ERIC Number: EJ1051041
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents -- A Review
Thomas, Hannah J.; Connor, Jason P.; Scott, James G.
Educational Psychology Review, v27 n1 p135-152 Mar 2015
The need for an integrated approach to studying bullying behaviors, both traditional and cyber, in adolescents is increasingly evident. The definitional criteria of bullying are well established in the traditional bullying literature and include (i) intention, (ii) repetition, and (iii) power imbalance. There is emerging evidence that these same criteria can be broadly applied to cyberbullying behaviors; however, important additional elements may include anonymity and publicity in a cyber-act. Fundamental to integrating traditional and cyberbullying are the measurement tools used to capture the extent and range of bullying behaviors. Self-report surveys are widely adopted as a method for measuring the prevalence of bullying victimization and perpetration. The current paper reviews the definitional and measurement issues relating to traditional and cyberbullying among school-aged youth. We conclude that both traditional and cyberbullying behaviors should be measured simultaneously. Operationalizing components of the definitional criteria in self-report surveys will result in more consistent and reliable measurement across all bullying behaviors.
Descriptors: Bullying, Adolescents, Computer Mediated Communication, Definitions, Measurement, Measurement Techniques, Surveys
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A