NotesFAQContact Us
Search Tips
ERIC Number: ED551013
Record Type: Non-Journal
Publication Date: 2013
Pages: 275
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-2309-5
Student Perceptions Regarding the Effects of Cyberbullying in a Middle School
Magliano, Stephen J.
ProQuest LLC, Ed.D. Dissertation, Widener University
Cyberbullying is a problem among today's adolescents, specifically within the middle school environment. The use of technology to harass and intimidate others could cause adverse psychological, emotional, and social effects, which left school administrators unsure of the proper response to handling student needs as well as left many adults ill-equipped to protect their children from becoming cyber victims. This study examined the overall cyberbullying phenomenon (awareness of it, or lack thereof, and how cyberbullying shaped perceptions of the problem) in a middle school. The research questions focused on addressing middle school students' awareness, frequency, and general perceptions of cyberbullying in a suburban school district in Pennsylvania. This study was comprised of one middle school, housed in a 5-8 school with a population of 1,015 students in the school: 269 fifth graders, 231 sixth graders, 275 seventh graders, and 240 eighth graders. A survey was used to collect data and was administered to students based on a combination of Li's (2006) Perception of Cyberbullying Survey as well as Beran and Li's (2005) Cyber-Harassment Student Survey. A total of 268 students in grades 6, 7, and 8 (116 males and 152 females) completed the survey. One-on-one interviews were also used to collect data and conducted to 15 sixth, seventh, and eighth grade participants who were chosen randomly. It was important to recognize that there were different results and implications for girls than for boys. In this study, the results showed more females cyberbullied than male students. In addition, more females were cyberbully victims than males and were bullies. However, the researcher also stated that this study refuted the literature which pointed to more male students cyberbullying than females. In addition, literature pointed to more females as cyberbully victims. The most commonly used technology tools to cyberbully happened via cell phones and social networking sites. As middle school students' knowledge and awareness levels increased, so too have the prevalence of cyberbullying cases. Therefore, the interrelationship between prevalence, knowledge and awareness of cyberbullying influenced the perceptions of middle school students (grades six, seven, and eight). In addition, participants who were the cyberbullies or the victims all reported having negative perceptions to social interactions and academic achievement within a middle school. This study focused on cyberbullying among middle school adolescents, as a relatively new phenomenon, few studies were conducted on this issue. This study should be replicated for further evaluation and research to determine perceptions and awareness levels of middle school students' impact of cyberbullying behaviors in other school settings and districts. Finally, recommendations should be made to policymakers and practitioners in terms of providing the local school leader with a framework within which evaluation can occur regarding the awareness and development of the psychological explanation and impact of cyberbullying behaviors among middle school adolescents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education; Grade 6; Grade 8; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania