Accelerat ing t he world's research.

CYBERBULLYING: PERCEIVED
EFFECTS ON PERSONALITY TYPE
AND LEVEL OF WELL-BEING
AMONG SHS STUDENTS AT THE
TIME OF P...
Amber Cubacub

Related papers Download a PDF Pack of t he best relat ed papers 

Effect iveness
Gerald Mellizo

T he Problem and it s Background

Bryan Bab Bacongol

Cyberbullying Predict ors for Peruvian St udent s: A Hierarchical Analysis

Alejandro Javier Pérez Port ocarrero, Lorena Levano
CYBERBULLYING: PERCEIVED EFFECTS ON PERSONALITY TYPE AND LEVEL
OF WELL-BEING AMONG SHS STUDENTS AT THE TIME OF PANDEMIC

Educational Psychology

Paper Sessions on HICE

Cyberbullying affects many senior high school students in the Philippines especially

during the COVID-19 pandemic where there is limited face-to-face interaction and social media
seems to be the

only feasible option. Many students are interacting more online and some fall victim to

cyberbullying. This study shows that introverts are the common victims of cyberbullying.

AMBER CLARISSE CUBACUB

Humanities and Social Science Senior High School Student

Catholic Filipino Academy Homeschool

[email protected]

SOPHIA ADELLE DE LA PEÑA

Humanities and Social Science Senior High School Student

Catholic Filipino Academy Homeschool

[email protected]
 TRISHA ERICA ALLANIGUE

Humanities and Social Science Senior High School Student

Catholic Filipino Academy Homeschool

[email protected]

CLEO PATTRICE MOSCOSO

Humanities and Social Science Senior High School Student

Catholic Filipino Academy Homeschool

[email protected]

ABIGAIL BEBERINO

Science, Technology, Engineering, and Mathematics Senior High School Student

Catholic Filipino Academy Homeschool

[email protected]

JAYCE JOHAN SAMSON

Science, Technology, Engineering, and Mathematics Senior High School Student

Catholic Filipino Academy Homeschool

[email protected]

November 2020
 ACKNOWLEDGMENT

The completion of this research paper would not have been possible without the full
cooperation, dedication, and perseverance of each member of Team Muni-Muni.

We would like to express our sincerest gratitude to Ms. Wilhelmina Tulfo, our research
adviser and Practical Research 2 instructor, for being patient with us and providing us with
incredible insight and much-needed information throughout the course of this research. We
would also like to show our gratitude to Ms. Maria Nery Cequeña, Ph.D., the Senior High School
Department Head and to Ms. Svetlana Mendoza, the HUMSS Adviser, for sharing their
knowledge and expertise that allowed us to improve our research work.

To our dear families, we are always grateful for the never-ending love and support, from
the beginning until the end of this study.

And finally, much-needed thanks to our batchmates and friends who provided us with
valuable comments and suggestions for this research paper.
 ABSTRACT

The purpose of this quantitative research is to determine the perceived effectiveness of

cyberbullying and the personality trait of an individual, and how the former affects the latter and
vice versa amidst the COVID-19 pandemic. The main purpose of the study is to investigate
how cyberbullying affects studentsʼ personality type and level of well-being. The
respondents of this research comprised 45 senior high students of Catholic Filipino Academy
Homeschool. Specifically, it utilized a descriptive research design. An online
MBTI personality test and a survey questionnaire which consists of cyberbullying experiences
and mental health checks were administered to the respondents. Results of the study revealed
that introverted students are more likely to be victims of cyberbullying and such an event affects
their overall well-being more than extroverted individuals. Based on these findings, we highly
recommend that parents and teachers should pay attention to this phenomenon of cyberbullying
so that they can provide precautionary measures to avoid cyberbullying from happening
in the future and to minimize the impact that it can cause on young learners.

Keywords​: cyberbullying, bullying, introverts, extroverts, personality type, well-being

 TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT……………………………………………… ………………………i
ABSTRACT ……………………………………………………………………… ……………ii
CHAPTER 1: THE PROBLEM AND IT’S BACKGROUND
Introduction …………………………………………………………………………………….. 4
Statement of The Problem ……………………………………………………………………… 5
Scope and Delimitations Of The Study …………………………………………………. …….6
Significance of The Study …………………………………………………………………....... 6
Hypotheses and Assumptions …………………………………………………………….......... 8
Definition of Terms ……………………………………………………………………………..8
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature…………………………………………………………….. ……10
Theoretical Framework/Conceptual Framework ……………………………….. …………….20
CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY
Research Design………………………………………………………………………………. 23
Population And Samples Of The Study …………………………………………... ………..24
Instruments Of The Study ………………………………………………………………... ….24
Data Gathering Procedure……………………………………………………………………. 25
CHAPTER 4: PRESENTATIONS, ANALYSIS, AND INTERPRETATION OF DATA
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
REFERENCES
APPENDICES
Appendix A Survey Form
 CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Background of the Study

This research is based on the perceived effects of cyberbullying, personality type and
level of well-being. The researchers limited the personality type into two, which is introvert and
extrovert. The survey questionnaire was a structured approach and with the use of MBTI
personality, they had the major parts covered. The researchers utilized a descriptive design. With
a respondents size of 45, selected by every 4th person of the list within the grade 11-12 senior
high students in the Catholic Filipino Academy Homeschool. This methodology was utilized due
to the convenience and time allotted for the type of participants and data collected.

The researchers conducted this study with consideration regarding the respondents who
have experiences with cyberbullying such as optional answers in the survey questionnaire. The
research study aims to determine the perceived effects of cyberbullying on the personality type
and level of well-being of grade 11 & 12 senior high school students at the Catholic Filipino
Academy Homeschool.

Statement of the Problem

This research aims to determine the effects of cyberbullying on the personality type and
level of well-being among students at the time of the pandemic. The personality type of the
students is classified into two: introvert and extrovert. This study was conducted during the first
semester of the academic year 2020-2021 among senior high school students enrolled in Catholic
Filipino Academy Homeschool.

Specifically, the researcher seeks to answer the following questions:

1. Who among the personality types is more likely to be a victim of cyberbullying and the
perpetrator of cyberbullying at the time of pandemic?
 2. How does cyberbullying affect the student’s personality type and level of well-being
during the pandemic?

Scope and Delimitation

This research determines the perceived effects of cyberbullying depending on the

personality type of an individual. There were two major variables in this research; (1)
cyberbullying and (2) its effect on the mental health and overall well-being of a student with a
certain personality trait. The scope of the study focuses on senior high students who were
randomly selected and were delimited to students who were currently enrolled in Catholic
Filipino Academy Homeschool. The respondents of this research were senior high students from
Grade 11 and 12. A personality test available online will be taken by the students to identify
whether they are an introvert or extrovert. Online surveying was conducted instead of
face-to-face survey. The data collected will help the researchers analyze how students with
different personality types perceive the effects of cyberbullying, which further gives them a clear
and detailed data of which students of a certain personality type were affected the most by
cyberbullying.

Significance of the Study

This study showcases the effect of cyberbullying on the student’s personality type and
level of well-being during the pandemic. This study will benefit parents to teach their children
about the awareness of cyberbullying and its effects on mental health. This study can also benefit
other schools, either local, regional or international, as it gives awareness about the effects of
cyberbullying on students and for them to strengthen their policies in avoiding cyberbullying.
With their knowledge and influence, this will help the students to become more aware and
responsible when it comes to social media. For future researchers, this study can be their
reference if their study is linked to this. Future researchers can also continue to develop and
improve the study in order to determine the potential occurrence of cyberbullying on personality
type and mental health.
Hypotheses and Assumptions

● There is a perceived effect between cyberbullying and its effect on a student's personality
type and level of well-being at the time of the pandemic.

