Cyber Victimization in High School: Measurement, Overlap With Face-to-Face Victimization, and Associations With Social–Emotional Outcomes

Abstract

Cyber victimization is a contemporary problem facing youth and adolescents (Diamanduros, Downs, & Jenkins, 2008; Kowalski & Limber, 2007). It is imperative for researchers and school personnel to understand the associations between cyber victimization and student social–emotional outcomes. This article explores (a) gender differences in rates of cyber victimization, (b) overlap between traditional and cyber victimization, (c) differences in social–emotional outcomes across victimization classes, and (d) associations among cyber victimization and social–emotional risk, internalizing problems, and externalizing problems while controlling for traditional victimization among 1,152 high school students. Boys reported significantly higher rates of cyber victimization than did girls. Ten percent of students reported experiencing low levels of both cyber and traditional victimization (low dual), 3% of students reported experiencing moderate levels of both cyber and traditional victimization (moderate dual), and 1% of students reported high levels of both types of victimization (high dual). Three percent of students reported experiencing traditional victimization but not cyber victimization (traditional). There were significant differences in social and emotional problems among youth involved in victimization in various groups (i.e., uninvolved, traditional, low dual, moderate dual, and high dual). Lastly, cyber victimization significantly predicted variance in social–emotional risk and internalizing problems above and beyond that predicted by traditional victimization.

Keywords:

• Bullying
• cyber victimization
• social–emotional well-being
• adolescent
• latent class analysis
• cyberbullying

Additional information

Notes on contributors

Christina Flynn Brown

Christina Brown is a school psychologist at Community High School District 155 in Crystal Lake, IL. She received her doctoral degree in School Psychology from Northern Illinois University in May 2014. She is interested in how increased technology in the classroom impacts social–emotional and academic outcomes as well as supporting students with anxiety and depression to increase resiliency to better manage academic and social demands.

Michelle Kilpatrick Demaray

Michelle K. Demaray is a professor in the School Psychology program at Northern Illinois University and editor of the Journal of School Psychology. Her research interests include the role of social support in the lives of youth. In addition, she studies bullying and victimization in schools, including cyber victimization and the role of bystanders in bullying.

Jaclyn E. Tennant

Jaclyn Tennant is a School Psychology doctoral student at Northern Illinois University and 2016 recipient of a Society for the Study of School Psychology (SSSP) Dissertation Grant Award. Her research interests include peer victimization, emotion regulation, social support, and social–emotional well-being. She is interested in social, emotional, and cognitive factors that differentiate active from passive bystanders as well as factors that promote resiliency for students involved in bullying and other types of adversity.

Lyndsay N. Jenkins

Lyndsay N. Jenkins is an assistant professor in the School Psychology program and Department of Psychology at Eastern Illinois University. Her research interests focus on bullying and victimization, defending behaviors in youth and young adults, and social and emotional barriers to academic achievement.