Going Cyber: Using Routine Activities Theory to Predict Cyberbullying Experiences

Abstract

Using data from a national sample of 935 teenagers, we examine the ability of routine activities theory to predict cyberbullying. The data used in this analysis were collected as part of the Pew Internet and American Life Project Web site. Among the different elements of routine activities theory, suitability and availability were found to have the strongest correlations to experienced cyberbullying. Using logistic regression, our findings show that routine activities theory is a viable explanation for cyberbullying risk among teenagers.

Notes

Note. Weighted sample size; 188 teens excluded due to no Internet use.

Note. Weighted sample size; 188 teens excluded due to no Internet use.

Note. Weighted sample size; 188 teens excluded due to no Internet use.

*p < .05. **p < .01. ***p < .001.

Note. Unweighted sample size used (N = 935).

*p < .05. **p < .01. ***p < .001.