The research assumes that personality type can be a factor for cyberbullying. For
instance, more extroverted individuals may have a higher chance of being perpetrators of
cyberbullying. Furthermore, introverts who are reserved and quiet are more likely to be victims
of cyberbullying. Also, this research assumes that the use of social media during the pandemic
could be the cause of the increase in cyberbullying. Senior high school students have more
leisure time to go through social media during their free time. They could be affected by the
isolation and stress of the quarantine due to the pandemic. Thus, hostility towards others in social
media might increase along with self-defensive and harmful behaviours. As well as the feeling of
boredom, loneliness, and those who seek attention may engage in cyberbullying.

Definition of Terms

This section provides conceptual definitions of terms used in this study.

1. Cyberbullying​: Refers to a version of bullying perpetrated through information and

communication technology channels such as the internet, emails, mobile phones, and the
latest social media platforms like Facebook (Kowalski et al., 2008). It is also defined as
online exchanges to harm the recipient (Faucher et al., 2014). Lastly, it is the strategic
behavior of an individual to dominate another individual or a group of individuals
(Olthof, 2011).
2. Personality Type​: This refers to the psychological classification of different types of
individuals. (ex. Introvert, extrovert)
3. Level of Well-Being​: This refers to the state of being comfortable, healthy, and happy
(Oxford English Dictionary) and relates to how people feel and how they function, both
 on a personal and a social level, and how they evaluate their lives as a whole (New
Economics Foundation).
4. Pandemic​: It refers to an outbreak of the disease over a whole country or the world.
5. Introvert: ​It refers to an individual who is quiet and reserved.
6. Extrovert​: It refers to an individual who is outgoing and expressive.
7. MBTI personality test: (​Myers-Briggs Type Indicator) ​is an introspective self-report
questionnaire indicating differing psychological preferences in how people perceive the
world and make decisions. The test attempts to assign four categories: introversion or
extraversion, sensing or intuition, thinking or feeling, judging or perceiving.
8. MBTI Personality types: ​These are the possible personality types that can be dictated
depending on how you answered the MBTI Test. These personality type dictations are
categorized and have each of their own explanation and definition of the personality type.
The label goes from left to right, these are abbreviations of a word which also explains a
personality in the general form. The abbreviations are ​I- Introvert, S-Sensing,
T-Thinking, J-Judging, F-Feeling, P-Perception, N- Intuition, E-Extrovert /
Extravert. ​These are the abbreviations of personalities depending on how you answer the
situational question, will depict your resulting personality.
● ISTJ - ISFJ - INFJ - INTJ - ISTP - ISFP - INFP - INTP - ESTP - ESFP -
ENFP - ENTP - ESTJ - ESFJ - ENFJ - ENTJ
 CHAPTER 2: REVIEW OF LITERATURE

This chapter covers the related literature of the study regarding cyberbullying in relation
to students’ personality type, psychological behavior, and well-being.

The Effect of Personality on Cyberbullying among University Students in Turkey.

Celik, Atak, and Erguzen (2012) investigate and determine the relationship between the
effects of personality traits and cyberbullying among students in Turkey. The rationale behind
the research is the same as the purpose of the study. The research questions answered the
relationship between the personality traits of the students to cyberbullying and how the learning
environment can emerge the cyberbullying problem in the learning environment of the students.

The framework that they portray is how the personality trait (Extrovertedness,
Agreeableness, Conscientiousness, Emotional Stability, and Openness) and how they were
cyberbullied or being cyberbullied. They implemented a sectional research design but the main
study is the comparative design. They used a correlative survey as the type of survey they will
distribute to the participants. They also used a path model to investigate the effects of learning of
the students and their personality traits on cyberbullying. The sample of the research is 230
participants in the computer programming course who are enrolled in the distance learning
environment and the traditional learning environment. The sampling method used is purposive
sampling as they are determining the factors that will affect their personality traits in
cyberbullying. The variables used are cyberbullying and 5 personality traits (extrovertedness,
emotional stability, conscientiousness, agreeableness, and openness). The findings of the
research can benefit the framework that they have created. Emotional stability is the most
connected reason for being cyberbullied. The weakest variable that will connect to being
cyberbullied is openness because the victim cannot open up to the idea of cyberbullying. Mostly,
the participants were experienced in being cyberbullied. However, most of the personality types
that they used are extraversion, as extroverted people tend to be more prone to be bullied. The
study limitations are limited to university students particularly computer programming in
Turkey. The impact of cyberbullying on the personality traits of the students has a big factor as
they affect both the well being of the student and the personality types in one dependent variable
(the personality traits). This research expounds on the factors of cyberbullying particularly in
personality traits and how the personality trait can act as a factor, as well as for well-being.
Although the well-being of the student is not focused on this study, the well-being of the students
can be identified through their personality trait.

Cyberbullying and the Influences of Introversion and Extraversion According to the

Influences of Psychological Type

Mendenhall and Dr. Barnett created a study to find the correlation between cyberbullying
and the personality types of victims. With the rationale of finding a way to prevent and find the
reason behind the cyberbullying. The questions that were brought up for the research are (1)
cyberbullying with personalities of introvert or extrovert and who may be the victim. (2) What
type are the victims or bystanders who happened to witness the cyberbullying? (3) Did you try to
help or did you end up being quiet about it? The answers to these research questions will help the
researchers follow through and get more information for their research. The theory used in the
study was like Eysenck’s theory, or similar to it, but they used the MBTI personality test to see
who was introvert or extrovert. Then they used this information to cover the personality types
and used a survey questionnaire to see whether they were cyberbullied or they saw a
cyberbullying on the process. The framework of the study only focused on finding the
correlation of personality types and cyberbullying, whether the personality type matters or not, as
well as the effect of being an introvert or extrovert that led them to be cyberbullied. The research
methods they used were CBAY & MBTI for personality types and SSPS for statistical viewing
of results. The major findings included more information about the research study, and
instruments used to create the whole study as well as the statistics, these contributed well in
creating the study for this topic as well as identifying who is introverted or extroverted, and
being used as a reference study to the future researchers. The study was limited or focused on
finding the correlation between personality types and cyberbullying, victim or aggressor, both
are taken in credit to get more information. Study implications are that you should never try to
cyberbully or prevent any causes of it and stop them from cyberbullying, cyberbullying can
create a big problem for the victim and may not be able to get away from the trauma and may
lead to mental health issues, which can be spread along with the family and relatives of the
victim. This review of literature is related to other studies, since their main topic laps over each
other, having the same infrastructure of research studies, or focusing mainly on the cyberbullying
part. Cyberbullying is dangerous in a way that even 9-year-olds are affected by it, a lot of
children are playing games and are on social media, and a simple bash would make their heart
shatter, what if a threat was given to them and made them kill themselves, meaning to say
cyberbullying does not affect age, it doesn't matter if you were a teen or a child, cyberbullying
can happen to anyone. Indirect or direct cyberbullying is a crime and should not be tolerated.

Relationship Between Personality Factors and Bullying Behaviour of Learners in Ngaka

Modiri Molema District

Moalusi, M. (2016) aimed at investigating the relationship between personality factors

and bullying behavior of learners and made comparisons according to gender differences in the
Ngaka Molema District in the North West Province. Reviewed studies on bullying and
personality revealed that there is a lack of literature on personality factors of learners and how
they relate to bullying behavior in South Africa, especially in the North West Province. The
study attempted to fill this gap by focusing on the relationship between personality factors and
the bullying behavior of learners. The research questions determined the relationship between
personality factors (extraversion, neuroticism, and psychoticism) and bullying behavior; and the
differences between bullying and personality factors (extraversion, neuroticism, and
psychoticism) according to gender.

