of bullying) is not too large. The conclusion may

be drawn from this result that although cyber bullying and traditional

bullying share some common ground, cyber bullying seems to be

composed of its own unique characteristics (Erdur-Baker, 2010).

Reported rates of victims of cyber bullying actually telling

anyone in order to get help were 56% in Study One and 59% in Study

Two; these appear low compared to rates for victims of traditional

bullying (Whitney & Smith, 1993). Smith et al, (2008) in Study Two,

victims of traditional bullying were significantly more likely to tell

someone. Qing (2010) states that 40% of cyber bullied students would

do nothing and one in ten would inform an adult.

In Mishna’s et al (2012) study, over 30% of the students

identified as involved in cyber bullying, either as victims or

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perpetrators; one in four of the students (25.7%) reported having been

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involved in cyber bullying as both a bully and a victim within a three-

month period. In Adams’ (2010) research, approximately 20% of

students admitted to having been cyber bullied. However, many more

students reported incidents that fall under its definition. Posting mean

or hurtful comments and spreading rumors online was the most

common complaint in their random survey of 4,400 students ages 10

to 18 in February 2010. Not surprisingly, cyber bullying is most

prevalent among middle school. Moreover, the incidence of cyber

bullying increases slightly with age. Finally, teens spending much time

on the Internet, reporting higher ICT expertise and owning a computer

with privileged online access share an increased likelihood of online

bullying behavior (Walrave & Heirman, 2011).

According to Mesch (2009) cyber bullying emerges most

commonly from relationship problems (break-ups, envy, intolerance,

and ganging up); victims experience powerfully negative effects

(especially on their social well-being); and the reactive behavior from

schools and students is generally inappropriate, absent, or ineffective

(Hoff & Mitchell, 2009). There is a significant correlation between

becoming a cyber victim and loneliness among adolescents according

to Sahin (2012). Studies show that electronic bullying peaks in middle

school.

Two studies conducted by Smith, et.al (2008) found cyber

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bullying less frequent than traditional bullying, but appreciable, and

 15

reported more outside of school than inside. Phone call and text

message bullying were most prevalent, with instant messaging

bullying in the second study. Their impact was perceived as

comparable to traditional bullying. Mobile phone/video clip bullying,

while rarer, was perceived to have a more negative impact. Age and

gender differences varied between the two studies. The first study

found most cyber bullying was done by one or a few students, usually

from the same year group. It often just lasted about a week, but

sometimes much longer. The second study found being a cyber victim,

but not a cyber bully, correlated with internet use; many cyber victims

were traditional ‘bully-victims’. Pupils recommended blocking/avoiding

messages, and telling someone, as the best coping strategies; but

many cyber victims had told no one about it. It can be concluded cyber

bullying is an important new kind of bullying, with some different

characteristics from traditional bullying where much more happens

outside school.

Involved in cyber bullying in some form (Trolley et al., 2006;

Willard, 2005 as cited in Mason, 2008). There are six different roles

identified throughout the literature. Entitlement bullies are individuals

who believe they are superior and have the right to harass or demean

others, especially if the person is different. Targets of entitlement

bullies are individuals who are picked on because bullies believe that
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they are different or inferior. Retaliators are individuals who have been
 16

bullied by others and are using the Internet to retaliate. Victims of

retaliators are individuals who have been bullying others, but are now

receiving the cruelty of being cyber bullied. Furthermore, bystanders

who are part of the problem are individuals who encourage and

support the bully or who watch the bullying from the sidelines but do

nothing to help the victim. Finally, bystanders who are part of the

solution are individuals who seek to stop the bullying, protest it, and

provide support to the victim (Trolley et al., 2006; Willard, 2005 as

cited in Mason, 2008).

In Study, one phone call and text message bullying were most

common, both inside and outside of school. However, pupils were

especially aware of picture/video clip bullying happening, probably

because this medium achieves a wide local audience. However, the

most frequent media of cyber bullying involved mobile phones in other

ways (call, text messages); or in Study Two by instant messaging on

the internet. Given the recentness of cyber bullying, it is likely there

will be changes in the frequency of use for different media, fueled by

technological changes, accessibility, and media publicity (for example,

the ‘happy slapping’ phenomenon appears to have spread from a

televised advertisement some years ago). (Smith, et al, 2008) Through

interactions with peers, adolescents learn how to cooperate, to take

different perspectives, and to satisfy growing needs for intimacy. Youth

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who report having close friends are more confident, more altruistic,
 17

and less aggressive, and demonstrate greater school involvement and

work orientation (Mesch, 2009).

Bullying has spread to the computer because it provides a

greater advantage for the bully. The bully can make anonymous

attacks, inflict greater psychological harm, harass a victim at home,

and rest easy knowing that most authority figures will be unable to

trace or stop the harassment. A victim, on the other hand, feels more

vulnerable and alone. The victim also experiences emotional effects

that generally last longer than a black eye (Anderson & Strum, 2007).

Online aggression is not just traditional bullying with new tools. It is

widespread, devastating, and knows no down time (Hinduja & Patchin,

2011).

