Effectiveness of a Cyberbullying Awareness Programme on Knowledge, Attitude and Assertiveness among Late Adolescents:
A True Experimental Study
Gayathri K.1*, V. Jesinda Vedanayagi2
1Postgraduate Student, Department of Mental Health Nursing, Sacred Heart Nursing College,
Ultra Trust, Madurai, Tamil Nadu, India.
2Vice Principal Cum Head, Department of Mental Health Nursing, Sacred heart Nursing College,
Ultra trust, Madurai, Tamil Nadu, India.
*Corresponding Author Email: shnc17gayathri@gmail.com
ABSTRACT:
Introduction: Cyberbullying is a growing digital threat among late adolescents, often leading to emotional distress, academic decline, and social withdrawal. This study evaluated the effectiveness of a Cyberbullying Awareness Programme (CAP) based on the Theory of Planned Behaviour. Methodology: A true experimental pre-test–post-test control group design was used. 200 late adolescents aged 18–22 years were selected by using simple random sampling. Late adolescents were randomly allocated into experimental (n=100) and control (n=100) groups. Validated tools measured knowledge (r=0.86), attitude (α=0.94), and assertiveness (r=0.86). The experimental group underwent a four-week CAP intervention including psychoeducation, interactive discussions, creative expression, and documentary film. Results: Significant improvements were observed in knowledge (11.54 to 21.29), attitude (41.76 to 67.54), and assertiveness (3.45 to 8.59). Strong correlation was found between knowledge and attitude (r=0.758), knowledge and assertiveness (r=0.812), and attitude and assertiveness (r=0.728). There is a significant association between knowledge and socio-demographic variables such as year of study and mother’s education. There is a significant association between attitude and socio-demographic variables, including gender, type of family, and father’s education. There is a significant association between assertiveness and socio-demographic variables such as age, year of study, type of family, and mother’s occupation. There is a significant association between knowledge and internet-usage variables, such as the device used to access the internet and the most visited social media platforms. There is a significant association between attitude and internet-usage variables, such as the device used and the purpose of internet use. However, no significant association is found between internet-usage variables and assertiveness. Conclusion: CAP is an effective intervention for improving cyberbullying-related knowledge, attitudes, and assertiveness.
KEYWORDS: Cyberbullying, Cyberbullying Awareness Programme, Late Adolescents, Knowledge, Attitude, Assertiveness.
INTRODUCTION:
A true experimental pre-test–post-test control group design was adopted. The study was conducted among 200 late adolescents aged 18–22 years from selected Arts and Science Colleges in Madurai. Simple random sampling allocated 100 participants each to the experimental and control groups.
Validated instruments assessed three outcomes:
· Knowledge (reliability r=0.86)
· Attitude (Cronbach’s α=0.94)
· Assertiveness (r=0.86)
The CAP intervention consisted of four weekly modules:
1. Psychoeducation on “All about Cyberbullying”
2. Interactive discussions
3. Creative expression (Artwork and poster making, poems and Scripts writing, Songs)
4. Documentary film
Ethical approval was obtained, and informed consent was collected. Appropriate statistical tests (paired t-test, independent t-test, and Pearson correlation) were applied using SPSS.
In the experimental group, most late adolescents were in the age group of 18–20 years 73 (73%), and in the control group also the majority 88 (88%) were in the same age group. Girls were more in both groups, with 66 (66%) in the experimental group and 61 (61%) in the control group. In both groups, more than half of the students were studying in the first year. In the experimental group, 45 (45%) of the students were studying B.A., while in the control group most 77 (77%) were studying B.Sc. Nearly 95 (95%) of students in both groups followed the Hindu religion. About 76 (76%) were living in urban areas. In the experimental group, more students belonged to joint families 43 (43%), whereas in the control group most were from nuclear families 41 (41%). In the experimental group, 36 (36%) were firstborn children, while in the control group 40 (40%) were third-born. Around 45 (45%) of students in both groups had more than two siblings, and about 20 (20%) had no siblings. Many students reported that their parents were divorced. Most mothers were illiterate 61 (61%), and only 31 (31%) had completed UG, PG, or diploma education. Most fathers 83 (83%) had studied only up to school level. About 41 (41%) of mothers and fathers were working in government or private jobs. Family monthly income was mostly below ₹10,000 35 (35%) or between ₹30,000–₹60,000 34 (34%).
