This study proposes an integrated framework that synthesizes Technology Acceptance, Self-Determination Theory (SDT), and Self-Regulated Learning (SRL) to explain how learners engage with and learn from AI tools. SRL, which involves proactive planning, monitoring, evaluation, and the regulation of cognition and motivation, is particularly crucial in AI contexts, where learners must manage their learning processes and regulate interactions with intelligent systems that influence cognitive load and task structure. Students using AI need to evaluate AI-generated responses, revise prompts, compare alternative outputs, and integrate AI suggestions with their own reasoning. These tasks represent a sophisticated form of SRL—AI-augmented regulation—where learners coordinate internal metacognition with external AI scaffolding. This study distinguishes between SRL as a macro-level regulatory capacity and Metacognitive Strategy Use (MSU) as a micro-level metacognitive enactment. SRL encompasses broad processes, such as goal setting, planning, and monitoring, while MSU refers to specific, real-time strategies during task execution, such as checking accuracy and revising prompts. By framing SRL and MSU in this way, the study clarifies how broader regulatory capacities enable specific metacognitive actions, facilitating deep learning and task engagement in AI-mediated contexts. This framework offers a developmental account of AI-supported learning that extends beyond simple acceptance to explain the processes by which learners sustain, regulate, and deepen their interaction with AI tools.

This study develops and provides initial psychometric support for a self-report instrument assessing youths' self-perceived sustainability competencies and examines their structural interrelationships using United Nations Educational, Scientific and Cultural Organization's (UNESCO) key competency framework as an integrative heuristic. Rather than proposing a new action competence construct, the study investigates how reflective, cognitive, social, and action-oriented competency perceptions are configurationally related within an analytical model. Guided by competence theory, transformative learning, and action competence scholarship, the study employed a two-stage quantitative design. In Stage 1, exploratory and confirmatory factor analyses were conducted to examine the instrument's internal structure, reliability, and construct validity based on indicators derived from UNESCO's competency descriptors. In Stage 2, partial least squares structural equation modeling was applied to survey data from senior high school and university students in southern Taiwan to examine associations among self-perceived sustainability competencies within an awareness-cognition-action configuration. The findings provide preliminary support for an eight-factor structure, indicating that the competency domains are empirically distinguishable and that the instrument can differentiate among UNESCO's sustainability competencies within a self-report framework. The structural model shows that systems thinking and strategic competence serve as key mediating competencies linking reflective, awareness-related competencies to perceived action-oriented competencies, whereas normative competence demonstrates limited predictive influence. This pattern may reflect the value-action gap in sustainability education, as well as the difficulty of capturing normative competence through self-report measures. The study contributes by offering initial psychometric support for a UNESCO-aligned instrument and by showing that sustainability competencies may function as a relational system in youth education.

BackgroundSTE(A)M education - integrating science, technology, engineering, the arts, and mathematics - aims to promote interdisciplinary learning and real-world problem-solving. In Taiwan, despite policy-level promotion, empirical analyses of its curriculum enactment and pedagogical implementation remain limited.PurposeThis study examines how STEAM principles were operationalized in master's theses from 2008 to 2022 in Taiwan. By applying H.-W. Tsai's (2008) linked vs. integrated curriculum typology and Fang and Fan (2022) two-dimensional framework of disciplinary integration and pedagogy, the study identifies dominant curricular models, instructional strategies, and implementation gaps.SampleA purposive sample of 84 STE(A)M-related master's theses submitted to Taiwanese universities between 2008 and 2022 was analyzed.Design and MethodsQualitative content analysis was conducted. Theses were coded using Tsai's integration model and Fang and Fan's disciplinary (multi/inter/transdisciplinary) and pedagogical (teacher-led. teacher-guided, student-led) dimensions.ResultsMost theses reflected linked rather than fully integrated curriculum models. While interdisciplinary and transdisciplinary themes were present, integration was in many cases superficial. Teacher-guided instruction predominated, with minimal use of student-led inquiry - highlighting a disconnect between constructivist STEAM ideals and pedagogical realities.ConclusionThe findings reveal conceptual and structural challenges in implementing holistic STEAM education. Addressing these gaps requires enhanced teacher professional development, cross-disciplinary collaboration, and the design of student-centered, real-world learning experiences.

