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Navigating Cyberspace: Defending Self-Efficacy, Empathy, and Teacher Support as Protective Factors against Cyberbullying among Malaysian Youths with Visual Impairments

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Title: Navigating Cyberspace: Defending Self-Efficacy, Empathy, and Teacher Support as Protective Factors against Cyberbullying among Malaysian Youths with Visual Impairments
Language: English
Authors: Pei Boon Ooi (ORCID 0000-0002-7259-3381), Nee Nee Chan, Wen Li Ku, Priyadharshini Ahrumugam (ORCID 0000-0002-8008-2397), Wan Marzuki Wan Jaafar, Woo Onn Choo
Source: Journal of Visual Impairment & Blindness. 2025 119(6):455-472.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Visual Impairments, Blindness, Bullying, Computer Mediated Communication, Victims, Self Efficacy, Empathy, Teacher Role, Social Support Groups, Resilience (Psychology), Foreign Countries, Adolescents, Young Adults, Computer Use, Internet, Social Media, Students with Disabilities, Special Education
Geographic Terms: Malaysia
DOI: 10.1177/0145482X251394349
ISSN: 0145-482X
1559-1476
Abstract: Introduction: The study investigates the cyberbullying prevalence rates of Malaysian youths with visual impairments from the roles of cyberbullying victims, perpetrators, and bystanders. Method: A cross-sectional approach was employed, involving 199 youths with visual impairments participating in braille, paper-and-pen, and VoiceOver surveys. Results: Defending self-efficacy, empathic self-efficacy, and teachers' social support are negatively linked to cyberbullying experiences. Defending self-efficacy is also positively associated with social support from family, friends, and teachers. Social support from teachers emerged as a key mediator, explaining how defending and empathetic self-efficacy reduced cyberbullying experiences. Discussion: In this study, the prevalence of cyberbullying among Malaysian youths with visual impairments revealed that 50.2% acted as "cyber bystanders" (the highest among three roles), 47.2% experienced "cyber victimization," and 10.6% were involved in "cyber perpetration." The majority (94.0%) of the participants are Internet users, with 76.4% using the Internet almost daily. Defending and empathic self-efficacy and perceived social support from teachers acted as protective factors against cyberbullying experiences. Teachers' social support bridges personal resilience (self-efficacy) and reduces cyberbullying. This discovery further emphasizes teachers' supportive role in mitigating the effect of cyberbullying. Overall, these findings contribute valuable knowledge to creating targeted interventions and support systems for visually impaired youths facing cyberbullying challenges. Implication for Practitioners: The findings underscore the crucial role of defending self-efficacy and teachers' support in mitigating cyberbullying experiences among youths with visual impairments. Consequently, educational initiatives and interventions are imperative to raise awareness and strengthen the sense of self-efficacy among youths with visual impairments. Additionally, fostering a supportive environment contributes to the mental and emotional well-being of youths with visual impairments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493160
Database: ERIC
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  Data: Navigating Cyberspace: Defending Self-Efficacy, Empathy, and Teacher Support as Protective Factors against Cyberbullying among Malaysian Youths with Visual Impairments
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  Data: <searchLink fieldCode="AR" term="%22Pei+Boon+Ooi%22">Pei Boon Ooi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7259-3381">0000-0002-7259-3381</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nee+Nee+Chan%22">Nee Nee Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Wen+Li+Ku%22">Wen Li Ku</searchLink><br /><searchLink fieldCode="AR" term="%22Priyadharshini+Ahrumugam%22">Priyadharshini Ahrumugam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8008-2397">0000-0002-8008-2397</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wan+Marzuki+Wan+Jaafar%22">Wan Marzuki Wan Jaafar</searchLink><br /><searchLink fieldCode="AR" term="%22Woo+Onn+Choo%22">Woo Onn Choo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Visual+Impairment+%26+Blindness%22"><i>Journal of Visual Impairment & Blindness</i></searchLink>. 2025 119(6):455-472.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Blindness%22">Blindness</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Victims%22">Victims</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Use%22">Computer Use</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink>
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  Data: 10.1177/0145482X251394349
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  Data: 0145-482X<br />1559-1476
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  Data: Introduction: The study investigates the cyberbullying prevalence rates of Malaysian youths with visual impairments from the roles of cyberbullying victims, perpetrators, and bystanders. Method: A cross-sectional approach was employed, involving 199 youths with visual impairments participating in braille, paper-and-pen, and VoiceOver surveys. Results: Defending self-efficacy, empathic self-efficacy, and teachers' social support are negatively linked to cyberbullying experiences. Defending self-efficacy is also positively associated with social support from family, friends, and teachers. Social support from teachers emerged as a key mediator, explaining how defending and empathetic self-efficacy reduced cyberbullying experiences. Discussion: In this study, the prevalence of cyberbullying among Malaysian youths with visual impairments revealed that 50.2% acted as "cyber bystanders" (the highest among three roles), 47.2% experienced "cyber victimization," and 10.6% were involved in "cyber perpetration." The majority (94.0%) of the participants are Internet users, with 76.4% using the Internet almost daily. Defending and empathic self-efficacy and perceived social support from teachers acted as protective factors against cyberbullying experiences. Teachers' social support bridges personal resilience (self-efficacy) and reduces cyberbullying. This discovery further emphasizes teachers' supportive role in mitigating the effect of cyberbullying. Overall, these findings contribute valuable knowledge to creating targeted interventions and support systems for visually impaired youths facing cyberbullying challenges. Implication for Practitioners: The findings underscore the crucial role of defending self-efficacy and teachers' support in mitigating cyberbullying experiences among youths with visual impairments. Consequently, educational initiatives and interventions are imperative to raise awareness and strengthen the sense of self-efficacy among youths with visual impairments. Additionally, fostering a supportive environment contributes to the mental and emotional well-being of youths with visual impairments.
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        Value: 10.1177/0145482X251394349
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      – Text: English
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      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Blindness
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Victims
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Empathy
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      – SubjectFull: Teacher Role
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      – SubjectFull: Social Support Groups
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Malaysia
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      – TitleFull: Navigating Cyberspace: Defending Self-Efficacy, Empathy, and Teacher Support as Protective Factors against Cyberbullying among Malaysian Youths with Visual Impairments
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