Citation

Rice E, Petering R, Rhoades H, Winetrobe H, Goldbach J, Plant A, Montoya J, Kordic T. Am. J. Public Health 2015; 105(3): e66-72.

Affiliation

Eric Rice, Robin Petering, Harmony Rhoades, Hailey Winetrobe, and Jeremy Goldbach are with the School of Social Work, University of Southern California, Los Angeles. Aaron Plant and Jorge Montoya are with Sentient Research, West Covina, CA. Timothy Kordic is with Los Angeles Unified School District, Health Education Programs, HIV/AIDS Prevention Unit, Los Angeles.

Copyright

(Copyright © 2015, American Public Health Association)

DOI

10.2105/AJPH.2014.302393

PMID

25602905

Abstract

OBJECTIVEs. We examined correlations between gender, race, sexual identity, and technology use, and patterns of cyberbullying experiences and behaviors among middle-school students.

METHODS. We collected a probability sample of 1285 students alongside the 2012 Youth Risk Behavior Survey in Los Angeles Unified School District middle schools. We used logistic regressions to assess the correlates of being a cyberbully perpetrator, victim, and perpetrator-victim (i.e., bidirectional cyberbullying behavior).

RESULTS. In this sample, 6.6% reported being a cyberbully victim, 5.0% reported being a perpetrator, and 4.3% reported being a perpetrator-victim. Cyberbullying behavior frequently occurred on Facebook or via text messaging. Cyberbully perpetrators, victims, and perpetrators-victims all were more likely to report using the Internet for at least 3 hours per day. Sexual-minority students and students who texted at least 50 times per day were more likely to report cyberbullying victimization. Girls were more likely to report being perpetrators-victims.

CONCLUSIONS. Cyberbullying interventions should account for gender and sexual identity, as well as the possible benefits of educational interventions for intensive Internet users and frequent texters. (Am J Public Health. Published online ahead of print January 20, 2015: e1-e7. doi:10.2105/AJPH.2014.302393).

Language: en