This study examines how a school-university orienteering partnership incorporating interdisciplinary checkpoint tasks shaped inclusive participation and recognition in physical education (PE) in Taiwan. Using a convergent mixed-methods design with 196 students aged 11-17, the study analysed how bodies, tools, rules, time pressure, and campus terrain organised movement, interaction, and opportunity-to-learn. Survey data indicated high levels of engagement and collaborative satisfaction; however, participation was unevenly shaped by sociomaterial conditions, such as spatial dispersion, checkpoint timing, navigation literacy, and device dependency. Crucially, facilitation practices - including role rotation, interpretive reasoning tasks, low-tech alternatives, and reflective debriefs - expanded what counted as competence beyond athletic performance and enabled more equitable recognition pathways. Students' emotional trajectories and adaptive strategies further revealed that inclusion was negotiated in motion rather than guaranteed by access alone. The findings suggest that school-university outdoor pedagogies can function as participation architectures that either reproduce or redistribute opportunity. This study outlines design principles for outdoor PE and orienteering learning environments that diversify valued competencies and strengthen inclusive participation.

BackgroundIntegrating science, technology, engineering, arts, mathematics, and reading (STREAM) into rural education poses significant challenges, including limited resources and a lack of innovative pedagogical models. This study addresses these gaps by introducing international news events as the thematic core of an illustrated STREAM book combined with a problem-based learning (PBL) approach to foster STREAM literacy among rural seventh-grade students in Taiwan.MethodsUsing a mixed-methods design, this study engaged 13 rural students in an 8-week STREAM-PBL curriculum centered on real-world issues such as cave rescues and environmental conservation. Quantitative assessments - including pre- and posttests on STREAM attitudes and problem-solving ability - were complemented by qualitative data from student interviews, learning artifacts, classroom observations, and teacher reflections.ResultsQuantitative analyses revealed significant improvements in students' STREAM attitudes, particularly in the interest, efficacy, and value dimensions, although no significant gains were observed in their pen-and-paper problem-solving abilities. The qualitative findings highlighted enhanced critical thinking, creativity, and collaborative learning, as well as increased engagement and a deeper understanding of scientific principles and real-world applications.ConclusionsIntegrating international news events into a STREAM-PBL curriculum effectively fosters positive attitudes and interdisciplinary learning among rural students, offering a promising model for addressing educational disparities. While improvements in problem-solving skills may require sustained exposure, this study underscores the importance of hands-on, inquiry-based, and culturally relevant STREAM education in preparing students for global challenges.

ABSTRACTBackgroundMany studies have highlighted the positive effects of visual programming instruction (VPI) on students' learning experiences, programming self‐efficacy and flow experience. However, there is a notable gap in the research on how these factors specifically impact programming achievement and learning intentions. Our study addresses this gap by focusing on flowchart‐based programming—a relatively underexplored area in educational research. To ensure relevance to the educational context, AbilixChart and Ability Storm SK902 were specifically selected for their alignment with the curriculum of the target school, where these tools are widely utilised in both teaching and extracurricular activities. This alignment allowed for a seamless integration of these tools into regular classroom practices after the study's conclusion, ensuring continued application and maximising the study's practical impact. Furthermore, integrating educational robots enhanced student engagement and provided a practical means to evaluate the accuracy of their programming skills. By doing so, our study not only contributes to filling a gap in the literature but also has the potential to influence educational practices by demonstrating the value of incorporating flowchart‐based programming and robotics into the curriculum.ObjectivesThe present study aims to conduct an instructional experiment utilising VPI with flowchart‐based programming tools. The main objective is to investigate how these tools influence 219 high school students' flow experience, programming self‐efficacy, and sustained learning willingness.MethodsThis study employed a pre‐ and post‐test design with a single group and conducted an 11‐week instructional experiment. The students used the Abilix Chart software and the Ability Storm SK902 kit to build an intelligent car and learn about visual programming. They were tasked with independently designing programs to solve practical problems in different scenarios. Research tools included Scales of Flow Experience, Computer Programming Self‐Efficacy, Sustained Learning Willingness and Program Achievement.ResultsThe findings revealed that VPI effectively improved students' programming achievement, flow experience and programming self‐efficacy. Students with programming learning experience surpassed their inexperienced peers in willingness to engage in sustained learning. Conversely, 4.57% of the group with lower pre‐test scores and no learning experience showed more positive emotional experience than those with learning experience.ConclusionsThe results indicated that VPI positively affected programming achievement, self‐efficacy and flow experience. Regardless of prior programming experience, all students benefited from VPI. Additionally, self‐efficacy and flow experience were key factors influencing sustained learning motivation and achievement.