Regarding internet usage, most students used mobile phones to access the internet, with 58 (58%) in the experimental group and 74 (74%) in the control group, and 68 (68%) used more than one device. Almost all students used the internet many times a day, with 100 (100%) in the control group and 89 (89%) in the experimental group. About 96 (96%) of students in both groups used the internet for more than three hours per day. Most students 96 (96%) used the internet for all purposes such as study, games, social media, and online shopping, while only 3 (3%) used it only for study. About 36 (36%) used all social media apps like WhatsApp, Instagram, and Facebook, while many students mostly used Threads and Snapchat 74 (74%) in the experimental and control groups.
Table 1 Represents the mean difference between pre-test and post-test scores in the experimental group.
|
Variable |
Pre-test Mean ± SD |
Post-test Mean ± SD |
t-value |
Significance |
|
Knowledge |
11.54 ± 2.91 |
21.29 ± 2.83 |
29.44 |
p < 0.001 |
|
Attitude |
41.76 ± 6.14 |
67.54 ± 5.72 |
34.67 |
p < 0.001 |
|
Assertiveness |
3.45 ± 1.38 |
8.59 ± 1.62 |
28.14 |
p < 0.001 |
Table 2 compares the post-test scores between the experimental and control groups.
|
Variable |
Experimental Mean ± SD |
Control Mean ± SD |
t-value |
Significance |
|
Knowledge |
21.29 ± 2.83 |
12.01 ± 2.64 |
23.66 |
p < 0.001 |
|
Attitude |
67.54 ± 5.72 |
42.05 ± 6.38 |
22.98 |
p < 0.001 |
|
Assertiveness |
8.59 ± 1.62 |
3.54 ± 1.41 |
26.74 |
p < 0.001 |
Table 3 shows the correlation between knowledge, attitude, and assertiveness in the experimental group.
|
Variable Pair |
r value |
Interpretation |
|
Knowledge & Attitude |
0.758 |
Strong positive |
|
Knowledge & Assertiveness |
0.812 |
Strong positive |
|
Attitude & Assertiveness |
0.728 |
Strong positive |
The pretest levels of knowledge, attitude, and assertiveness regarding cyberbullying among late adolescents showed significant associations with selected socio-demographic and internet-usage variables. Knowledge was significantly associated with year of study and mother’s education, while attitude was associated with gender, type of family, and father’s education. Assertiveness showed significant associations with age, year of study, type of family, and mother’s occupation. With respect to internet usage, knowledge was associated with the device used and most visited social media platforms, and attitude was associated with the device used and purpose of internet usage. No significant association was observed between internet-usage variables and assertiveness.
The Cyberbullying Awareness Programme effectively enhanced cyberbullying-related knowledge, attitude, and assertiveness among late adolescents. Institutions should integrate CAP-based modules into regular training programmes to promote safe and responsible online behaviour.
The author expresses sincere gratitude to Dr Juliet Sylvia, Principal, SHNC, and Dr Jesinda, Vice Principal cum Head, MHN, SHNC, for their guidance and support. The author also acknowledges Mrs Servita Mary A., Assistant Professor, for her assistance in completing the study.
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Received on 04.01.2026 Revised on 01.04.2026 Accepted on 28.05.2026 Published on 27.07.2026 Available online from August 01, 2026 Asian J. Nursing Education and Research. 2026;16(3):195-197. DOI: 10.52711/2349-2996.2026.00039 ©A and V Publications All right reserved
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