A Cyberbullying Assessment Among High School Students (page 2)

By — Bullying Special Edition Contributor
Updated on Mar 9, 2012


Electronic Technology and Communication

In our study, one hundred percent of high school students reported owning their own cell phone and 96.4 percent of participants reported using the text messaging feature on a cell phone. 96.4 percent of the sample reported using a home computer with 60.7 percent using their home computer every day, 28.6 percent using it a couple of times a week, and 7.2 percent using it a couple of times a month. Overall, the majority of students reported using a computer as a means of communication (53.6 percent reported using chat rooms; 96.4 percent reported using AOL or AOL Instant Messenger) (See Table 1).

Table 1: Percentage of students who utilize electronic technology as means of communication

Do you use text messaging? 96.40 percent 3.60 percent
Do you use a home computer? 96.40 percent 3.60 percent
Do you only go on website approved by your parents? 53.60 percent 46.40 percent
Do you use AOL or AOL Instant Messaging (AIM) 96.40 percent 3.60 percent
Do you have a MySpace/Facebook profile? 89.30 percent 10.70 percent

Frequency of Cyberbullying

In our research, the high school students did not report that they were frequently victims or engaged in cyberbullying. We also found the following trends:

  • The vast majority of students reported normal levels of functioning
  • When comparing males and females, there did not seem to be any differences in terms of cyberbullying or functioning.

Cyberbullying, GPA, and Functioning

In our research, the correlation between a high school student being a victim of cyberbullying and having a low GPA was weak. Additionally, the correlation between cyberbullying others and having a low GPA was also weak. However, our data also suggests that those who have reported having had cyberbullied others in the past had a higher sense of inadequacy and/or had a negative attitude towards their teachers.


Unfortunately, due to the small sample size, it is hard to generalize the conclusions of this study. In addition, the results may not be typical of high school students. However, with a larger sample size, future conclusions may aide in the development of an intervention program. It may be interesting to see the level of these behaviors and their related social emotional difficulties with a larger and more clinical sample. Knowing the prevalence rates of cyberbullying behaviors among students can help schools develop intervention programs aimed at the type of cyberbullying behaviors the students are engaging in. Future research should examine such programs and the long-term effect they may have. For example, does enrollment in this program reduce the likelihood of long-term cyberbullying behaviors? In addition, future research may want to investigate varied models of education and prevention for cyberbullying and compare the effectiveness of these models.


1.      Beran, T. & Li, Q. (2005). Cyber-harassment: A study of a new method for an old behavior. Journal of Educational Computing Research, 32(3), 265-277.

2.      Brown, K., Jackson, M., & Cassidy, W. (2006). Cyber-bullying: Developing policy to direct responses that are equitable and effective in addressing this special form of bullying. Canadian Journal of Educational Administration and Policy, 57, 1-35.

3.      Chibbaro, J. (2007). School counselors and the cyberbully: Interventions and implications. Professional            School Counseling, 11(1), 65-68.

4.      Kowalski, R. & Limber, S. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41(6), 822-830.

5.      Li, Q. (2006). Cyberbullying in schools: A research of gender differences. School Psychology International, 72(2), 157-170.

6.      Mason, K. (2008). Cyberbullying: A preliminary assessment for school personnel. Psychology in the Schools, 45(4), 323-348.

7.      Olweus, D. (1996). The Revised Olweus Bully/Victim Questionnaire. Beren, Norway: Research Center for Health Promotion (HIMIL), University of Bergen, N-5015 Bergen, Norway.

8.      Reynolds, C. R. & Kamphaus, R. W. (1992). Behavior Assessment System for Children. Circle Pines, MN: American Guidance Service.

9.      Reynolds, C. R. & Kamphaus, R. W. (2004). BASC-2 Behavior Assessment System for Children, second edition manual. Circle Pines, MN: American Guidance Service.

***The Behavior Assessment System for Children – Second Edition (BASC-2)-Self Report (SRP) consists of a comprehensive set of rating scales that use a multi-dimensional approach to measure feelings, attitudes, and behaviors of children [8,9].


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