With the rapid development of artificial intelligence and Information Communication Technology in recent years, an increasing number of scholars have focused on their potential applications and risks in education. Among these risks, online plagiarism (OP) has received much attention. Therefore, we seek to complement the existing knowledge on OP and provide effective recommendations for preventing OP and addressing this issue among university students based on our research findings. This study investigated the relationships among students’ judgments, attitudes, academic self-efficacy, and OP behavior, with gender included as a variable of interest. The research involved 551 university students and a survey. The Academic Self-Efficacy Scale and OP-related Ethical Judgments, Behavior, and Attitudes scales were used to collect the data. The study revealed that males perceive OP as less of an academic integrity violation, have more experience with OP, and exhibit a greater level of acceptance of it than females do. Gender was also associated with the OP-related variables. Furthermore, gender, academic self-efficacy, past experience, and attitudes toward OP significantly predicted ethical judgments of OP, explaining 84% of the variance.

This study examines the design, implementation, and outcomes of a mobile-assisted Korean language (MAKL) blended course that aims to enhance learning of Korean as a foreign language (KFL) at university level. This course, which is grounded in the attention, relevance, confidence, and satisfaction (ARCS) motivational framework and a triarchic model of cognition, emotion, and language performance, integrates multimedia resources, LINE-based scaffolding, and culturally immersive peer interactions with the goal of promoting engagement and self-regulated learning. The findings of this research reveal that the participating students achieved significant linguistic growth, improved their emotional resilience, and developed adaptive strategies that enabled them to overcome linguistic, cognitive-affective, technical, and self-regulatory challenges. Collaborative learning and individualized support were particularly effective ways of reducing learners' anxiety and enhancing their self-efficacy. The course also contributed to the instructor's professional development through reflective practice and pedagogical innovation. External evaluations by experts in Korean language education validated the instructional effectiveness of the course and its impacts on learner outcomes. This study offers a replicable, theory-informed model for the design of KFL curricula that emphasizes motivational scaffolding, technological responsiveness, and reflective pedagogy. This research thus contributes to broader discussions concerning digital innovation in the context of language learning and the evolving role played by blended environments in efforts to promote sustainable language acquisition.

This study examines the research literacy challenges faced by postgraduate students and explores how gender, the degree level, and the academic major influence their research proficiency. It also investigates the structural relationships among four core dimensions: problem inquiry, methods and implementation, academic writing and communication, and research attitudes. A survey of 304 master's and doctoral students from the humanities and arts, social sciences, education, and business disciplines utilized a research literacy scale with 14 subdimensions and 83 indicators. The findings reveal that both master's and doctoral students encounter persistent research challenges, particularly in identifying research gaps, strengthening arguments, responding to questions, and submitting to international journals. However, distinct differences emerge, reflecting varying academic expectations and methodological demands. Gender, the degree level, and the academic major significantly shape research literacy. Male students report higher self-perceived proficiency in logical reasoning and academic communication, whereas doctoral students demonstrate greater confidence in research methods and attitudes. Compared with humanities students, business, social sciences, and education students self-report stronger competencies in quantitative analysis and structured academic writing. Path analysis identifies research attitudes as a key determinant of academic success, particularly in academic writing, communication, and problem inquiry. However, mediation analysis reveals that while research attitudes indirectly influence academic writing and communication through problem inquiry, they do not significantly impact methods and implementation. These findings highlight the need for structured training, interdisciplinary literacy development, and tailored academic support to increase postgraduate students' research competencies.