Bronfenbrenner's bioecological model was the guiding framework for this study. The
theoretical perspective(s) of the study include Social Learning Theory which was used to help
the researcher understand the bullying behavior of learners and Eysenck's personality theory as a
guide to help in the understanding of how personality factors of learners influence their bullying
behavior. This was followed by Belsky's differential susceptibility hypothesis which served as a
guiding theory to understand gender differences in bullying. The research design used was a
correlation study. Five (5) schools were sampled to participate in the general bullying study by
the Northwest University. A large sample of 4394 learners participated in the general bullying
study by the psychology department of Northwest University. Learners from Grade 8 to Grade
12 participated in the study by completing the bullying questionnaire (BQPM) and the EPQ-R. A
total of 234 participants were included in this study. Participant's ages ranged from 18-23 years
old. The independent variables are personality factors (i.e., psychoticism, extraversion, and
neuroticism) and gender. The dependent variable is bullying behavior. The results of the study
showed that learners with high psychoticism, neuroticism, and extraversion scores scored high
on bullying behavior, with male learners scoring high in psychoticism and extraversion, and
female learners scoring high in neuroticism. Reviewed studies on personality factors and
bullying behavior indicated a gap in the literature on these factors in South Africa. The study
shows that bullying perpetration (verbal, physical, and indirect) is associated with psychoticism.
Furthermore, a correlation was observed in the current study for verbal bullying (victimization)
and neuroticism, but not for other types of bullying victimization. Moreover, the study revealed
gender differences in bullying behavior and personality factors.

Experiences of Bullying in Relation to the Psychological Functioning of Young Adults: An

Exploratory Study.

In this study, Bhuyan and Manjula (2017) focused on determining how bullying
experiences can affect the psychological functioning of young adults in an Indian setting. The
rationale of this research is to help us comprehend the phenomena of bullying. It also seeks to
find the answer as to how bullying affects a young adult’s development, self-perception, and
overall psychological functioning. Once we fully understand why such an incident happens, we
can provide platforms and take measures that can counter the effects of bullying and reduce the
occurrence of such experience as much as possible.

The framework of the study consists of a comprehensive evaluation of the variables (the
effects of bullying and the psychological functioning of young adults) and a thorough
examination of the gender differences of the respondents. A sociodemographic sheet was used to
record demographic data of the students, such as their age, gender, living environment, religion,
as well as their satisfaction with their friends. The Retrospective Bullying Questionnaire was also
utilized to gather information about the bullying experiences of the students. The researchers
chose young adults that were currently studying in colleges in Bengaluru to participate in this
experiment. The participants consisted of 180 females and 130 males, which is 311 participants
in total, and the mean age of the students was 21-29 years. They were also asked if they were
fluent in English. After gathering all the data of the participants, the results showed that there has
been an increasing number of young adults being bullies, as well as being victims of bullying.
The reported incident was higher for males than for females. The findings also revealed that
depression and antisocial behavior were the most common traits that the victims have acquired
because of bullying. Male students reported higher experiences of borderline anxiety syndrome
and somatic complaints such as headache, palpitations, and other aches than females. Female
students, however, have experienced more unipolar depressive episodes and had more clinical
levels of ADHD compared to males. These results prove that bullying does have a significant
impact on the psychological functioning of young adults and these consequences can be
long-term, meaning that these mental health issues can stay with the victim for a long period,
even if they were no longer a victim of cyberbullying. This can greatly affect the life of the
students, especially on their emotional development, self-perception, relationship style, and
friendship quality. However, since the researchers relied on the retrospective recalling of
bullying experiences, the results might not be completely reliable since there is a possibility that
the recall of events of the students may be inaccurate. The study was also limited to the Indian
setting only, therefore, it may not follow the trends of the results of bullying experiences from
other places.

The Moderating Role of Emotional Intelligence Between PEN Personality Factors and
Cyberbullying in a Student Population

Ojedokun and Idemudia (2013) investigated the role of emotional intelligence in the
relationship between PEN (psychoticism, extroversion, and neuroticism) personality factors and
cyberbullying among adolescents and the youth. The rationale behind the research is that there
are a few studies that focus on the personality traits of cyberbullies. The researchers attempted to
fill the gap of knowledge for future studies.
 The study utilized Eysenck's Personality Theory and General Learning Theory to
understand the development of anti-social behaviors and the development of a delinquent. The
researchers recruited three-hundred ninety-six (396) students from different faculties and
disciplines in South-western Nigeria. These respondents were at least 18-27 years old. The study
utilized the Revised Eysenck Personality Questionnaire (REPQ), Wong and Law Emotional
Intelligence Scale(WLEI), and Cyberbullying Scale (CBS). In their findings, the researchers
found out that emotional intelligence regulates the association of PEN personality factors and
cyberbullying. The study also found out that perpetrators of cyberbullying have high levels of
psychoticism, extroversion, and neuroticism. The findings also revealed that age has no
relationship with cyberbullying and males are more likely to be victims of cyberbullying than
women. However, the study fails to focus on gender and the lifestyle of students at home.
Furthermore, the study is limited to students in Nigeria and the CBS scale only measures
self-reports. Thus, this affects the common variance method and the study.

The Perception of Cyberbullying and Cybervictimization by University Students in Terms of

their Personality Factors

According to Ozden and Icellioglu (2014), many university students in Istanbul are not
aware of their actions on online platforms and how their actions may negatively affect the people
they interact with. In their findings, they discovered that being a cyberbully, perpetrator or victim
was related to psychoticism. Also, the genders of the students show how they perceive the
actions of others in online platforms whether the actions done were acceptable or not. The male
students included in the sample group perceived the cyberbullying actions as harmless while the
female students had the opposite perception. Moreover, male students were more likely to
manifest cyberbullying practices than their female counterparts. Their findings showcased the
need to monitor and observe the actions of others since there is a growing population of people
who engage daily in different social media platforms. Furthermore, in monitoring the youth, law
sector, apps, and other forms of online platforms can ensure the security and safeness of the
people. Although the sample group of the study was small, the researchers did not shed light
upon the problem of cyberbullying and its effects to the victims. With this in mind, it raises the
fundamental question of the study of whether the students were aware of the repercussions of the
actions of others and if there is a correlation of one’s personality on their experience of being a
cyberbullying victim or perpetrator. In conclusion, their study was both pleasant and poor.
Pleasant in the sense that it decreases the gap between the study if one’s personality affects one’s
perception of the actions of others and that it opens a new topic on whether people are aware of
their actions especially online.

Theoretical Framework

The theories that were used are Eysenck's Personality Theory and Bronfenbrenner’s
Ecological Systems Theory.

A. Eysenck’s Personality Theory

This theory by Hans Eysenck (1952, 1967, 1982) aims to provide a better understanding
of an individual’s attitude and behavior and makes sense of why a person reacts towards certain
situations or stimuli that they encounter in their daily lives. According to Eysenck, an
individual’s personality could be either an introvert or extrovert, neurotic or stable and psychotic
or normal. The Eysenck Personality Theory Model is a large diagram that consists of every
personality and what certain traits or characteristics fall under a specific personality. This theory
is also reliable since it takes both nature and nurture into consideration. Eysenck believed that the
environmental influences around us and how we were conditioned during our childhood is what
makes our personality.

Since the present study seeks to determine the relationship between cyberbullying and
personality type, this theory will be of great significance to the research as it helps us to identify
and understand how victims of different personalities handle the situation, and which personality
type is more prone to cyberbullying.

B. Bronfenbrenner’s Ecological Systems Theory

Une Bronfenbrenner proposed the Ecological Systems Theory to show how the
influences of the surrounding environment and how it interacts with an individual is one major
factor in a child’s growth and development. According to Bronfenbrenner, there are five levels of
external influence and those are; (1) microsystem or the immediate environment; (2) mesosystem
or the connections; (3) exosystem or the indirect environment; (4) macrosystem or the social and
cultural values; and lastly, (5) chronosystem or the system that changes over time.

1. Microsystem
This is the immediate environment a child lives in and it contains the family,
friends, classmates, and the community that surrounds the child. The behavior and the
way the child will treat other people in the early stages of their life is influenced by these
people.