Autonomy

Autonomy is the regulation of one’s own behavior through an

internal locus of control (Ryff, 1989b; Ryff & Keyes, 1995). A fully

functioning person has a high level of internal evaluation, assessing

the self on personal standards and achievements while not relying on

the standards of others. They do not strive for endorsement from other

individuals (Ryff, 1989b), are focused on their own beliefs and are less

swayed by other people’s ideas. A high level of autonomy suggests

independence with a low-level suggesting concern over self-

perception. Internal locus of control is an important component of

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motivation (Weinberg & Gould, 2007) with athletes’ generally requiring

 18

autonomy, personal insight and objectivity in order to sustain self-

confidence and belief. Autonomy is also linked to self-determined

motivation in sport participation (Huang & Jeng, 2005).

The concept of well-being, which alludes to a condition of

flourishing in mind, can be understood from two different angles.

According to the hedonic perspective, happiness is defined as an

optimistic evaluation of one's own life, which is associated with

contentment and resilience. Corresponding to psychological well-being

is eudaimonia well-being, which places an emphasis on growing into

one's potential, accomplishing meaningful work, helping others, and

having a positive impact on the world (Deci and Ryan, 2008; Ryff and

Singer, 2008; Waterman et al., 2010; Adler and Seligman, 2016).

Recent research has highlighted the divergences between the two

points of view by exploring the connections between each and positive

personality traits like hope, zest, gratitude, curiosity, and love (Hausler

et al., 2017). They have also discovered a temporal distinction

between these views, with psychological well-being being a more

reliable predictor of future happiness than subjectivity (Joshanloo,

2019). In our analysis, we focus on eudaimonic well-being, also known

as mental health. Based on Ryff's six-factor model (1989) of self-

acceptance, positive relationships, autonomy, environmental mastery,

18

personal growth, and purpose in life, the Ryff Scale of Measurement is

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used to assess psychological well-being.

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A more recent theoretical exploration of autonomy from the

perspective of self-determination theory and linked to eudaimonic well-

being was provided by Ryff (2018), who also emphasized the need for

a tool capable of assessing autonomy according to this broader view.

We agree with the view that autonomy is a dynamic process that

changes over time and in response to social interactions (Muoz-López

and Alvarado, 2011; Cáliz et al., 2013; Posada, 2013; Inguglia et al.,

2014; Bernal Romero et al., 2020a). Having laid this groundwork, a

comprehensive examination of the literature and assessment

instruments pertaining to autonomy provides a definition according to

three processes: a personal, subjective, or intra subjective one; an

inter subjective one, involving another person; and a trans-subjective

one, referring to interactions between the subject and the surrounding

community or society (Bernal Romero et al., 2020b). Traditionally,

autonomy has been understood as the freedom or independence to

make all decisions without outside help (Delbosc and Vella-Brodrick,

2015; Garberoglio et al., 2017). Community and political involvement

are examples of its emphasis on social interaction (Parron, 2014). This

viewpoint complicates the idea of emerging adulthood, which

emphasizes inward development like taking on responsibility,

developing sound judgment, and becoming financially self-sufficient

(Settersten et al., 2015).

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Environmental mastery
 20

Environmental mastery refers to choosing and controlling the

surrounding and imagined environment through physical and/or mental

actions (Ryff, 1989b; Ryff & Keyes, 1995). While a high level of

environmental mastery reflects control over one’s context, a low level

is related to inability to successful control one’s environment (Ryff,

1989b). A mature individual is generally able to interact and relate to a

variety of people in diverse situations and adapt to various contexts

upon demand. Being in control of physiological and cognitive arousal

can improve an athlete’s control and understanding of their

surroundings, as well as their interactions with others. Imagery results

in improved self-awareness as well as enhanced situational and

environmental understanding (Potgieter, 1997; Weinberg & Gould,

2007). Environmental mastery means being able to control complex

environmental and life situations (Ryff, 1989b) and to seize

opportunities which present themselves. It often requires the ability to

step out of one’s ‘comfort zone’ when striving for optimal sporting

performance.

Ryff's formulation of environmental mastery is the "capacity to

manage effectively one's life and surrounding world." Reference: (Ryff

and Keyes, 1995). The field of health and social science is increasingly

interested in the concept of environmental mastery as a valuable

20

psychological resource. The PWBI's environmental mastery scale has

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made it easier to quantify what it means to have command of one's

 21

physical surroundings. Windle and Woods (2004) conducted a

literature review and found that the environmental mastery scale

(henceforth referred to as the EMS) moderated the potential negative

effect of community relocation for older women, contributed to the lack

of a mood disorder in those with rheumatoid arthritis, and predicted

global fatigue and fatigue-related distress in those with multiple

sclerosis.

In addition, Windle and Woods (2004) reported on a mediation

model showing that "environmental mastery is the key to experiencing

life satisfaction in the midst of adversity." For those 65 and up who are

independent and living in the community (p. Studying the

environmental mastery of Canadian undergraduates, September et al.

(2001) found that it was a predictor of both confidence and imposter

feelings. Parents of children with mental health issues and

developmental disabilities were studied by Seltzer et al. (2004) to

determine their level of environmental mastery (Seltzer et al. 2004).

Higher degrees of environmental mastery were linked to more flexible

coping strategies. Extensive research using the PWBI has uncovered

additional associations between environmental mastery and other

variables. In fact, the PWBI has been referenced in nearly 400 scholarly

works, as shown by the Social Science Index. Midlife in the United

21

States (MIDUS), NSFH-II, the Wisconsin Longitudinal Survey (WLS), and

Page

the Canadian Study of Health and Aging have all included it in their
 22

respective national surveys (see Springer and Hauser, forthcoming).