The impact of COVID-19 has significantly expanded the use of the internet in education, and artificial intelligence technologies such as ChatGPT have become increasingly prominent in the educational field; however, these advancements entail challenges pertaining to academic integrity in higher education. To understand the prevalence of online academic dishonesty (E-AD), this study examines the relationships among personal characteristics, the Ethical Dissonance Index (EDI), perceived severity of harm, online academic ethical judgment, and E-AD among 522 Chinese university students. The findings reveal that science students are more likely to engage in online plagiarism than are humanities students. Male students are more likely to engage in both online plagiarism and cheating than are female students. In addition, female students also exhibit higher perceived severity of harm from both perpetrators’ and nonperpetrators’ perspectives. A cluster analysis of the EDI identified four clusters: pervasive/legitimate, uncommon/illegitimate, pervasive/illegitimate, and uncommon/legitimate. Additionally, the four types of E-AD—plagiarism, facilitation, fabrication, and cheating—exhibited significant negative correlations with perceived harm and online academic ethical judgment among both perpetrators and nonperpetrators. These dishonest behaviors were also positively correlated with each other. Regression analysis further revealed that students' online academic ethical judgments constitute a common predictor of all types of E-AD. This study provides a comprehensive understanding of E-AD among Chinese university students and offers empirical evidence that can inform educational policies and practices.

Purpose This study uses a questionnaire survey to investigate the relationships among students’ Perceived Government Commitment to the Sustainable Development Goals (SDGs), their Sustainable Citizenship Awareness, their Individual Agency and the psychological factors that influence the shift from civic awareness to personal action. Design/methodology/approach Various tools were used in this research: the Sustainable CAB_EES Scale to assess Cognition, Attitude and Behavior toward the Sustainable Development Goals (SDGs); the Perceived Government Commitment to SDGs Scale; and the SDG Psychological Characteristics of Sustainable Conation Scale, which evaluates interest, motivation, attitudes and self-efficacy. In addition, the Sustainable Citizenship Awareness Questionnaire was used to assess participants’ awareness, responsibility and leadership in real-life sustainability challenges. Findings The results indicate that Sustainable Citizenship Awareness, Conation, Cognition and Affect significantly influence Sustainable Behavior, accounting for 73% of its variability. Perceived Government Commitment enhances Sustainable Citizenship Awareness, fostering individual responsibility and engagement. Government initiatives shape public awareness, whereas Sustainable Conation connects knowledge and emotional commitment. Affect strongly motivates Sustainable Behavior, and Sustainable Citizenship Awareness mediates the relationship between Government Commitment and Behavior, highlighting the importance of awareness and psychological readiness. Originality/value This study introduces an integrated framework that examines how Sustainable Citizenship Awareness, Conation, Cognition and Affect collectively influence Sustainable Behavior among university students. By highlighting the role of Perceived Government Commitment in shaping individual motivations and engagement, this research provides new insights into the connection between civic awareness and personal action. The framework emphasizes both Individual and Collective Agency in driving Sustainable Behavior, illustrating how psychological engagement and awareness contribute to environmental responsibility. This study has valuable implications for promoting Sustainable Citizenship through education and policy development.

In the context of increasingly digitalized education, understanding students’ beliefs about online knowledge and their related learning behaviors is vital for enhancing the effectiveness of e-learning environments. This study aimed to investigate the predictive effects and relationships among gender, online information search strategies (OISS), the study process (SP), online academic help-seeking behaviors (OAHS), and internet-specific epistemic beliefs (ISEB) among 600 college students. The results of the study yielded several significant findings. First, male students were more likely than their female counterparts to adopt deep study processes. Additionally, male students were more inclined to seek academic help through both formal and informal channels. Moreover, the study revealed close relationships among the dimensions of students’ ISEB, OAHS, SP, and OISS. The study also showed that OAHS, SP, and OISS jointly and significantly predicted various dimensions of ISEB. The explanatory powers of these factors ranged from 19 to 36

This study investigates the relationships among personality traits, friendship development patterns (online, offline, and mixed), friendship quality, perceived similarity, and well-being among mobile gamers. A total of 262 active gamers who had established friendships in gaming communities participated in this research. The findings indicate that offline and mixed-mode friendships are associated with higher levels of intimacy than are online-only friendships and that offline friendships are linked to higher levels of positive affect and support. Players reported perceiving more similarity with friends when they developed friendships offline rather than online. Perceived similarity was strongly related to friendship quality across all modes; context intimacy was identified as the most significant dimension of perceived similarity. Personality traits were observed to vary across modes. Offline and mixed-mode players attained higher agreeableness scores than did online-only players. Players who exhibited higher levels of extraversion reported better friendship quality in the online mode, particularly with respect to affect/help and intimacy. Players who exhibited higher levels of agreeableness reported better friendship quality in the offline and mixed modes, whereas higher conscientiousness was associated with greater affect/help in the online mode. In the context of well-being, the dimensions of affect/help and intimacy in online friendships were related to subjective well-being and psychological functioning. These findings highlight the importance of multimodal communication and personality-driven matchmaking systems in gaming communities with respect to meaningful and supportive relationships. This study also provides a basis for future research on the connections among gaming, social interactions, and emotional well-being.