2. Mesosystem
The mesosystem refers to the connections between the child’s different groups
that they belong in. It is the relationship between their parents and friends, family and
community, and many more. According to Bronfenbrenner, if the relationship between
the two groups is healthy, the child is more likely to develop a positive attitude and
behavior. However, if the relationship between the groups is poor, then the child will
gain negative emotions leading to a negative development.

3. Exosystem
The exosystem is an environment where the child is not directly involved in, yet,
they can still be influenced by this setting in either a positive or negative way. Some
examples are the workplace of the child’s parents and their neighborhood.

4. Macrosystem
This environment pertains to the cultural beliefs and values of the child, as well as
the political and economic system that surrounds them. These influences have a huge
impact on a child’s way of thinking and living.

5. Chronosystem
The chronosystem refers to the different circumstances that a child experiences
which can change over time. A few examples are the child’s address, the changes in
 society, separation of the parents, etc. This too, can either have a positive or negative
impact on the child.

Bronfenbrenner’s Ecological Systems Theory helps the researchers to understand how the
surrounding environment of a child affects their personality and development. Taking these into
consideration gives a broader understanding of why the aggressor of cyberbullying acts a certain
way.

Conceptual Framework

This shows a paradigm of the study which illustrates the predictor and criterion variables
of the research topic.
Figure 1. Paradigm model of perceived effects between personality types and cyberbullying and
the mental health issues of SHS Students during the Pandemic.

The paradigm of the conceptual framework shows the relation of the research topic by
using a predictor and criterion. The predictor consists of theories that identify cyberbullying and
an individual’s personality. The criterion, on the other hand, shows the results of the causes of
the predictor variables, such as the effects of cyberbullying to one’s personality type and mental
well-being. This framework will identify the perceived effects of cyberbullying on a student's
personality type and level of well-being, respectively.
 CHAPTER 3: METHODOLOGY

Research Design

This study employed the MBTI personality test and a structured questionnaire approach
in conducting the research. Specifically, it utilized a descriptive research design. None of the
variables would be manipulated, for the principal purpose of the study was to determine the
perceived effects of cyberbullying on studentsʼ personality type and level of well-being.
Additionally, the study examines the relationships between cyberbullying, personality type, and
level of well-being among senior high school students at the time of the pandemic.

Participants of the Study

The number of participants included in this study were forty-five (45) senior high school
students from grade 11 and 12 in Catholic Filipino Academy Homeschool. Catholic Filipino
Academy Homeschool, or better known as CFAH, is an online institution that provides
homeschooling programs from preschool to senior high school. Out of the 215 senior high school
students in CFAH, a total of forty-five (45) students were included and selected through the
systematic and simple random method of sampling by choosing every 4th student in a list of
grade 11 and 12 students.

Instruments

The researchers used a structured online questionnaire and an MBTI personality test to
complete the data; planned the methods for picking respondents, questionnaire contents, and a
set of questions to gather specific data. The data collection consisted of 2-parts:
(1) survey
(2) an MBTI personality test

The researchers used two separate surveys for the last test to segregate the survey
questionnaires and categorize them according to their answers to tally them.
Validation Procedure

To establish the validity and reliability of the instruments to be used, the researchers had
the survey questionnaires approved by the research adviser and two experts. The researchers also
created a pre-survey to test out the questionnaires. The first survey will also conduct if the
sample is a victim of cyberbullying or not. The second survey will provide an online personality
test to the participants who are victims of cyberbullying to test the relationship between
personality type and the effects. There will also be another survey for the victims and
non-victims to determine the effects of their well-being on the effects of cyberbullying.

Data Gathering Procedure

In obtaining the required data, online survey questionnaires would be distributed to the
CFAH students to determine whether the respondent has been a victim of cyberbullying. The
researchers also inquired about the respondent’s MBTI personality trait results using an online
personality test. Google forms were utilized for the questionnaire and were sent to the
respondents via social media platforms. (Discord, Facebook, Instagram, etc…)

A. Demographic profile
Grade
 Fig. 1. Pie chart of the Grade level of the students

Based on the pie chart above, the grade ranges from Grade 11 and Grade
12. The majority of the respondents included Grade 12 which had 25 respondents
while Grade 11 had 20 respondents. From the figure above it can be inferred that
the data given was heavily influenced by the number of grade 12 respondents
present in the survey.

Strand

Fig. 2- Pie chart of the Strand of the students

 Based on the pie chart above, it shows the strand of the SHS students in
CFA. The majority of the students included in the survey were from the STEM
strand which had 18 respondents, next was HUMSS which had 11 respondents.
The same number of respondents were from ABM and from the Arts & Design
which had 8 respondents.

Gender

Fig. 3- Pie Chart Representing Gender of the Student

Based on the graph, the gender of the respondents ranged from male to
female and those who did not want to disclose their gender. The majority of the
respondents were female which had 28 respondents. The male had 14
respondents, while those who preferred not to disclose their gender had 3
respondents.

Age
 Fig. 4- Graph Representing Age of the Student

Based on the graph above, the ages of the respondents ranged from 15-24
years old. The majority of the respondents were seventeen years old (17) with
over 18 students. Followed by 11 respondents who were aged 18, and 9 were aged
16. The groups of those aged 15 and 24 each had 1 respondent. Those who were
19 years old had 3 respondents; and 20 years old had 2 respondents.

Identification of Personality
Introvert or Extrovert
 Fig. 5 - Pie Graph of the Personality Types

The figure above shows the personality type of students whether they are
introverted or extroverted. It determines whether the respondents were affected by
cyberbullying through their personality type. The majority of respondents were
introverted with 32 students and the remaining 13 were extroverted.

MBTI Personality Test Results

 Fig. 6 - The Pie chart representing the MBTI personality type of the respondents

The chart above shows the percentage of the number of respondents

corresponding to their MBTI personality type result. 20% (9) respondents had
INFJ personality types, 17.8% (8) respondents had INFP personality types, 13.3%
(6) had ISFP Personality types, and ENFP and INTP had similar statistics with a
total of 8.9% (4) respondents each. The ISTJ, INTJ, and ESFJ had similar
statistics with 2.2% (1) respondents each.

No. of Respondents:​ 45
Grade levels:
The number of Grade 11 students who responded were twenty (20) and the number of Grade 12
students who responded were twenty-five (25). Hence, the percentage of each grade level is
indicated below:

Grade 12 - 54.3%
Grade 11 - 45.7%
 STEM 19

HUMMS 11

ABM 8

ARTS & DESIGN 8

Figure 2. Academic Strands

This figure shows the number of students per academic strand in both Grade 11 and 12 who
participated in the study.

Personality Type

Personality figure Introvert Extrovert

Male 8 6

Female 20 7

Table 3. Gender and Personality type

This table shows the number of introverts and extroverts in each personality figure (male;
female) in Grade 11 and 12. The majority of the respondents were females out of the forty-five
(45) students who participated in the study.
 CHAPTER 4: Interpretation of Results and Data Analysis and Interpretation

Likert Scale Analysis and Interpretation

The table below was used as a tool to measure and determine the majority of the answers from
the Likert scale survey. Four choices were used in the questionnaire: ​Strongly Agree, Agree,
Disagree, and Strongly Disagree. The Likert scale was used for scaling answers. The majority of
the answers will be recorded and statistically analyzed.

Range Verbal interpretation

4.00 - 3.26 Strongly Agree

3.25 - 2.51 Agree

2.50 - 1.75 Disagree

1.75 - 1.00 Strongly Disagree

Table 1. Mean of Neuroticism/Stability Responses

Statement Average Verbal Interpretation

1.You are reactive and overly 2.80 Agree

emotional when put through
stressful situations.

2.You worry about things 3.28 Strongly Agree

often.

3.You frequently experience 2.93 Agree

mood swings.

4.You feel angry and 2.53 Agree

 dissatisfied when your desires
are not fulfilled.

This table shows that the majority of the respondents agreed with all 4 indicators of a person that
has high levels of neuroticism.

