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Cyberbullying in High Schools A Study of Students Behaviors and Beliefs About This New Phenomenon PDF
Cyberbullying in High Schools A Study of Students Behaviors and Beliefs About This New Phenomenon PDF
Qing Li
To cite this article: Qing Li (2010) Cyberbullying in High Schools: A Study of Students' Behaviors
and Beliefs about This New Phenomenon, Journal of Aggression, Maltreatment & Trauma, 19:4,
372-392, DOI: 10.1080/10926771003788979
AND MALTREATMENT
QING LI
Cyberbullying
Q. Li in High Schools
This study explores high school students’ beliefs and behaviors associ-
ated with cyberbullying. Specifically, it examines this new phenome-
non from the following four perspectives: (a) What happens after
students are cyberbullied? (b) What do students do when witnessing
cyberbullying? (c) Why do victims not report the incidents? and (d)
What are students’ opinions about cyberbullying? Data were collected
from 269 Grade 7 through 12 students in 5 Canadian schools.
Several themes have emerged from the analysis, which uncovers some
important patterns. One finding is that over 40% would do nothing if
they were cyberbullied, and only about 1 in 10 would inform adults.
Students feel reluctant to report cyberbullying incidents to adults in
schools for various reasons, which are discussed in depth.
372
Cyberbullying in High Schools 373
RELATED LITERATURE
Cyberbullying Defined
Cyberbullying involves the use of information and communication technol-
ogies, such as e-mail, cell phone and pager text messages, instant messaging,
defamatory personal Web sites, and defamatory online personal polling
Web sites, to support deliberate, repeated, and hostile behavior by an indi-
vidual or group that is intended to harm others (Belsey, 2004). According to
Willard (2004a), cyberbullying can take different forms, with the main forms
ranging from flaming, to harassment, to cyberstalking. The following list
gives a formal definition for each form:
Theoretical Perspectives
The dynamic systems theory, originating from science, provides a theoretical
framework for this study. In this view, all human systems have emerged
from the “synthesis of the interaction of its parts. A systems view suggests
that the essential quality of a part or component of a system resides in its
376 Q. Li
relationship with and contribution to the whole” (Banathy, 1994, p. 28). The
system’s view, therefore, extends the research into cyberbullying beyond
examining the cyberbullying–victim interaction. Examining cyberbullying
demands the exploration of the interaction among its components (e.g.,
cyberbullies, cybervictims, peers, teachers, and administrators) rather than
simply focusing on any group in isolation.
Further, the framework developed by Constantine, Curry, Diaz, and
Huh-Kim (2000), building on the theory of reasoned action, influences the
design of this research. In this framework, five construct domains—beliefs
and attitudes, perceived school/home climates, perceived self-efficacy,
behavioral intentions, and behaviors—are considered to be critically related
and contributing to student actions, in this case, actions related to cyberbul-
lying. Therefore, students’ beliefs and opinions, whether as cyberbullies, as
cyberwitnesses, or as bystanders, about cyberbullying and their perceived
school and home climates (including bystanders’ and adults’ behaviors) all
contribute to their actions during and after the cyberbullying incidents.
Research Questions
This theoretical framework has guided the research design of this study,
including the specific research questions asked. As a result, addressing
cyberbullying issues entails a solid understanding of each of its components.
This study seeks to understand two critical groups (students involved in
cyberbullying and their peers) and examines their beliefs and behaviors.
Specifically, I was interested in the behaviors of both cybervictims and
bystanders during and after the cyberbullying incidents. Also of interest
were their opinions about cyberbullying in general and why they chose to
be silent. Specifically, the following research questions guide this exploration:
METHOD
Sample
Although a random selection of individual students was preferred, to ensure
complete anonymity and protect students from any negative consequences,
a random selection of classes rather than individual students was used. That
is, 15 classes of Grade 7 through 12 students who were enrolled in five
suburban and rural schools (with a balanced male–female ratio) in western
Canada were randomly selected from 167 classes. Originally, teachers of
Cyberbullying in High Schools 377
Grade n %
7 25 9.3
8 46 17.1
9 38 14.1
10 62 23.0
11 41 15.2
12 55 20.4
Total 267 99.3a
a
Due to missing values, the total does
not add up to 100%.
