Features of cyberbulling in the educational space of a university

Introduction. In the context of widespread digitalization of modern society, the spread of cyberbullying is a problem on a global scale. Cyberbullying among students has a slightly different structure from the classical one, which determines the development of correctional programs that take into account the specifics of its causes and course in higher education. The purpose of the study is to identify the characteristics of the manifestation of cyberbullying in a higher educational organization. Research methods. The study involved 216 students of the Novosibirsk State Technical University (1st-3rd year). The following methodological tools were used: an adapted version of T.A.’s questionnaire. Zaglodina and L.E. Pankratova to identify the prevalence of cyberbullying; E.G.’s methodology modified for the research objectives. Norkina (based on the classification of “bullying structures” by O.L. Glazman) to identify the characteristics of cyberbullying behavior. Research results. It was determined that 34% of respondents experienced cyberbullying at university; the most pronounced types are: squabbles (χ2 = 6.23 at p = .012), imposture (χ2 = 2.84 at p = .091), alienation (χ2 = .664 at p = .414). The presence of cyberbullying behavior on the part of teachers was revealed (31% of respondents). The leading psychological role and position in a cyberbullying situation is “defender” (U = 3116,000 at p = 0.423) and “observer” (U = 3138,000 at p = 0.466). KEYWORDS student body, cyberbullying, types of cyberbullying, cyberbullying behavior Conclusion. The severity of cyberbullying behavior in higher educational organizations has characteristic features, but a lower degree of manifestation. The empirical results obtained can be used to identify and prevent cyberbullying among students