The psychological, social and behavioral influences of new media cyberspace-bullying phenomenon for students of educational media The third person theory perspective

      The current research aims to pinpoint the cyberspace-bullying phenomenon and its prevalence rates generally in Egyptian society and for students of educational media in particular. In addition to, monitoring the most important psychological, social and behavioral influences that educational media students are exposed to. The study was concerned with addressing such a widespread dangerous phenomenon that threatens the safety of the educational media students, besides its effects in preventing their achievement and success. This phenomenon has negative impacts reflected not only on educational media students but also on the whole society.
      The research problem concentrates on the following main question: what are the psychological, social, and behavioral influences of new media cyberspace-bullying phenomenon for students of educational media in the faculties of specific education? As a descriptive study, the current research is on the survey methodology methods. The methodology has been employed in data collection of student's communities. The community represented 400 samples from educational media students in faculties of specific education in Egyptian governmental universities: Cairo, Ain Shams, Mansoura, Benha, and Menofia University. The field study was applied and carried out in the period from 1/2/2021 to 30/4/2021. The study clearly found strong support of the cognitive hypothesis of the third person theory effect; the individuals' perceptual that perceived media messages can easily and greatly affected on the others other than themselves. In addition, the individuals predict that messages and contents of the new media have a greater impact on others than it is on themselves if its effects have undesirable and negative results (a form of cyberspace-bullying practices). In agreement with the previous study. The findings of the current study confirmed the important results and approved the validity of the first hypothesis. It has become certain that the cognitive hypothesis of Davison’s theory is been correctly proven, which indicates that individuals are more likely to believe that the new media with its transmitted content affects others if this content is undesirable and harmful. The study recommended the necessity needed to design specialized psychological, social, and behavioral rehabilitation programs for educational media students' victims of cyberspace bullying. Also, solidifies the concepts of digital media education, information awareness, and the virtual identity for students and their parents.