In the field of environmental education, it is crucial to obtain a profound understanding of students' learning about ecosystem concepts, particularly with regard to the intricate processes of material cycling. Material cycling involves the movement and transformation of elements and compounds within ecosystems and serves as a cornerstone for effective instructional techniques aimed at improving learning outcomes. This study examines the synergistic potential of merging inquiry-based instruction with information literacy within the context of the "mini ecosystem" theme to increase seventh-grade students' comprehension of ecosystem concepts, material cycling, modeling design, and visual literacy. Utilizing a quasiexperimental design, the student cohort was divided into an experimental group that was exposed to inquiry-based instruction and information literacy and a control group that utilized integrated audiovisual media. Assessment tools included standardized tests, open-ended inquiries, design drawings, and evaluations of visual literacy. This study sheds light on students' comprehension of concepts related to ecosystems and material cycling and highlights the effectiveness of integrating inquiry-based instruction and information literacy. Notably, the experimental group surpassed the control group in several aspects, including understanding and higher-order thinking of ecosystem concepts, overall model design with material selection, and overall visual literacy, including aesthetic techniques and creative imagination. However, no significant differences were found in conceptual design or material cycling of model design or in theme composition in visual literacy. In both groups, students with higher pretest scores did not exhibit improvement in the understanding of ecosystem concepts. Despite the identified limitations, the results underscore the potential benefits of each individual component (i.e., inquiry-based instruction and information literacy) as well as their combined synergistic effect in bolstering students' grasp of ecosystem concepts. The study concludes by discussing its limitations and providing suggestions for future research.

Background:Numerous studies have validated a 5-year warranty period for heart health in Western populations with a coronary artery calcium (CAC) score of zero. While the calcium score is a crucial cardiovascular risk indicator, its interpretation in Asian populations remains unclear. This meta-analysis aimed to clarify the uncertainty surrounding the prevalence, warranty period, and prognostic implications of zero CAC scores in Asian populations. It also examined the impact of sex on subclinical CAC progression. While the calcium score is a crucial cardiovascular risk indicator, its interpretation in Asian populations remains unclear. The study aimed to shed light on these issues by exploring the specificities of subclinical CAC progression in the Asian context. Methods:Our systematic literature search, from the study's inception to October 2023, targeted studies on subclinical CAC progression in the Asian population with a zero CAC score. We searched the Cochrane Library, and PubMed. The search terms included "zero score", "coronary calcification", "zero CAC score", and "CAC scan". Results:We evaluated seven published studies through a meta-analysis and assessed the risk of bias using the Newcastle-Ottawa Scale (NOS). In this meta-analysis of three observational studies addressing zero CAC prevalence (n=7,661), the pooled prevalence of zero CAC scores in the Asian population was 18.2% [95% confidence interval (CI): 12.5-25.9%]. A significant difference in follow-up warranty period was observed between the CAC zero group and subclinical CAC progression group (mean difference, 1.26 years; 95% CI: 0.94-1.58; P<0.001). Furthermore, the conversion rate of subclinical CAC progression differed significantly between males and females (risk ratio, 2.37; 95% CI: 1.98-2.84; P<0.001). Analysis of four studies revealed a notable discrepancy in the major adverse cardiovascular event (MACE) rate between the CAC (-) and CAC (+) groups (risk ratio, 4.78; 95% CI: 2.21-10.36; P<0.001). Conclusions:The meta-analysis of zero CAC scores in Asian populations suggested an 18.2% prevalence. A 5-year warranty period was noted, with heightened subclinical CAC progression likelihood after this duration. Additionally, sex-based differences were observed in subclinical CAC progression rates. These findings will provide clinical cardiovascular risk stratification for guiding gender-specific clinical decision-making in asymptomatic in Asian individuals.

