TY  - JOUR
PY  - 2015//
TI  - Cyberbullying perpetration and victimization among middle-school students
JO  - American journal of public health
A1  - Rice, Eric
A1  - Petering, Robin
A1  - Rhoades, Harmony
A1  - Winetrobe, Hailey
A1  - Goldbach, Jeremy
A1  - Plant, Aaron
A1  - Montoya, Jorge
A1  - Kordic, Timothy
SP  - e66
EP  - 72
VL  - 105
IS  - 3
N2  - 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>
LA  - en
SN  - 0090-0036
UR  - http://dx.doi.org/10.2105/AJPH.2014.302393
ID  - ref1
ER  -