Few studies have examined the PWBI's factor structure to date (see

Ryff, 1989), but none have focused on the EMS or any of its other

scales in terms of their reliability or validity. Furthermore, no studies

have been able to validate the second-order factor structure after the

initial validation study by Ryff and Keyes (1995). The question of

whether the first-order factors (or scales) are valid and reliable

measures of their respective constructs is thus raised. This study

investigates the factorial validity of the environmental mastery factor

to close this knowledge gap.

Personal growth

Personal growth is the ability to develop and expand the self, to

become a fully functioning person, to self-actualize and accomplish

goals (Ryff, 1989b; Ryff & Keyes, 1995). To achieve peak psychological

functioning one must continue to develop the self through growth in

various facets of life (Ryff, 1989b). This requires one to continually

evolve and solve problems thereby expanding one’s talents and

abilities. An elevated level of personal growth is associated with

continued development while a depleted level is suggestive of a lack of

growth. Sportspeople with a growth mindset realize hard work yields

results (Dweck, 2005). A growth mindset requires openness to a

variety of new and diverse experiences. Athletes, who are humble but
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confident, are constantly striving for personal growth and holistic

 23

development (Weinberg & Gould, 2007); they generally use positive

and negative performances, as well as goals achieved, to enhance

personal growth. Personal growth is potentially the psychological well-

being dimension that is closest to eudemonia (Ryff, 1989b).

Adolescents' levels of psychological distress and happiness, as

well as their involvement in self-improvement projects, are examined.

It was hypothesized that adolescent psychological health would be

positively correlated with self-improvement initiatives and negatively

correlated with depressive symptoms. One hundred and fifty college

students from Karachi, Pakistan (75 males and 75 females)

participated in the study. The participants took the Ryff's Scales of

Psychological Well-Being (RPWB; Ryff, C., 1995), the Kessler-10 (K10),

and the Personal Growth Initiative Scale (Robitschek, C., 1998).

Spearmen's rho was used for statistical analysis to determine the

degree to which personal development efforts were related to states of

happiness and distress. The results of this study suggest a positive

relationship between personal growth initiative and adolescent

psychological health and a negative relationship between this factor

and adolescent psychological distress. Adolescents who score higher

on measures of psychological health and growth initiative also have

fewer mental health problems. Initiatives for personal growth,

23

psychological health, and emotional distress are all relevant concepts

Page

to consider. Developmental psychologists find the initiative to improve

 24

oneself to be an intriguing topic, particularly when viewed through the

eyes of adolescents. According to Robitschek (1998, 1999), a personal

growth initiative is "a deliberate and sustained effort to improve

oneself."

According to Robitschek (2003), a personal development

initiative is defined as "a set of intentional actions taken by an

individual with the goal of improving his or her life." There is evidence

to suggest that those with higher PGI also report lower levels of

psychological and emotional distress (Robitschek & Keyes, 2009) and a

greater sense of overall well-being in their lives (Robitschek &

Kashubeck, 1999). An important framework that can improve people's

lives is the initiative to develop oneself. In the last decade, the field of

positive psychology has increasingly become a focal point for the study

of well-being (Seligman & Csikszentmihalyi, 2000).

Positive relations

Positive relations with others Having positive relations with

others is an essential component in the development of trusting and

lasting relationships as well as belonging to a network of

communication and support (Ryff, 1989b; Ryff & Keyes, 1995). A calm

and relaxed approach reflects maturity, leads to improved interactions

and better consideration of others. While good relations result in an

24

understanding of others, poor relations can cause frustration (Ryff,

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1989b). The ability to have good human relations is one key feature of
 25

mental health with pathology often characterized by impairment in

social functioning (American Psychiatric Association, 2000).

Communication is an important part of team interactions (Miller, 1997;

Potgieter, 1997). In group/team settings, positive relations with others

often results in increased knowledge, empowerment and improved

sporting performance.

Self-acceptance

Self-acceptance is the most recurring aspect of psychological

well-being. It is a fundamental feature of mental health and an element

of optimal functioning (Ryff, 1989b; Ryff & Keyes, 1995). Healthy levels

of self-acceptance create a positive attitude and improved satisfaction

with life (Ryff, 1989b). Moderate levels of confidence lead to greater

achievement and acceptance (Wann & Church, 1998; Weinberg &

Gould, 2007), with positive feedback from others important in the

maintenance of self-confidence and belief. Self-acceptance is a key

component of self-actualization, enhanced psychological functioning

and development (Ryff, 1989b). It entails accepting the past and

present as well as maintaining direction for the future.

Purpose in life

Purpose in life refers to the perceived significance of one’s

existence and involves the setting and reaching of goals, which

contribute to the appreciation of life (Ryff, 1989b; Ryff & Keyes, 1995).
25
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Mental health includes awareness that one has a greater goal and
 26

purpose in life (Ryff, 1989b). Purpose in life creates direction, thereby

eradicating despondency. Goals are an important part of striving for

success (Miller, 1997). Maturity involves having a clear sense of

intentionality (Ryff, 1989b). When athletes sustain focus, attention and

concentration, set realistic goals and aim to be more holistic, they seek

a greater goal for themselves and often then also assist others. The

setting and achieving of goals can be inspirational and motivational in

nature (Potgieter, 1997; Weinberg & Gould, 2007).

