Cyber victimization in middle school and relations to social emotional outcomes

Abstract

Cyber or electronic bullying is a growing problem among school-aged children and research on cyberbullying is still relatively young. The primary purposes of the current study were: (a) to investigate gender and grade level differences among cyber victims (b) to investigate the overlap between traditional victimization and cyber victimization and (c) to investigate the associations among cyber victimization and social emotional outcomes. Data were collected through self-report questionnaires on cyber victimization, traditional victimization, and social-emotional outcomes in a school-based sample of 106 middle school students. Results demonstrated that levels of cyber victimization did not differ by grade or by gender, cyber victimization and traditional victimization are distinct but related constructs, and relations between cyber victimization and social emotional outcomes varied by gender, with girls suffering more than boys. This study also confirmed that traditional bullying continues to be significantly related to a number of negative outcomes for all students. These findings, as well as implications and direction of future research, are discussed.