@article{ref1,
title="Cyberbullying perpetration and victimization among middle-school students",
journal="American journal of public health",
year="2015",
author="Rice, Eric and Petering, Robin and Rhoades, Harmony and Winetrobe, Hailey and Goldbach, Jeremy and Plant, Aaron and Montoya, Jorge and Kordic, Timothy",
volume="105",
number="3",
pages="e66-72",
abstract="OBJECTIVEs. We examined correlations between gender, race, sexual identity, and technology use, and patterns of cyberbullying experiences and behaviors among middle-school students. <br><br>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). <br><br>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. <br><br>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).<p /> <p>Language: en</p>",
language="en",
issn="0090-0036",
doi="10.2105/AJPH.2014.302393",
url="http://dx.doi.org/10.2105/AJPH.2014.302393"
}