CHAPTER 2

METHODOLOGY

This chapter contains the discussion of the research design, the

research respondents, research setting, research instrument, and data

gathering procedures, ethical consideration, and treatment of the data.

Research Design

The researchers utilized correlational design. It is a quantitative

method of study in which you have two quantitative variables from the
26
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same set of participants and you're attempting to figure out if there's a

 27

relationship between them (Creswell 2002). The researcher also

employed a descriptive correlational study design. The link between

the dependent variable and the independent variables was

determined. To define phenomena, a descriptive method is used. As a

result, some researchers refer to it as "fact-gathering" or "information

gathering" that includes logical and deliberate interpretations. The

descriptive method entails much more than just data collection. Its

goal is to shed light on present challenges or problems through a data

collection approach that allows them to characterize the situation more

fully than they could before using this method. (W. Fox and M.S. Bayat)

(2007). The researchers decided to use a survey research strategy

since it best answered the questions and served the study's objective.

Research Locale

The map illustrated in Figure 2 outlines the location where the

study will be conducted. Kidapawan is positioned at the base of Mount

Apo in the southeastern area of Cotabato province, situated between

other significant cities such as General Santos, Davao City, Cotabato

City, and Cagayan de Oro. It shares borders with other towns in the

Cotabato Province, including Magpet and President Roxas to the north,

Matalam to the west, M'lang to the south, and Makilala to the east. The
27

city spans over 358.47 square kilometers (138.41 sq. mi) of land,
Page

mostly flat with increasingly hilly and mountainous areas to the

 28

northeast, close to the highest point in the Philippines, Mount Apo. The

Kabacan River originates from the northeastern part of the city and

flows across the northern border with Magpet town. The city

experiences a tropical climate with no distinct dry season,

characterized by consistent rainfall throughout the year. Kidapawan

boasts plentiful natural resources such as mineral deposits, natural

springs, and fertile soil suitable for agriculture. Agriculture, particularly

crops such as rice, corn, sugarcane, and fruits, is the primary driver of

the city's economy. The city also has a rich cultural heritage, with

various festivals and celebrations held throughout the year that

showcase the diverse customs and traditions of Kidapawan.

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 29

Figure 2 showing the map of the Philippines and Kidapawan City

Research Respondents

The respondents of this study were the criminology students in

the Kidapawan City, particularly BS Criminology students of Central

Mindanao Colleges. They were the respondents of this study because

they may have direct experiences of cyber bullying. This study utilized

purposive sampling. Purposive sampling is a non-probability sampling

technique in which "components chosen for the sample are picked

based on the researcher's judgment." Researchers frequently feel that

by applying sound judgment, they can produce a representative

sample and save time and money (Black, 2010). Researchers choose
29

these individuals according to specific traits or qualities. In the

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selection of respondent’s only those Criminology students in

 30

Kidapawan City. There was a total of 60 respondents Criminology

students of the Kidapawan City that served as the respondents of this

study.

Research Instrument

The researchers used two questionnaires for gathering data

needed in determining the connection of the variables in this study.

The questionnaire for independent variable (Cyber bullying) was

adapted from the work of Tudkuea & Laeheem (2014) which identifies

the five indicators such as flaming, slandering, refer, secret, and

deletion. On the other hand, the dependent variable is patterned after

the work of Ryff & Keyes (1995) which identifies the six indicators such

as autonomy, environmental mastery, personal growth, positive

relation, self-acceptance, and purpose in life.

Levels of Cyber bullying

Mean Range Description Interpretation

5 Strongly Agree Cyber bullying is Very High

4 Agree Cyber bullying is High

3 Neutral Cyber bullying is Moderate

2 Disagree Cyber bullying is Low

1 Strongly Disagree Cyber bullying is Very Low

30

Level of Psychological Well-being

Page

Mean Range Description Interpretation

 31

5 Strongly Agree Psychological Well-being is Very High

4 Agree Psychological Well-being is High

3 Neutral Psychological Well-being is Moderate

2 Disagree Psychological Well-being is Low

1 Strongly Disagree Psychological Well-being is Very Low

Research Procedure

The researchers undergone several steps. First, they sought

permission from the Offices of the School President, Vice-President for

Academic Affairs, and Dean of College of Criminal Justice Education of

Central Mindanao Colleges to conduct the study. Once permissions

were granted, the researchers personally administered the survey

questionnaires to the respondents. The researchers assured the

participants of the confidentiality of their responses. When the desired

sample size was achieved, researchers organized the data obtained

from the survey questionnaires for statistical analysis.

Statistical Tools

The following statistical tools were used in this study:

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 32

Mean: was be used to measure the Cyber bullying and Psychological

Well-Being among Criminology Student the mean is average or the

most common value in a collection of numbers. Is statistics, it is a

measure of central tendency of a probability distribution along median

and mode. It is also referred to as an expected value.

Standard Deviation: was used to measure of how spread out the

data is in a dataset. It is calculated by taking the square root of the

variance, which is the average of the squared differences of each data

point from the mean. A high standard deviation implies that the data is

widely spread out, while a low standard deviation says that the data is

neatly concentrated around the mean.