IntroductionHow parents think and feel about their children’s use of technology can influence how their kids behave online. The family’s socioeconomic status (SES) may also affect this influence. In light of this, this research emphasizes the need for more investigation into parental attitudes and the role of SES in shaping how children consume media.MethodsThis study surveyed 629 Taiwanese parents to explore their attitudes toward their young children’s use of information communication technology (ICT), usage patterns, and the interplay with socioeconomic status.ResultsThe findings revealed a significant disconnect: although approximately 50% of parents considered above six years old to be a suitable age for children to start ICT, over 80% of children had already engaged with ICT before that age, indicating a large disparity between parental expectations and actual initiation. Furthermore, parents highlighted “learning interest” and “various content” as the most positive impacts of children’s ICT use, while “addiction and overreliance” emerged as their primary concern. Notably, parents, as a whole, tended to perceive their child’s ICT use more negative than positively, with fathers displaying greater acceptance of negative viewpoints than mothers. Parental attitudes toward children’s ICT use were categorized into five clusters, ranging from balanced and optimistic views to value emphasis, conservatism, and negative doubts. This classification underscores the intricate and multifaceted nature of parental perspectives, encompassing both positive and negative outlooks on children’s ICT utilization.DiscussionThe findings underscore the nuanced character of parents’ attitudes toward technology, shaped by the intricacies and challenges posed by the digital era. These insights emphasize that parental attitudes go beyond a simplistic positive-negative divide, reflecting a comprehensive response to the opportunities and complexities inherent in the digital age.

This study investigates the interrelationships among cyberbullying severity, online disinhibition, and parental online discipline styles and further predicts 189 Chinese ethnic minority undergraduate students’ helping behaviors in various cyberbullying incidents. The t test analysis showed that females judged cyberbullying behaviors viewed from the victim’s perspective as more harmful than males and were more willing to reach out to victims of specific cyberbullying incidents (outing and trickery and flaming). In contrast, males perceived a stronger toxic disinhibition effect and stronger technical intervention and monitoring from parents. The correlation analysis indicated that the perceived severity of cyberbullying from the two perspectives and the toxic disinhibition effect were correlated with all helping behaviors. Finally, the regression analysis revealed that gender, the perceived severity of cyberbullying from the two perspectives, the online disinhibition effect, and the parental online discipline style jointly predict students’ helping behaviors with a moderate level of predictive power. Furthermore, perceived severities from both the bully and victim perspectives were common determinants for predicting students’ helping behaviors. This study confirms the utility of perceived severity and determines the impact of research factors on minority bystanders’ helping behaviors in cyberbullying, thereby addressing the research gaps in previous studies.

BackgroundThe advancement of digital technology implies the importance of polychronic learning. Since polychronicity is not equivalent to multitasking behavior, they need to be considered separately. However, less research has been explored on how polychronicity is related to multitasking behavior in the educational field.ObjectiveTo explore the relationships among polychronicity, multitasking behavior and learning performance (including knowledge acquisition and learning satisfaction) in an online learning environment.MethodsThe relationship among variables was analyzed from 865 responses obtained from a questionnaire survey, and independent sample t tests and SEM analysis were used to examine the research hypotheses.ResultsCollege students showed a higher frequency of multitasking behavior, time tangibility and scheduling preference, and learning satisfaction in multitasking online learning environments than high school students. Additionally, college students were different from high school students on the paths of involvement with people to multitasking behavior (Δ χ2= 5.42, p = 0.02) and scheduling preference to learning satisfaction (Δχ2 = 9.54, p = 0.002).ConclusionThe relationship among polychronicity, multitasking behavior and perceived learning performance in an online learning environment varies by student educational stage.

This study examines the roles that gender, family economics, ethical dissonance, event judgment, and humor style play in cyberbullying. This cross-sectional study was conducted through an online survey, and 360 Chinese college students participated. The results show that boys have more cyberbullying (flaming) experience than girls and are more likely to use aggressive humor in daily life; girls feel more ethical dissonance than boys in denigration events, are more likely to correctly judge this as bullying, and more often use self-enhancing humor. Students from well-off families are more likely to use affiliative humor than students from moderate and disadvantaged financial situations; students from moderate and well-off families are more likely to correctly identify denigration as bullying behavior than students from economically disadvantaged families; and students from economically disadvantaged families perceive a higher level of ethical dissonance in flaming events. In addition, the variables were correlated with each other to a certain extent and significantly jointly predicted the three types of cyberbullying behaviors; event judgment and aggressive humor were the common predictors.