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 9 4 36

Agree 19 3 57

Disagree 16 2 32

Strongly
Disagree 1 1 1

2.8

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 19 4 76

Agree 20 3 60

Disagree 6 2 12

Strongly
Disagree 0 1 0

3.28

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 13 4 52
Agree 17 3 51

Disagree 14 2 28

Strongly
Disagree 1 1 1

2.93

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 5 4 20

Agree 18 3 54

Disagree 18 2 36

Strongly
Disagree 4 1 4

2.53

Figure 3.1

Figure 3.1 illustrates the number of answers in the Likert scale made by the respondents.

Table 2. Mean of Psychoticism/Normality Responses

Statement Average Verbal Interpretation

1.You lack empathy. 1.82 Strongly Disagree

2.You tend to be more 2.06 Disagree

impulsive, aggressive, and
hostile than most people

3.You often feel the urge to 2.31 Disagree

 break rules and societal
norms.

4.You have a creative mind. 3.24 Agree

Table 4 shows that the majority of the respondents disagree with 3 of the indicators of a person
that has high levels of psychoticism. Many have agreed that they have a creative mind, but this
indicator alone was not enough to state that most of the respondents of the study had high levels
of psychoticism.

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 0 4 0

Agree 9 3 27

Disagree 19 2 38

Strongly
Disagree 17 1 17

1.82

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 4 4 16

Agree 7 3 21

Disagree 22 2 44

Strongly
Disagree 12 1 12

2.06
 Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 5 4 20

Agree 13 3 39

Disagree 18 2 36

Strongly
Disagree 9 1 9

2.31

Corresponding
Descriptor No. of Respondents Point Product

Strongly Agree 15 4 60

Agree 27 3 81

Disagree 2 2 4

Strongly
Disagree 1 1 1

3.24

Figure 4.1

Figure 4.1 illustrates the number of answers in the Likert scale made by the respondents and
recorded to dictate which is the majority of our respondents answered.
Table 3: Personality Types that are More Likely to Become Victims of Cyberbullying

Questions Introvert Introvert Extrovert Extrovert

n = 32 (fp) n = 13 (fp)

Has anyone made fun of you or 10 31.3% 7 53.8%

humiliated you through the internet?

Have you received hateful and hurtful 15 46.9% 11 84.6%

words, comments, and statements by
people online?

Have people thrown slurs and 7 21.8% 4 30.7%

derogatory words at you for belonging
to a different race, religion, sex, etc.?

Have you been framed or falsely 3 9.3% 6 46.1%

accused by people online for public
humiliation and to spoil or tear your
reputation apart?

Have you received death threats and 3 9.3% 2 15.4%

blackmails of any sort from people
online?

Have you ever felt like you are being 23 71.8% 10 76.9%
excluded by your friends or any other
social groups?

Has anyone impersonated or used your 6 18.7% 2 15.4%

identity to post inappropriate content
and media?
This table shows the number of respondents who have gone through the same situations that
were provided in the questionnaire. The results showed that the most common form of
cyberbullying is the ​exclusion of an individual by their friends and social groups​, followed by
the act of humiliation ​and shaming of other people​. Furthermore, introverted students
experienced cyberbullying more than extroverted students.

Table 4: Perceived Effects of Cyberbullying on Students’ Personality Type and Well-being

Mental Health Introvert Percentage Extrovert Percentage

Frequency
Frequency
n=13
n=32

Anxiety 23 71.8% 11 84.6%

Depression 17 52.1% 4 30.7%

Aggression 9 28.1% 3 23.1%

Stress 26 81.3% 13 100%

Low Self-Esteem 27 84.4% 9 69.2%

Loneliness 22 68.8% 7 53.8%

Anti-Social 14 43.7% 1 7%
Behavior

Inattentiveness 17 53.1% 3 23.1%

Hyperactivity 6 18.7% 4 30.7%

Impulsiveness 12 37.5% 3 23.1%

Table 6 shows the number of students that have acquired each of the given behaviors in the
questionnaire. The data revealed that ​low self-esteem is the most common behavior that
cyberbullying victims have gone through, followed by ​stress, anxiety, loneliness, and ​depression
tied with inattentiveness​. One of the respondents shared that they have developed bulimia
nervosa, an eating disorder, after being cyberbullied. Another respondent shared that they
developed dyslexia, though they are not certain if cyberbullying was the cause of it.

The last three behaviors ​(inattentiveness, hyperactivity, and impulsiveness) were indicators and
symptoms of ADHD. Almost half of the introverted students agreed that they became inattentive
and impulsive after experiencing cyberbullying. However, these two indicators of ADHD was
not enough to assume that the respondents do in fact, have ADHD.

One last thing that was obtained from the results was that introverted students were more likely
to develop these negative behaviors than extroverted ones and the effects between the three data
types. Personality type, Cyberbullying experiences, and Mental health check. If the personality
type was introvert, and had cyberbullying experiences, it may take a result of a certain specific
mental health problem and vice versa from introvert to extrovert situations. The cyberbullying
experience can create results but will differ to each one depending on the damage quality given
by cyberbullying.

Data Analysis and Interpretation

 Fig 1. - The Graph representing the Stability of the respondents

This graph shows the stability of the respondents. Most of the respondents
worry about things often which had 20 respondents while 19 respondents had an
emotional background when put into stressful situations. The respondents had
equally disagreed and agreed on being displeased when the work or task was not
fulfilled.

Figure 2. Psychoticism/Normality of the respondents

 This graph shows the computation of the stability of the respondents. Most
of the respondents had a creative mind which had 28 respondents while 22 of the
respondents had disagreed when they had impulsive, aggressive, and hostile
towards people. The respondents showed that they experienced normal
interactions with the people around them.

Cyberbullying Experiences

1. Has anyone made fun of you or humiliated you through the internet?

Figure 3. Percentage of the respondents experience Online Humiliation

Referring to the question above, 64.4% of the respondents, from the senior high
school students in Catholic Filipino Academy Homeschool included in the survey, have
not experienced being made fun of or being humiliated through the internet. While 35.6%
had experience being made fun of or being humiliated on the internet. Based on the given
data, the researcher’s understanding of the situations that they had faced gave them a
better perception of the respondents’ perspective.

(Optional) If yes, you may further explain your experience.

The respondents’ further comments about the given question:

1. They would make fun of my teeth and would call me a horse or sometimes my
 classmates would team up and make fun of me.

2. Someone subtweeted that I am a lesbian as an insult and threatened me that

she’ll remove my mom from her job. (although being lesbian is not an insult,
assuming my sexuality just ain’t it :/)

3. They comment that I’d have no future because I HAD a boyfriend, that I’d get
pregnant at an early age. That became worse when they knew he was cheating
on me but I didn’t believe them. Turns out it was true so they showed sympathy
for me.

4. Posting my nudes on Twitter, tagging friends in the post. The post was removed
shortly after.

5. I’d rather not talk about it.

6. It was back then when I used to play basketball at my old school and everyone
started memeing me.

7. Just from my friends.

Figure 4. Additional response from the given question

Additional responses the students gave were that they were made fun of because
of their physical appearance, another form of someone humiliating them was through
using social network sites by misgendering them and posting private photos of the victim
without the victim’s consent as well as making memes of the victim without their
consent. Another thing was that they were told that they would have no future because of
being in a relationship and then predicting their ‘supposed’ future because of it and one
of the respondents were made fun of by their friends.

2. Have you received hateful and hurtful words, comments, and statements by people
online?
 Figure 5. Percentage of respondents who experienced hateful comments
Online

Regarding the chart above, it shows that 46.7% of respondents did not receive
hurtful comments and 53.3% had received hurtful comments on social media. With their
shared experience, the researchers got a better understanding of what they have gone
through, and the majority of those who had received hurtful terms online were given
insulting comments through social media.

(Optional) If yes, you may further explain your experience

The respondents’ further comments about the given question:

1. I’ve received some hurtful comments or hurtful direct messages from telegram,
they stepped on my dignity as a person.

2. “Tanga”, “Marupok,” “Bobo pag dating sa boyfriend,” “Baboy”, “Malandi.”