Person product moment correlation: When two variables are

measured on the same interval or ratio scale, a Pearson coefficient can

be used to illustrate the degree to which they are correlated with one

another (Will Kenton). For comparing the degree of correlation

between two continuous variables, the Pearson coefficient is used.

Ethical Considerations: The researcher observed fully the ethical

standards in the manner of the study, followed the study protocol

assessment and standardized principles, particularly in managing the

32

population and data and observed the principles of voluntarily

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 33

participation, privacy and confidentiality, informed consent, process

risks benefits, and biosafety among others.

Privacy and Confidentiality: The respondent’s choice of

privacy and confidentiality was respected; any personal or professional

information gathered in the course of study were kept in private and

treated with utmost confidentiality.

Voluntarily Participation. All respondents have the

prerogative to voluntarily participate. They were approached by the

researcher one by one and recruited to be respondents of the study.

They were given the free-will to join in the study without any

conditions and consequences. Thus, after the purpose and benefits of

the study were presented to the respondents, they were given the

authority to participate and contribute to the study; all of their

responses were considered and adhered.

Informed Consent Process. The research instrument was free

from technical terms and can easily be understood. It provided a clear

view to the respondents on their benefits after the conduct of the

study. No research instrument was given without the permission from

the authorized command channel.

Recruitment. All of the respondents were courteously

approached and were asked if they can participate in the study as a

respondent by answering the questionnaire. The concept of the study

33
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 34

was explained to the respondents and once they agree, they were

given a questionnaire and the researcher guided them in answering.

CHAPTER 3

RESULTS AND DISCUSSION

This chapter revealed the data on cyberbullying and

psychological well-being among criminology students and were by

analyzed and interpreted based on the objectives stated earlier.

Level of cyberbullying

Table 1 presents the level of cyberbullying satisfaction. The

results show a standard deviation that ranges between 1.071- 1.383

denotes that the data are closely distributed around the mean value.

The table further shows that cyberbullying garnered an overall

standard deviation of .856 with an overall mean score of 3.76 or high,

34

this implies that the level of cyberbullying is highly evident.

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 35

Cyber bullying Mean SD Description

Flaming
I gossip and say bad words behind someone’s 4.35 1.273 High
back
I use rude words to scold others 3.97 1.089 High
I tease others about their bad or embarrassing
3.98 1.269 High
behaviors
I make fun of others’ physical impairments 3.65 1.246 High
I speak to embarrass, dishonor others and harm
3.55 1.383 High
their reputation
Category Mean 3.90 1.048 High
Table 1. Level of Cyberbullying
Mean SD Description
Slandering
3.53 1.308 High
I slander against others’ name to third persons
I slander against others to make third persons hate
3.57 1.212 High
them
I share embarrassing pictures or videos of others 3.75 1.144 High
I share images of others to harm their reputation 3.53 1.157 High
I spread rumors to humiliate others 3.82 1.228 High
Category Mean 3.64 .987 High
Refer (Identity Thief)
I use someone else’ name without permission to chat 3.65 1.300 High
online through social networks
I use someone else’ name without permission in bad
3.55 1.346 High
ways
I use images of others without permission 3.60 1.291 High
I use someone else’ name without permission for my
3.80 1.205 High
benefits
I use someone else’ name without permission to hurt
3.75 1.202 High
third persons
Category Mean 3.67 .989 High
Secret (Revealing other People’s Personal Secrets)
I brought the name of parents or closely adult relative of 3.57 1.110 High
other people to disclose or forward
35

I put the secret of inferiority complex of other people to

3.58 1.169 High
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disclose or forward
 36

led the secret that makes the shame and disgrace of

3.82 1.255 High
the other people to disclose or forward
I put the personal information of other people to disclose
3.78 1.151 High
without permission
I share the secrets of other people to a third ones 3.68 1.242 High
Category Mean 3.69 .944 High
Deletion
3.73 1.071 High
I unfriend or delete people I do not like from the group
I obstruct or block people I do not like from the group 3.75 1.114 High
I order some of my friends to unfriend people I do not like 3.93 1.103 High
I order some of my friends to obstruct or block people I
4.12 1.121 High
do not like from the group.
Category Mean 3.88 .908 High
OVERALL 3.76 .856 High

The results show that the indicator flaming garnered a category

mean score of 3.90 or high, this suggests that the cyberbullying in

terms of flaming is highly evident. Meanwhile, the item I gossip and

say bad words behind someone’s back has the highest mean with a

value of 4.35 or high. On the other hand, the lowest mean is 3.55 or

high in the aspect of I speak to embarrass, dishonor others and harm

their reputation.

The indicator Slandering acquired a category mean score of 3.64

or high, this implies that slandering is highly evident in the criminology

students. The item I spread rumors to humiliate others has the highest

mean score of 3.82 or high, while the item I slander against others’

name to third persons got the lowest mean score of 3.53 or high. The

indicator Refer (Identity Thief) obtained a category mean score of 3.67

36

or high, this signifies that refer (identify thief) is highly evident. The
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 37

item I use someone else’ name without permission for my benefits with

3.80 got the highest mean score. Meanwhile, the item I use someone

else’ name without permission in bad ways acquired the lowest mean

score of 3.55 or high.