these 15 classes distributed the survey to 312 students. Among these stu-
dents, only 269 (148 males, 101 females; 20 did not report gender) returned
the completed survey, which formed the sample of this study. Over 90% of
these students used the Internet at home and close to 47% used cell phones
at school. The self-reported academic achievement showed the following
pattern: 9.8% excellent, 37.5% above average, 44.9% average, and 7.8%
below average. The grade distribution of the sample is listed in Table 1.
Measures
Because cyberbullying is a relatively new phenomenon, limited research is
available in this field. Consequently, few measures have been developed to
assess cyberbullying and related issues. This survey was built on the survey
instrument created by Willard (2004a) and my previous research in this area.
In addition, the theoretical framework described earlier and the existing lit-
erature guided the development of this instrument.
For example, because student-perceived school and home climates
contributed to cyberbullying, we asked students to comment on behaviors
of school adults and family members related to cyberbullying. They were
also asked to share their thoughts and experience as bystanders to explore
another important group in the mix: the witnessing peers. Because few
research studies have examined cyberbullying, which can be seen as bullying
moving to a new medium, it made sense to explore contributing factors
based on the relatively well-researched literature on traditional bullying.
Previous research showed that victims of bullying usually lacked the social
networks that could keep them from being victimized (Shaffer, 2000). Peers
as silent acceptors contributed greatly to the establishment and maintenance
of bullying systems (Jeffrey, Miller, & Linn, 2001). In addition, bullies tended
to have more physical power than their victims (Olweus, 1994). Based on
these results, questions were asked relating to students’ social lives (e.g.,
friends, extracurricular activities), physical strength compared to age peers,
and the reasons people chose to be silent accepters.
378 Q. Li
The survey consisted of four parts. The first part collected students’
demographic data. The second and third parts examined students’ behaviors
and beliefs related to cyberbullying as either participants or bystanders. The
cyberbullying section dealt with students’ experiences and was scored in a
dichotomous fashion. The witness section examined students’ behaviors
and opinions related to bystanders. The fourth part of the survey included
students’ opinions about online behaviors in general, as well as their social
and physical lives. Responses for each item in this section ranged from 1
(strongly agree) to 5 (strongly disagree) on a 5-point Likert-type scale (see
Appendix for details).
RESULTS
The first research question directed our attention to what happened after
students were cyberbullied. This was examined through the following four
perspectives: reaction, behavior, consequence of informing others, and
helper (see Table 2 for details).
What were students’ reactions to cyberbullying? The results showed
that the students were almost evenly divided into four groups: one group
thought it was no big deal and one group just lived with it. The third group
felt upset or really upset, and the fourth group had no opinion.
What did students do after they were cyberbullied? Apparently, only a
few tried to take revenge; the majority of students chose not to inform anyone.
Two out of five did nothing, and less than a quarter told the cyberbully to
Cyberbullying in High Schools 379
Construct n %
Reaction (N = 266)
No big deal 71 26.8
Live with it 70 26.4
Upset or really upset 65 24.5
No opinion 59 22.3
Behavior (N = 247)
Do nothing 105 42.5
Tell the cyberbully to stop 56 22.7
Get away from the cyberbully 101 40.9
Cyberbully other people 9 3.6
Bully other kids 6 2.4
Tell an adult 29 11.7
Tell a friend 58 23.5
Consequence (N = 142)
It got better 21 14.7
It got worse 8 5.6
Nothing changed 57 40.1
I never told anyone 56 39.4
Helper (N = 142)
My parents 21 14.8
My siblings 13 9.2
Adults at school 3 2.1
My friend 53 37.3
Nobody 70 49.3
stop. Two out of five victims chose to get away (e.g., log off) from the
cyberbully. Only a small proportion (6%) tried to take revenge on the cyber-
bully or bully others. One tenth of them informed adults, and about one in
five told friends.
