Lecturer in Psychology
@ University of Buckingham, United Kingdom
Email her directly at: email@example.com
Main CyberPsychology Expertise:
How to reduce cyberaggression, cyberbullying and online risks and build digital literacy and resilience.
Cyberbullying in the workplace
- Online safety training and interventions
- Use of technology for health and wellbeing
Social Media and Mental Health (19 March 2021)
The podcast interview covers a discussion of how social media affects our mental health and what we can do to enhance our wellbeing in the context of technology use.
Long-term Effects of Trolling (8 August 2021)
An interview with CGTN’s Stephen Cole discussing the severity of cyberaggression and cyberbullying on mental health and wellbeing and what we need to do about it.
Online and offline aggression and bullying among adolescents in the UK and South Africa (December 2017)
A presentation at the World Anti-Bullying Forum about online and offline aggression and bullying among adolescents in the UK and South Africa
Workplace Technology Research
Note: although these links redirect to the published article, the research can be requested via Research Gate.
Exploring the role of work identity and work locus of control in information security awareness.
This research explores the adherence to organisational information security and the role of work-related and individual factors such as individuals’ perceived control within the workplace, their commitment to current work identity, and the extent to which they are reconsidering commitment to work.
Hadlington, L., Popovac, M., Janicke, H., Yevseyeva, I., & Jones, K. (2019). Exploring the role of work identity and work locus of control in information security awareness. Computers & Security, 81, 41-48.
Other Research Articles
Adults’ perceived severity and likelihood of intervening in Cyberbullying.
Cyberbullying is a serious issue among adult samples.
Perceptions of severity and likelihood of intervening in cyberbullying among adults varied based on the type/nature of bullying.
Older adults were more likely to intervene than younger adults.
Popovac, M., Gill, A.S., Austin, L. & Maposa, R. (2021). Adults’ perceived severity and likelihood of intervening in Cyberbullying. International Journal of Bullying Prevention.
Measuring online health-seeking: Construction and Initial Validation of a new scale.
Adults engage in online-health seeking behaviour for support, information and as a supplement or alternative to offline medical care.
Individual and contextual factors influenced the nature of online health-seeking among adults.
Popovac, M. & Roomaney, R. (2021). Measuring online health-seeking: Construction and Initial Validation of a new scale. British Journal of Health Psychology.
Gaming when things get tough? Examining how emotional regulation and coping self-efficacy influence gaming during difficult life situations.
People can turn to gaming when facing difficult life situations.
They do so as a distraction from life difficulties, to feel a sense of achievement to connect with others, and for in-game connection and stimulation.
Younger players and those with lower coping self-efficacy were more likely to game during stressful life circumstances.
Caro, C. & Popovac, M. (2020). Gaming when things get tough? Examining how emotional regulation and coping self-efficacy influence gaming during difficult life situations. Games and Culture.
Exploring the role of egocentrism and fear of missing out on online risk behaviours among adolescents in South Africa.
Online risk taking among adolescents is influenced by developmental and social factors.
Popovac, M. & Hadlington, L. (2019). Exploring the role of egocentrism and fear of missing out on online risk behaviours among adolescents in South Africa. International Journal of Adolescence and Youth, Open Access.
COVID-19 and the risk in cyberbullying among young people during lockdown
In this interview by Deutsche Welle, Masa highlights her concerns about the continuation of bullying in person once children return to school, especially if they were bullied during lockdowns.
4 ways to end Cyberbullying - without quitting the internet
‘Limiting children’s screentime won’t make the problem go away.’
In this article Dr Popovac highlights the prevention and intervention strategies that we should be taking to address cyberbullying.
‘Working towards a coordinated multi-level approach to online safety that targets children and adolescents, parents and teachers, as well as service providers, organisations, charities and support services is key in ensuring comprehensive and impactful responses to the changing digital environment.’
Book Chapters Published
Book: The Oxford Handbook of Cyberpsychology
(Chapter) The Psychology of Online Lurking.
Popovac, M. & Fullwood, C. (2019)
This chapter covers a number of aspects related to the personal and social determinants of online lurking within the context of health and education.
Chapter Abstract taken directly from Oxford Handbooks Online Page:
Lurking, or passive online participation, is often defined as non-participation or minimal participation in online groups or communities. Although lurking has previously been considered a negative behavior in online spaces, with lurkers accessing the social capital of online communities without providing anything in return, current perspectives consider lurking as a legitimate form of online participation. Current literature shows that lurking is a more nuanced activity than previously considered, as individuals may not only vary in their participation across different online groups but their participation may also vary over time within an online group. This chapter examines the key personal and situational factors associated with active or passive participation, as well as the differential outcomes linked to levels of engagement in online groups generally, followed by a more detailed exploration of lurking in the context of online support groups and education.
Reducing Cyberbullying in Schools
(Chapter) An Intervention using the Information-Motivation-Behavioural Skills Model
Popovac, M. & Fine, P. (2017)
An Intervention using the Information-Motivation-Behavioural Skills Model: Tackling Cyberaggression and Cyberbullying in South African Adolescents. In Campbell, M. & Bauman, S. Reducing Cyberbullying in Schools: International Evidence-Based Best Practices. Elsevier: USA
Chapter Abstract taken directly from the Psycnet Page:
‘This chapter describes an intervention that focuses on addressing cyberaggression, including cyberbullying. Cyberaggression, a broader term encompassing a range of different experiences including cyberbullying, harassment, and stalking that occur online, is defined as “intentional harm delivered by the use of electronic means to a person or a group of people irrespective of their age who perceive(s) such acts as offensive, derogatory, harmful or unwanted”. Experiences of cyberbullying are forms of cyberaggression, but only cyberbullying shows intentionality, imbalance of power, and repetition. These distinctions in definitions are important for accurately measuring the behaviors in research contexts, but have little bearing for those experiencing these behaviors or those aiming to address them. Thus, this intervention considers both cyberaggression and cyberbullying’
Beyond the School Gates:
Popovac, M. (2017)
Beyond the School Gates: Experiences of Cyberaggression and Cyberbullying among Adolescents in the UK. Technical Report by the University of Buckingham and Sir John Cass’s Foundation.
This chapter discusses the online risks among UK adolescents and parental perceptions of risk