Journal
AMERICAN JOURNAL OF PUBLIC HEALTH
Volume 105, Issue 3, Pages E66-E72Publisher
AMER PUBLIC HEALTH ASSOC INC
DOI: 10.2105/AJPH.2014.302393
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Funding
- Centers for Disease Control and Prevention [5U87DP001201-04]
- ALLCDC
- NCCDPHP [5U87DP001201-04, 565294] Funding Source: Federal RePORTER
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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.
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