Hypotheses and Theories of
Cybercrime
Cybercrime has multiple similarities and differences from traditional crime. Firstly, there are
generally the same motivations for committing crimes and performing violations. People choose to
get involved in criminal activity due to the desire for financial and material goods, forbidden sexual
interests and perversions, or even harassment. Although despite all the resemblances,
cybercrimes differ from the real ones in a way that sometimes is harder to detect, and it gives
more freedom for people to commit them. For instance, on the Internet, it is much easier to bully
and harass people with impunity due to the distance that separates the offender and victim (Lowry
et al., 2016). It is crucial to add that there is a possibility of staying anonymous and not revealing
the true identity so that it is possible to avoid direct exposure. Thus, this paper aims to compare
and contrast different theories connected with cybercrimes and identify the hypotheses with the
main reasons for committing an offense.
The first theory is built around the subcultures, the groups with their specific features and norms.
While it may be harmless and serve to unite people with similar interests or life perceptions,
subcultures can also unite those with unacceptable preferences in general society (Holt et al.,
2017). Since the Internet provides some sort of anonymity, people can find each other and have
conversations about their subjects of interest in a safe environment without being afraid of
judgment.
It is connected with the social learning theory because the members of a certain subgroup are
affected by the common molars and outlooks characterized specifically for this circle. Often, it
brings together individuals with deviant sexual preferences and desires, so they can exchange
their thoughts and even materials to find satisfaction in the webspace (Holt et al., 2017). Thus, the
subcultures and the social learning theory have the same behavioral patterns based on observing
other people’s actions online.
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There is Agnew’s General Strain Theory, which also has some foundations for cybercrimes. The
theory implies that when a person fails to achieve financial success or avoids losses and adequate
risks, they are more likely to be engaged in criminal behavior (Holt et al., 2017). The frustration the
individual feels when they fail to accomplish something can stimulate them to find new ways of
achieving it and stimulates them to take illegal actions.
In addition, Deterrence theory has several main principles about criminology and why people
commit crimes. The hypothesis comes from the classical school of criminology that, in the first
place, views the individual as a rational creature with free will and the ability to make decisions
(Holt et al., 2017). Since the person consciously decided to commit a crime knowing that it will
have negative consequences for someone and for themselves in the first place if they are caught.
Moreover, when no one pushes them to perform a violation, it demonstrates that the individual
chose the easiest way.
Therefore, without considering certain exceptions and mental illnesses, those who committed the
crime were perfectly aware of its illegibility and the possible outcomes. It aligns with the example
of digital pirates who know that they will take no responsibility for their actions, and they are more
stimulated to pirate games, films, series, and many more (Holt et al., 2017). Deterrence theory has
several similarities with Agnew’s General Strain Theory, and in some way, they complement each
other. Since the person has committed a crime, even if they may feel like it was necessary and
their only chance to get what they want, they acted according to their free will and purposely made
a choice.
Techniques of neutralization aim to identify how personal morals and perceptions influence the
decision of whether to commit a crime or not. For example, the student may have conformal
beliefs and respect the law but download pirated music and books without considering it a criminal
act. Moreover, many people seem to be perceived cybercrime differently and find reasons why it
has nothing to do with criminality (Holt et al., 2017). It resembles Agnew’s General Strain Theory
because people have justifications for their actions in both cases. In the first case, individuals
might not see anything wrong with it. In the other case, they might claim that they barely had any
other choice.
However, neutralization and Deterrence theory techniques seem to be the main reasons offenders
commit crimes on the Internet. The crucial fact is that there is a lack of physical interactions since
Hypotheses and Theories of Cybercrime https://ivypanda.com/essays/hypotheses-and-theories-of-cybercrime/
it is happening online, which gives the feeling of action insignificance. That is why some people
can genuinely believe that pirating materials is not an actual crime or that watching and sharing
child pornography is improper because it can be done safely without external judgment.
In conclusion, different cybercrimes can be easier to perform due to the possibility of staying
anonymous and the distance separating the victims and the offenders. Therefore, the individuals
may bully people, spread viruses, and exchange illegal materials with a minimized feeling of
danger and impunity. The subculture and social learning theory imply that online behavior can be
influenced by watching other people from the same community or group, which can be a
foundation for criminal actions. Deterrence and the techniques of neutralization seem to contain
the most explanation of why people commit cybercrime. Agnew’s General Strain Theory
compliments them in a way that offenders act out of their free will and choice to get something the
easier way and gain more pleasure out of it.
References
Holt, T. J., Bossler, A. M., & Seigfried-Spellar, K. C. (2017). Cybercrime and digital forensics: An
introduction. Routledge.
Lowry, P. B., Zhang, J., Wang, C., & Siponen, M. (2016). Why do adults engage in cyberbullying
on social media? Integration of online disinhibition and deindividuation effects with the social
structure and social learning model. Information Systems Research, 27(4), 962-986.
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