Conversely, the indicator Secret gained a category mean score of

3.69 or high, this suggests that cyberbullying in terms of secret is

highly evident among criminology students. The item I led the secret

that makes the shame and disgrace of the other people to disclose or

forward has the highest mean score of 3.82 or high. On the other hand,

the item I brought the name of parents or closely adult relative of

other people to disclose or forward gained the lowest mean score of

3.57 or high.

Meanwhile, the indicator deletion acquired a category mean

score of 3.88 or high, this indicates that deletion is highly evident. The

item I order some of my friends to obstruct or block people I do not like

from the group has the highest mean score of 4.12 or high, while the

item I unfriend or delete people I do not like from the group got the

lowest mean score of 3.73 or high.

Level of Psychological Well-being

Presented in table 2 is the level of psychological well-being of

criminology students with standard deviation that ranges between .767

37

to 1.055 and with an overall mean score of 4.09 or high. This means
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 38

that the psychological well-being of criminology students is highly

manifested.

Table 2. Level of Psychological Well-being

Psychological Well-being Mean SD Description

Autonomy
4.42 .869 High
I tend to be influenced by people with strong opinions.
I have confidence in my own opinions, even if they are
4.18 .833 High
different from the way most other most people think.
I judge myself by what I think is important, not by the
4.13 .892 High
values of what others think is important.
Category Mean 4.24 .700 High

Environmental Mastery
3.80 1.022 High
The demands of everyday life often get me down.
In general, I feel I am in charge of the situation in
3.93 .880 High
which I live.
I am good at managing the responsibilities of daily life. 3.95 .946 High
Category Mean 3.89 .718 High
Personal Growth
For me, life has been a continuous process of 3.95 .982 High
learning, changing, and growth.
I think it is important to have new experiences that
3.87 .947 High
challenge how I think about myself and the world.
I gave up trying to make big improvements or changes
4.12 .846 High
in my life a long time ago
Category Mean 3.98 .708 High
Positive Relation
Maintaining close relationships has been difficult and 3.93 .936 High
frustrating for me.
People would describe me as a giving person, willing
4.07 .936 High
38

to share my time with others.

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I have not experienced many warm and trusting

4.15 .936 High
relationships with others.
 39

Category Mean 4.05 .680 High

Self-acceptance
4.15 .899 High
I like most parts of my personality.
When I look at the story of my life, I am pleased with
4.07 .841 High
how things have turned out so far.
In many ways I feel disappointed about my
4.17 .867 High
achievements in life.”
Category Mean 4.13 .689 High
Purpose in Life
Some people wander aimlessly through life, but I am 4.15 .840 High
not one of them.
I live life one day at a time and don’t really think about
4.23 .767 High
the future.
I sometimes feel as if I’ve done all there is to do in life. 4.35 1.055 High
Category Mean 4.24 .737 High
OVERALL 4.09 .478 High

The results show that the indicator autonomy garnered a

category mean score of 4.24 or high, this suggests that the

psychological well-being of criminology students in terms of autonomy

is oftentimes manifested. Meanwhile, the item I tend to be influenced

by people with strong opinions has the highest mean with a value of

4.42 or high. On the other hand, the lowest mean is 4.13 or high in the

aspect of I judge myself by what I think is important, not by the values

of what others think is important.

The indicator environmental mastery acquired a category mean

score of 3.89 or high, this implies that environmental mastery is

oftentimes manifested by the criminology students. The item I am

39

good at managing the responsibilities of daily life has the highest mean
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 40

score of 3.95 or high, while the item The demands of everyday life

often get me down got the lowest mean score of 3.80 or high. The

indicator personal growth obtained a category mean score of 3.98 or

high, this signifies that personal growth is oftentimes manifested by

the criminology students. The item I gave up trying to make big

improvements or changes in my life a long time ago with 4.12 got the

highest mean score. Meanwhile, the item I think it is important to have

new experiences that challenge how I think about myself, and the

world acquired the lowest mean score of 3.87 or high.

Conversely, the indicator positive relation gained a category

mean score of 4.05 or high, this suggests that psychological well-being

in terms of positive relation is oftentimes manifested among

criminology students. The item I have not experienced many warm

and trusting relationships with others has the highest mean score of

4.15 or high. On the other hand, the Maintaining close relationships

has been difficult and frustrating for me gained the lowest mean score

of 3.93 or high.

Meanwhile, the indicator self-acceptance acquired a category

mean score of 4.13 or high, this indicates that self-acceptance is

oftentimes manifested by the criminology students. The item In many

ways I feel disappointed about my achievements in life has the highest

mean score of 4.17 or high, while the item When I look at the story of
40
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my life, I am pleased with how things have turned out so far got the
 41

lowest mean score of 4.07 or high. The indicator Purpose in Life

garnered a category mean score of 4.24 or high, this signifies that

purpose in life is oftentimes manifested by criminology students. The

item I sometimes feel as if I’ve done all there is to do in life has the

highest mean score of 4.35, while the item Some people wander

aimlessly through life, but I am not one of them got the lowest mean

score of 4.15 or high.

Relationship between variables

Presented in table 3 is the relationship between variables with r-

value of .272 and a p-value of 0.000 which is less than 0.05

significance value. The results show that there is significant

relationship between cyber bullying and psychological well-being. In

particular, there is a significant relationship between cyber bullying

and psychological well-being (r=.272, p<.05). The strength of

correlation between the two variables is high and has a directly

proportional relationship as revealed by the coefficient of .272. This

implies that when the cyberbullying is practiced at all times, the

psychological well-being of the criminology students would likely be

affected.