Those were the names they called me.

3. I was personally attached when our dance team won first place and everyone
was insisting that we manipulated the results.

4. I was called a slut by (my) ex.

5. It was a disagreement between two different opinions and the person I was
arguing with was extremely aggressive.
 6. I’d rather not talk about it.

7. That I was terrible at school and terrible at sports etc. etc.

8. It was through CuriosCat. I received hateful messages which made me feel

stressed.

9. Sometimes, a lot of people are still immature and inconsiderate. For them, jokes
may seem like a harmful (harmless) thing to say but jokes must not be
mentioned on serious occasions. I forgave them for what they did for they were
younger than me. What they said or typed was just the wrong choice of words.

Figure 6. Additional response from the given question

Further comments made by the respondents were that they received hateful and
hurtful words, comments, and statements from people online such as receiving painful
comments and direct messages through Telegram and CuriosCat. The respondents were
also called degrading terms and that they do not excel in their academics and sports.
Other responses were that the respondent and their team manipulated the charts to win
and that the person they were communicating with were aggressive and were immature
and inconsiderate of others about their jokes and choice of words.

3. Have people thrown slurs and derogatory words at you for belonging to a different
race, religion, sex, etc.?
 Figure 7. The percentage of students who experienced being thrown
derogatory terms and slurs

This question had 75.6% who answered No, and 24.5% who answered Yes. The
majority of the respondents had no encounters with people throwing slurs at them. It was
inferred that receiving slurs and derogatory comments online was not that common
among the senior high school students of Catholic Filipino Academy Homeschool.

(Optional) If yes, you may further explain your experience

The respondents’ further comments about the given question:

1. Bullied for being Bisaya :(

2. I wouldn’t say to myself exactly. You see, I’m half Filipino-Chinese, and ever
since the Coronavirus outbreak… Many people have been accusing and making
fun of Asian(s); the Chinese (people) in particular. Sometimes I feel that
whenever people say “Chinese people are the cause of this pandemic” or “If
only the Chinese weren’t this and that”, I feel I’m part of that cause. Yes, you
may say that I’m a “feeler” or something but considering my grandfather being
an actual Chinese, it feels wrong for them to say that all Chinese are to blame
for this. I place my grandfather in my heart dearly and I don’t want him to feel
that I’m ashamed to be half Chinese and all...

3. I prefer not to say

4. N/a

5. I am someone who brings my opinions on social media. The slurs came from
someone who I did not know, I didn't follow, and wasn’t following me. But the
words were harsh. I deleted the tweet because of that. Now that I think of it. I
should’ve kept my stance wrong on the opinions I share regardless of what
others might think.
 Figure 8. Additional response from the given question

The respondents who answered “Yes” included additional comments regarding

their experience with being thrown derogatory slurs and words. One of the respondents
were bullied for being Bisaya (Visayan) and another was called certain slurs for the
comments and opinions they shared on their social media platform. Another respondent
shared that they felt hurt by the comments made by people during the Covid-19 outbreak
in particular to their ethnicity.

4. Have you been framed or falsely accused by people online for public humiliation and
to spoil or tear your reputation apart?

Figure 9. The percentage of students who experienced being falsely

accused Online

The pie chart above shows that the percentage of the forty-five (45) students from
Catholic Filipino Academy Homeschool who experienced being framed or falsely
accused by people online for public humiliation and to spoil or tear your reputation apart.
The data shows that 82.2% of the respondents did not experience this kind of
cyberbullying experience. However, 17.8% of the respondents have experienced being
falsely accused. It was assumed among the researchers that the respondents who had an
experience of being falsely accused of being terrified to share certain information to
others who might tarnish their reputations and image.
(Optional) If yes, you may further explain your experience

The respondents’ further comments about the given question:

1. My best friend spread the news to almost everyone. He told everyone that I’m a
slut just because I dated my ex.

2. Yes, I don’t want to say it in detail but it’s one of the reasons why I feel
insecure online and avoid releasing basic infos like my real name and age.

Figure 10. Additional response from the given question

The respondents’ comments show how they experienced being falsely accused
online. One respondent showed that her best friend spread false news because of her old
relationship. Another respondent replied that they were insecure online and avoided
sharing private information to others.

5. Have you received death threats and blackmails of any sort from people online?

Figure 11. Percentage of respondents who experienced receiving death

threats and blackmails Online

The chart above showed the calculation of the number of respondents who had an
experience of receiving death threats and blackmails from people online. 91.1% of the
respondents claimed in not receiving such messages, however, 8.9% of the respondents
claimed in receiving death threats and blackmails online. The researchers concluded that
it was alarming that there were students who have experienced receiving death threats
and blackmails online.

6. Have you ever felt like you are being excluded by your friends or any other social
groups?

Figure 12. The rate of respondents who experienced being left out by their
friends and other social groups

The diagram above presents the percentage of the respondents who had an
experience of being excluded by friends or in other social groups. Data shows that 71.1%
of respondents responded to “Yes'' which means that they had an experience of being
excluded by others. While the other 28.9% of the respondents claim that they did not
experience such a situation. It can be presumed among the students of Catholic Filipino
Academy Homeschool, being excluded from friends and in social settings were
uncommon.

(Optional) If yes, you may further explain your experience

The respondents’ further comments about the given question:

1. When I was a new student in our new school here in Saudi a lot of my
classmates would make me feel out of place and they would let me feel that I
don’t belong to that section.

2. In social groups, I would often feel like the odd one out. No matter how hard I
 try to approach them it always ends up with me getting left out. There was also
an instance where I was part of this group for a science project and was isolated
in every group meeting we had. I tried talking to them but they treated me as if I
was a ghost as opposed to a fellow groupmate who wants to cooperate and
extend my assistance for our project.

3. In grade 8, I used to be disliked by classmates because (of) how useless and

airhead that I am.

4. When my best friend spread rumors, he often went out with my sister and talk
sh*t behind my back. They excluded me and that went on for months.

5. Sometimes I feel like I do, especially whenever I ask them for important notes in
the group chat.

6. Always seen zoned, since 2016....

7. It’s not that big but I just feel frustrated to leave me on seen like that, even after
2-6 days (maybe more than weeks). I know they are busy but I’m always
shunned with seen zoned every single time.

8. I am not sure why, but something has (has something) to do with my introverted
personality.

9. I had a “friend” who wanted me out of our circle. He often made snide and
hurtful remarks about me and kept ignoring me. He hated for some reason and I
didn’t even get to know why.

10. I sometimes just felt excluded whenever they talk about topics that I cannot
relate to or are not familiar with.

11. I often feel like I’m the second choice in my circle of friends.

12. Kind of? But I think it was for the better cause I realized who my true friends
are,
 13. I don’t have concrete evidence of this though, it’s more of like a lingering
thought in the back of my head.

Figure 13. Additional response from the given question

The table above shows the additional comments made by the responses regarding
their experience with being excluded by their friends or in other social settings. It shows
that they were made excluded from the group because of their interactions with people
and their personalities. They also affect the circle of friends of the people as they fear that
they were cyberbullied. One respondent was excluded from her peers due to the
cyberbullying from her friends.

7. Has anyone impersonated or used your identity to post inappropriate content and
media?

Figure 14. The rate at which the number of respondents who experienced
being impersonated who experienced their identities being stolen Online

The chart represents if the respondents have experienced impersonation to post

inappropriate content. The majority of the respondents did not experience impersonation
to post inappropriate content which is on 82.2% while 17.8% of respondents experienced
impersonation for posting inappropriate content. It was alarming that the percentage of
respondents from the senior high school students had an experience of being
impersonated online.
(Optional) If yes, you may further explain your experience

The respondents’ further comments about the given question:

1. My ‘best friend”, hacked into my account and left hateful comments on my

friend’s post. My friendship with that friend ended and didn’t even give me a
chance to explain that someone hacked into my account

2. Used my profile picture and my name but they just abandoned it after a while.

3. N/a

4. Someone created a Twitter profile impersonating me as my in-game username,

posting NSFW images.