What happened after the students told someone about the incidents?
The students’ responses showed that only 15% said the situation got better,
but about 6% said it got even worse. Two in five students never told any-
one, but nothing had changed for another 40% of the students. Who tried to
help if students were cyberbullied? Nearly 15% said parents and almost 10%
said siblings. Only 2.1% students reported that school adults (e.g., teachers,
school administrators) tried to help. Over 37% said that their friends tried to
help, but nearly half said that nobody tried to help.
The second research question asked about the behaviors of bystanders.
The results demonstrated that over 43% reported they had never witnessed
cyberbullying, about 28% reported they saw cyberbullying once or twice,
close to 15% reported seeing cyberbullying a few times, and another 15%
reported they observed such behavior many times or almost every day.
When students witnessed cyberbullying, about one in seven chose to
join in and one in eight actually cheered the cyberbully on. The vast majority,
over 70%, reported that they watched but did not participate. Over 25% said
380 Q. Li
TABLE 3 Witness
Construct n %
Witness (N = 266)
Never 115 43.2
Once/twice 74 27.8
Few times 39 14.7
Many times or almost everyday 38 14.3
Bystanders’ behavior (N = 151)
Join in 20 13.3
Cheer the cyberbully on 19 12.6
Watch but do not participate 106 70.2
Leave the online environment 39 25.8
Object to others but not directly to the cyberbully 13 8.6
Object directly to the cyberbully 35 23.2
Tried to help or befriend the victim 53 35.1
Report to someone who could help 14 9.3
Cyberbullying in High Schools 381
Reason (N = 216) n %
Construct n %
Cause (N = 264)
Cool 54 20.5
Insecure 122 46.2
Angry 119 45.1
Jealous 118 44.9
Fun 168 63.9
Mean 109 41.4
Bored 117 44.5
Defense mechanism 75 28.5
Family problem 118 44.9
Feeling (N = 261)
Deserve 21 8
Nothing we can do 122 46.7
Need to stop 118 45.2
Beliefs (N = 264)
Happen online stay online 93 35.4
I have the right to say anything I want 46 17.4
Adults should stay out of this 66 25
A kind and respectful online world 123 46.6
DISCUSSION
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APPENDIX
CYBERBULLYING STUDENT SURVEY
1. How often have you been cyberbullied? Check one that applies.
___ Never ___ Once/Twice ___ A few times ___Many times ___Almost
every day
2. How often have you cyberbullied others? Check one that applies.
___Never ___Once/Twice ___A few times ___Many times ___Almost
every day
6. If you have been cyberbullied, who has tried to help you? (check all that
apply)
__My parents
__My sister(s) or brother(s)
__A teacher or another adult at school
__My friend(s)
__Nobody
__I’ve never been cyberbullied.
7. Why do you think people cyberbully others? Because (circle all that
apply)
__It is cool
__They feel insecure
__They are angry
__They are jealous
__They think it’s fun
__They are mean
__They are bored
__They think it is a defense mechanism
__They have family problems
__Other, specify_______________________________________________
11. If you have been a witness to cyberbullying incidents, what is your nor-
mal response (check all that apply)?
__Join in
__Cheer the cyberbully on
__Watch or look, but do not participate
__Leave the online environment
__Object to others, but not directly to the cyberbully
__Object to the cyberbully
__Try to help or befriend the victim
__Report the cyberbullying to someone who can help the victim
__Have not been a witness
__Other, specify________________________________________________
12. If you were cyberbullied at school or at home, would you report the
cyberbullying to a school counselor, teacher, or administrator?
____Probably yes _____Probably no
• If you answered “probably no,” what are the most important reasons why
you would probably not report (check all that apply):
13. If someone was cyberbullying you at home or at school, would you tell
your parent/guardian?
____Probably yes ____Probably no
Cyberbullying in High Schools 391
• If you answered “probably no,” what are the most important reasons why
you would probably not report (check all that apply):
19. In your opinion, what would be the most effective way to stop cyber-
bullying? Specify.