Table 3. Relationship between Variables

41

INDEPENDENT VARIABLE Psychological Well-being

Page

R P-value Remarks
 42

Cyber bullying
.272* .000 Significant

The result of this study conforms to the proposition of Mesch

(2009) cyber bullying emerges most commonly from relationship

problems (break-ups, envy, intolerance, and ganging up); victims

experience powerfully negative effects (especially on their social well-

being); and the reactive behavior from schools and students is

generally inappropriate, absent, or ineffective (Hoff & Mitchell, 2009).

There is a significant correlation between becoming a cyber victim and

loneliness among adolescents according (Sahin, 2012).

Cyber bullying is a devastating type of bullying that haunts child

relentlessly. Until the level of awareness is raised and the stakeholders

truly understand what is going on in the privacy of their homes, within

the walls of the schools, and in the community, the war against the

children will only intensify (Beringer, 2004).

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 43

CHAPTER 4

CONCLUSION AND RECOMMENDATION

Conclusion
In this section, conclusions are derived based on the perceptions

obtained from the study's findings. First, the level of cyberbullying of

the criminology students revealed a high mean score. Second, the

43

level of psychological well-being of the criminology students revealed a

Page

high level. Third, the test of relationship between variables indicates a

 44

statistically significant and positive relationship between cyberbullying

and psychological well-being of criminology students.

Finally, the result of this study conforms to the proposition of

Mesch (2009) cyber bullying emerges most commonly from

relationship problems (break-ups, envy, intolerance, and ganging up);

victims experience powerfully negative effects (especially on their

social well-being); and the reactive behavior from schools and students

is generally inappropriate, absent, or ineffective (Hoff & Mitchell,

2009). There is a significant correlation between becoming a cyber

victim and loneliness among adolescents according (Sahin, 2012). In

addition, cyberbullying is a devastating type of bullying that haunts

child relentlessly. Until the level of awareness is raised and the

stakeholders truly understand what is going on in the privacy of their

homes, within the walls of the schools, and in the community, the war

against the children will only intensify (Beringer, 2004).

Recommendation

In the light of the foregoing findings, the following

recommendations are offered. In response to the high level of

cyberbullying of criminology students it is recommended that school

administration should conduct programs that will improve more and/or

sustain the knowledge on cyberbullying. In response to the high-level

44
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psychological well-being of the criminology students it is

 45

recommended also that the school administration shall implement

enhancement program and activities that will maintain and improve

the psychological well-being of the criminology students in order to

help them develop resiliency and mental health.

Lastly, this study recommends that future researchers must

include other variables aside from cyberbullying and psychological

well-being and may replicate this study to another school or

respondents.

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Study," Californian Journal of Health Promotion (12:1), pp. 40-51.

Calvete, E. 2011. "Integrating Sociotropy, Negative Inferences and

Social Stressors as Explanations for the Development of
Depression in Adolescence: Interactive and Mediational
Mechanisms," Cognitive Therapy and Research (35:5), pp. 477-
490.

Calvete, E., and Orue, I. 2010. "Cognitive Schemas and Aggressive

Behavior in Adolescents: The Mediating Role of Social
Information Processing," The Spanish Journal of Psychology
(13:1), pp. 190-201.

Chapin, J. 2016. "Adolescents and Cyber Bullying: The Precaution

Adoption Process Model," Education and information
technologies (21:4), pp. 719-728.
48

Crosby, S. 2018. "The Connection between Cyber bullying and Teenage

Page

Suicide: An Honors Thesis,"). D'Ovidio, R., and Doyle, J. 2003. "A

 49

Study on Cyber stalking: Understanding Investigative Hurdles,"

FBI L. Enforcement Bull. (72), p. 10

APPENDEX A
49

SURVEY QUESTIONNAIRES
Page
 50

SURVEY QUESTIONNAIRE

Read each item carefully. Using the scale below, please indicate
how well the statement describes how you feel towards the statement.
Please answer the questions honestly. There is NO right or wrong
answers. Please do not skip each item. Please check the correspondent
scale below.

Legend
5 Strongly Agree
4 Agree
3 Neutral
2 Disagree
1 Strongly Disagree

Part.1 Cyber bullying Questionnaire

Flaming 5 4 3 2 1

I gossip and say bad words behind someone’s

back
50

I use rude words to scold others

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I tease others about their bad or embarrassing

 51

behaviors

I make fun of others’ physical impairments

I speak to embarrass, dishonor others and

harm their reputation

Slandering

I slander against others’ name to third persons

I slander against others to make third persons

hate them

I share embarrassing pictures or videos of

others

I share images of others to harm their

reputation

I spread rumors to humiliate others

Refer (Identity Thief)

I use someone else’ name without permission

to chat online through social networks

I use someone else’ name without permission

in bad ways

I use images of others without permission

I use someone else’ name without permission

for my benefits

I use someone else’ name without permission

to hurt third persons

Secret (Revealing other People’s Personal

Secrets)

I brought the name of parents or closely adult

51

relative of other people to disclose or forward

Page

I put the secret of inferiority complex of other

 52

people to disclose or forward

I led the secret that makes the shame and

disgrace of the other people to disclose or
forward

I put the personal information of other people

to disclose without permission

I share the secrets of other people to a third

ones

Deletion

I unfriend or delete people I do not like from

the group

I obstruct or block people I do not like from the

group

I order some of my friends to unfriend people I

do not like

I order some of my friends to obstruct or block

people I do not like from the group.