5. I had 3 experiences with people copying what I say and post. They use my name
and profile picture too. I cannot remember if they have done anything to
humiliate me but I do remember them making the account and following my
friends.

Figure 15. Additional response from the given question

Above are the supplementary comments made by the student from Catholic
Filipino Academy Homeschool included in the survey who had an experience of being
impersonated or used the respondent’s identity to post inappropriate content and media.
One of the respondents' experience was that they were hacked by their “friend” to
comment hurtful messages to the respondent's other friend. Another instance was that a
person made a social media account of the respondent using their identity (three
respondents were a victim of this form of cyberbullying). The experience of the two
respondents was harmless because the person did not try to humiliate them, however, the
experience of the other respondent was that the person posted NSFW images using their
game username on Twitter.
Mental Health Check

1. Anxiety

Figure. 16.

The figure above presents the number of students in Catholic Filipino Academy
Homeschool who have experienced anxiety. The data shows that thirty-two (71.1%) out
of the forty-five (45) respondents had experienced anxiety and the remaining thirteen
(28.9%) did not. The researchers assumed that it was appalling on how high the number
of students who had experienced anxiety.

2. Depression
 Figure 17
This graph unveils the respondents who experienced depression or who were
depressed. Out of the forty-five (45) students included in study nineteen (42.2%)
respondents claim to experience depression or were depressed. While twenty-six (57.8%)
of the remaining respondents were not depressed and did not experience depression. The
data shows that there was a high number of respondents who experienced depression and
this was something future researchers need to take notice of in order to study the number
of students in Catholic Filipino Academy Homeschool on whether it would rise or
decrease.

3. Aggression

Figure 18
This bar graph represents the number of respondents who had an aggressive
attitude. The data shows that eleven (24.4%) from the forty-five (75.8%) respondents do
claim to have an aggressive attitude. While the remaining thirty-nine (39) respondents did
not claim to have an aggressive attitude. It can be concluded that many of the respondents
may have their own healthy way of relieving negative emotions without the need of
showing aggressive behaviour to others.

4. Stress

Figure 19
The figure above shows the calculation of the number of Catholic Filipino
Academy Homeschool students who experienced stress. Thirty-nine (86.7%) of the
respondents claim to be undergoing stress and the remaining six (13.3%) claim to not
experience stress. It is to be studied by future researchers to study the causes of the stress
of the students and on whether or not the number of students being stressed increases or
decreases.

5. Low Self-Esteem
 Figure 20
The bar graph presented the quota of respondents who adhere to had a low-self
esteem. Out of the forty-five (45) students included in the study thirty-three (75%) of the
students claim to have low-self esteem and the other eleven (25%) do not claim to have
low-self esteem. With the given data, it is alarming that more than 50% of the students
included in the study had a low-self esteem.

6. Loneliness

Figure 21
This bar graph displays the tally of the students in Catholic Filipino Academy
Homeschool who experienced loneliness. Twenty-seven (60%) respondents who were
averment on experiencing loneliness and the remaining nineteen (42.2%) do not claim to
experience loneliness. Data shows that there was a large number of respondents who
experienced loneliness while there was also a relatively large number of students who do
not feel lonely.

7. Anti-Social Behavior

Figure 22
The figure above is about the calculation of the students included in the research
who adhere to having antisocial behavior. Fifteen (33.3%) of the forty-five (45)
respondents claim to have an attitude on having antisocial behavior while the remaining
thirty (66.7%) respondents claim to not have antisocial behavior. It can also be concluded
that though a majority of the respondents were introverts, they did not have antisocial
behavior and that there was a relatively small number of respondents who do.

8. Inattentiveness
 Figure 23
The bar graph above is the presentation of the quota of the students in Catholic
Filipino Academy Homeschool who claim to have inattentive behavior. The responses
were that nineteen (42.2%) claim to adhere to inattentive behavior while the other
twenty-six (57.8%) respondents claim to not have inattentive behavior. It has been
presumed that there is an equal number of students who have difficulty and ease in
focusing on their tasks and other activities.

9. Hyperactivity

Figure 24
This figure shows the response of the forty-five (45) respondents included in the
study who had hyperactive behavior. Ten (10) of the respondents claim to have
hyperactivity behavior. The remaining thirty-five (35) do not claim to have hyperactivity
behavior. It had therefore been understood that there were only a few of the respondents
who had hyperactivity behavior and this has to be taken into account as well as how there
was a large number of reposts who do not have such behavior.

10. Impulsiveness
 Figure 25
This bar graph is about the calculation of the tally of the students in Catholic
Filipino Academy Homeschool who have impulsive behavior. There were fifteen (15)
out of the forty-five (45) respondents who claimed to have impulsive behavior and thirty
(30) respondents claimed to not have impulsive behavior.

11. Others

Additional comets from the respondents:

1. Low confidence (might be the cause of me having Dyslexia, but hasn’t been
diagnosed by a doctor.)

2. Developed Bulimia Nervosa (eating disorder)

3. I am not completely sure if I do have these as I am not properly diagnosed.

These are just observations I’ve had when reflecting on my actions.

Figure 26

This table shows the other comments made by the respondents. One of the
respondents shared that they believe to have low confidence which may be the cause of
them having Dyslexia, however, this has not been confirmed or diagnosed by a
psychologist and/or a psychiatrist. Another respondent said that they have developed
Bulimia Nervosa, an eating disorder, and another respondent shared that they cannot
confirm having these behaviors because they have not been professionally diagnosed by a
psychologist and/or a psychiatrist. However, these were based on their self-reflections
about their actions.
 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The main goal of this study was to determine whether or not there is a perceived effect
between cyberbullying, the student’s personality type and well-being in the middle of a global
pandemic. The study assessed the effect between cyberbullying and personality types of the
senior high school students who are currently enrolled in the Catholic Filipino Academy
Homeschool S.Y. 2020-2021. A total of 45 respondents, from Grade 11 and Grade 12, in all
academic strands took part in the study. Cyberbullying does, in fact, affect people of different
personality types in different ways.

The majority of the respondents were introverts, with a total number of 32 students,
while the remaining 13 were extroverts. The findings show that introverted students have
experienced cyberbullying more than extroverted students. Moreover, cyberbullying has
negatively affected the mental health and well-being of introverts more than extroverts. The
results also showed that the most common form of cyberbullying is the exclusion of individuals
by their social groups, followed by low self-esteem. The general effect of both personality types
is that they experienced exclusion and stress.

Based on the results, we can conclude that introverted people are more likely to be the victims of
cyberbullying. Introverts tend to be more quiet and reserved than most people, they like to be left
alone and outside stimuli such as noises and motion can irritate them. Perhaps this is the reason
why cyberbullying affects them more. Furthermore, introverts are more observant in nature,
which makes it easier for them to read situations more easily and may cause them to overthink
too much when they do so. Extroverted people, on the other hand, are more outgoing and
sociable, which may be the reason why they are not cyberbullied as much as introverted people.
Recommendations

The purpose of this research was to identify the perceived effects of cyberbullying on the
CFA Homeschool SHS student’s personality type and level of well-being during the pandemic.
This topic is significant since it is in line with the current public health crisis around the world
and the increase of cyberbullying cases. However, based on the results and conclusion of this
study, this would need further improvements and recommendations.

The following are recommended:

1. COVID-19 pandemic has been a variable in this research. It is recommended to further

research on the effects of the pandemic when it comes to cyberbullying and personality
types.

2. It is recommended to further research on the effects on families on cyberbullying during

the pandemic. The family lifestyle, and family structure should be considered since they
have been with each other since the beginning of the pandemic. This variable may depict
that there can be an effect on the perpetrators of cyberbullying.

3. The Myers-Briggs Type Indicator has more than 16 Personality types and it would be
difficult for future studies to interpret the results. It is recommended to limit the research
and focus on two personality types, introverts and extroverts.

4. This study is limited to senior high school students in CFA Homeschool. It is

recommended to pursue junior high students and/or students from different schools. It is
also recommended to take note of the respondent’s comfortability to answer questions
regarding heavy topics through online forms or physical forms.
5. It is difficult to assess one’s mental illness and analyze the results of the survey.
Researchers were unqualified to determine and interpret the indicators of mental illnesses
such as antisocial behaviors, depression, and anxiety. In addition, respondents cannot
determine/self-diagnose if they have these mental illnesses unless they have been
diagnosed by their respective therapist/s. Thus, this research is proven unethical under
multiple sections in the Code of Ethics of the American Psychological Association
(APA). It is strongly recommended that surveys must be validated by a psychologist
and/or psychiatrist. Test scoring and interpretations would need to be guided by these
professionals.
 REFERENCES

(1) Bhuyan K., Manjula M (2017). ​Experiences of bullying in relation to the psychological

functioning of young adults: An exploratory study. Indian J Soc Psychiatry; volume 3,

page 240-249.​ Retrieved from DOI: 10.4103/0971-9962.214604

(2) Celik, S., Atak, H., and Erguzen, A. (2012) ​The Effect of Personality on Cyberbullying

among University Students in Turkey. Egitim Arastirmalari Eurasian Journal of

Educational Research, 49, 129-150.

(3) Mendenhall E. & Dr. Barnett R. (2015) Cyberbullying and the Influences of Introversion

and Extraversion According to the Influences of Psychological Type. University of

Florida

(4) Moalusi, M. (2016). ​Relationship Between Personality Factors and Bullying Behaviour

of Learners in Ngaka Modiri Molema District. North-West University (South Africa)

Mafikeng Campus. Retrieved from​ ​https://repository.nwu.ac.za/handle/10394/25197

(5) Ojedokun, O., & Idemudia, E. (2013). The Moderating Role of Emotional Intelligence

Between PEN Personality Factors and Cyberbullying in a Student Population. Life

Science Journal, 10(3): 1924-1930. Retrieved from:

https://www.researchgate.net/publication/262685339_The_Moderating_role_of_emotion

al_intelligence_between_PEN_personality_factors_and_cyber_bullying_in_a_student_po

pulation

(6) ​Ozden, M., & Icellioglu, S. (2014, March 11). ​The Perception of Cyberbullying and

Cybervictimization by University Students in Terms of their Personality Factors

[Scholarly project]. In ​ScienceDirect​. Retrieved September 15, 2020, from

https://www.sciencedirect.com/science/article/pii/S18770428140096
(7) Kowalski, R. M., et al. (2012). Cyber Bullying: Bullying in the Digital Age. UK:

Blackwell Publishing.

(8) Faucher, C., et al. (2014). ‘Cyberbullying among university students: Gendered

experiences, impacts and perspectives’, Education Research International 2014, Article

ID 698545, 10 p. Retrieved from

https://www.researchgate.net/deref/https%3A%2F%2Fsiteproxy.ruqli.workers.dev%3A443%2Fhttps%2Fdoi.org%2F10.1155%2F2014%2

F698545

(9) Olthof, T., et al. (2011). Bullying as Strategic Behavior: Relations with Desired and

Acquired Dominance in the Peer Group. Journal of School Psychology, v49 n3 p

339-359 Jun 2011​ ​https://www.lexico.com/definition/well_being

(10) New Economics Foundation (2012) Measuring Wellbeing: A guide for practitioners,

London: New Economics Foundation.

 APPENDIX A
QUESTIONNAIRE:

CYBERBULLYING: PERCEIVED EFFECTS ON PERSONALITY TYPE AND LEVEL

OF WELL-BEING AMONG SHS STUDENTS AT THE TIME OF PANDEMIC

Dear Respondent,

Good day! We are a group of Grade 12 students who are studying in Catholic Filipino
Academy Homeschool, and we are currently conducting a research study on ​Cyberbullying:
Perceived Effects on Personality Type and Level of Well-Being among SHS students at the time
of Pandemic. ​This study aims to determine the effects between the personality type of an
individual and the effects of cyberbullying at this time of a global pandemic.

It would be much appreciated by us, the researchers, if you could take some time to
answer this survey. It should only take less than 20 minutes to complete the questionnaire. Please
make sure to read the instructions and questions thoroughly and carefully before answering.
Providing us with truthful and honest answers will greatly help us in our research study. Keep in
mind that it is completely okay to skip questions that you think are too triggering, we understand
that our research is a sensitive topic. We assure you that any data and information given in this
survey will remain confidential.

Thank you!

____________________________________________________

Grade: _______ Sex: _______

Strand: _______ Age: _______

I. Identification of personality

Take the personality test in the link below before answering the survey itself. ​After that, a
behavior state in which personality type you are by ticking the box and space that best describes
your personality.

Personality Test:​ ​https://www.16personalities.com/free-personality-test

1. I am an:

⃞ Introvert
⃞ Extrovert

2. I am an:
⃞ INTJ ⃞ ENTJ
⃞ INTP ⃞ ENTP
⃞ INFJ ⃞ ENFJ
⃞ INFP ⃞ ENFP
⃞ ISTJ ⃞ ESTJ
⃞ ISFJ ⃞ ESFJ
⃞ ISTP ⃞ ESTP
⃞ ISFP ⃞ ESFP

3. Neuroticism/Stability

a. You are reactive and overly emotional when put through stressful situations.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree
b. You worry about things often.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree

c. You frequently experience mood swings.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree

d. You feel angry and dissatisfied when your desires are not fulfilled.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree

4. Psychoticism/Normality

a. You lack empathy.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree

b. You tend to be more impulsive, aggressive, and hostile than most people.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree

c. You often feel the urge to break rules and societal norms.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree

d. You have a creative mind.

___ Strongly Disagree ___ Disagree ___ Agree ___ Strongly Agree
II. Cyberbullying Experiences

Read the questions carefully and put a check on the space provided if you have encountered the
same incidents given below. If yes, you may further explain your personal experience (optional),
and if no, you may skip and proceed to the next question.

1. Has anyone made fun of you or humiliated you through the internet?

___ Yes
___ No

________________________________________________________________________
________________________________________________________________________

2. Have you received hateful and hurtful words, comments, and statements by people
online?

___ Yes
___ No

________________________________________________________________________
________________________________________________________________________

3. Have people thrown slurs and derogatory words at you for belonging to a different race,
religion, sex, etc.?

___ Yes
___ No
 ________________________________________________________________________
________________________________________________________________________

4. Have you been framed or falsely accused by people online for public humiliation and to
spoil or tear your reputation apart?

___ Yes
___ No

________________________________________________________________________
________________________________________________________________________

5. Have you received death threats and blackmails of any sort from people online?

___ Yes
___ No

________________________________________________________________________
________________________________________________________________________

6. Have you ever felt like you are being excluded by your friends or any other social
groups?

___ Yes
___ No

________________________________________________________________________
________________________________________________________________________
 7. Has anyone impersonated or used your identity to post inappropriate content and media?

___ Yes
___ No

_______________________________________________________________________
________________________________________________________________________

III. Mental Health Check

Tick the boxes below if you think you have acquired any of the behaviors, emotions, and mental
illnesses stated below after experiencing cyberbullying.

1. Anxiety

⃞ Yes
⃞ No

2. Depression

⃞ Yes
⃞ No

3. Aggression

⃞ Yes
⃞ No
4. Stress

⃞ Yes
⃞ No

5. Low self-esteem

⃞ Yes
⃞ No

6. Loneliness

⃞ Yes
⃞ No

7. Anti-social behavior

⃞ Yes
⃞ No

8. Inattentiveness

⃞ Yes
⃞ No
...