Source: Tudkuea & Laeheem (2014). Development of Indicators of

Cyber bullying among Youths in Songkhla Province

Part.2 Psychological Wellbeing Questionnaire

Autonomy 5 4 3 2 1

I tend to be influenced by people with strong

opinions.

I have confidence in my own opinions, even if

they are different from the way most other
most people think.
52

I judge myself by what I think is important, not

Page

by the values of what others think is important.

 53

Environmental Mastery

The demands of everyday life often get me

down.

In general, I feel I am in charge of the situation

in which I live.

I am good at managing the responsibilities of

daily life.

Personal Growth

For me, life has been a continuous process of

learning, changing, and growth.

I think it is important to have new experiences

that challenge how I think about myself and
the world.

I gave up trying to make big improvements or

changes in my life a long time ago

Positive Relation

Maintaining close relationships has been

difficult and frustrating for me.

People would describe me as a giving person,

willing to share my time with others.

I have not experienced many warm and

trusting relationships with others.

Self-acceptance

I like most parts of my personality.

When I look at the story of my life, I am

pleased with how things have turned out so
far.

In many ways I feel disappointed about my

53

achievements in life.”
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Purpose in Life
 54

Some people wander aimlessly through life,

but I am not one of them.

I live life one day at a time and don’t really

think about the future.

I sometimes feel as if I’ve done all there is to

do in life.

Source: Ryff & Keyes (1995). Psychological Wellbeing (PWB) Scale.

APPENDEX E

CURRICULUM VITAE
54
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CURRICULUM VITAE

NORODIN S. IBRAHIM
Birthdate: April 19, 2001
Birth Place: Poblacion, Carmen, Cotabato
Present Address: Poblacion, Carmen, Cotabato
E-mail Address: [email protected]

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

55

Central Mindanao Colleges

Page

Osmeñ a Drive, Kidapawan City

A.Y. 2020-2024
 56

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2014-218

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
S.Y. 2013-2014

MORSHED LANDASAN
Birthdate: August 5, 2000
Birth Place: Buliok, Pagalungan, Maguindanao
Present Address: Inug-ug, Pikit, Cotabato
E-mail Address: [email protected]

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Pikit National High School
Poblacion, Pikit, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Pikit National High School
56

Poblacion, Pikit, Cotabato

Page

S.Y. 2014-218
 57

Elementary: Inug-ug Elementray School

Inug-ug, Pikit, Cotabato
S.Y. 2013-2014

MOJAHED M. ULANGKAYA
Birthdate: September 29, 2000
Birth Place: Damalasak, Pagalungan, Maguindanao del Sur
Present Address: Batulawan, Pikit, Cotabato
E-mail Address: [email protected]

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Pikit National High School
Poblacion, Pikit, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Pikit National High School
Poblacion, Pikit, Cotabato
S.Y. 2014-218

Elementary: Batulawan Elementray School

Batulawan, Pikit, Cotabato
S.Y. 2013-2014
57
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MOHAMAD S. SAPAL
Birthdate: March 7, 1999
Birth Place: Pagangan, Aleosan, Cotabato
Present Address: Pagangan, Aleosan, Cotabato
E-mail Address: [email protected]

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2020-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Pagangan National High School
Pagangan, Aleosan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Pagangan National High School
Pagangan, Aleosan, Cotabato
S.Y. 2014-218

Elementary: Pagangan Elementary School

Pagangan, Aleosan, Cotabato
S.Y. 2013-2014
58
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GREMEL M. ALEJO
Birthdate: August 5, 2000
Birth Place: Katitisan, Datu Montawal, Maguindanao del Sur
Present Address: Katitisan, Datu Montawal, Maguindanao del Sur
E-mail Address: [email protected]

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2023-present

Univesity of Southern Mindanao

Kabacan, Cotabato
A.Y. 2020-2023 (1st year – 3rd year)

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2018-2020

Junior High School: Grades 7-10

Notre Dame of Kabacan, Inc.
Bonifacio St., Kabacan, Cotabato
S.Y. 2014-218

Elementary: Notre Dame of Kabacan, Inc.

Bonifacio St., Kabacan, Cotabato
S.Y. 2013-2014
59

NUR JASSAN TIMAN

Birthdate: May 18, 2002
Page

Birth Place: Batulawan, Pikit, Cotabato

 60

Present Address: Batulawan, Pikit, Cotabato

E-mail Address: [email protected]

Educational Qualification

Tertiary: Bachelor of Science in Criminology (BSCrim)

Central Mindanao Colleges
Osmeñ a Drive, Kidapawan City
A.Y. 2023-present

Senior High School: Humanities and Social Sciences (HUMSS Strand)

Central Mindanao Colleges
Poblacion, Kidapawan City
S.Y. 2018-2020

Junior High School: Grades 7-10

Pikit National High School
Poblacion, Pikit, Cotabato
S.Y. 2018-2020

Elementary: Pikit Central Elementary School

Poblacion, Pikit, Cotabato
S.Y. 2013-2014
60
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APPENDEX C

VALIDATION FORM
61
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