Urban Middle School Students' Perceptions of Bullying, Cyberbullying, and School Safety

This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 ( Varjas, Meyers, & Hunt, 2006 ). A unique finding is that cyberbullying may represent a unique modality of victimizati...

Full description

Saved in:
Bibliographic Details
Published in:Journal of school violence 2009-04, Vol.8 (2), p.159-176
Main Authors: Varjas, Kris, Henrich, Christopher C., Meyers, Joel
Format: Article
Language:English
Subjects:
Age Differences
Attitude Measures
Bullying
Computer Mediated Communication
cyberbullying
Females
Gender Differences
Males
middle school
Middle School Students
Peer Relationship
Perceptions
School Safety
Student Attitudes
Student Surveys
students
Studies
survey
United States (Southeast)
urban
Urban areas
Urban Schools
Verbal Communication
Victims of Crime
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examined 427 urban middle school students' perceptions of bullying, cyberbullying, and school safety utilizing the Student Survey of Bullying Behavior-Revised 2 ( Varjas, Meyers, & Hunt, 2006 ). A unique finding is that cyberbullying may represent a unique modality of victimization and bullying compared with other school-based modalities. Cyberbullying and relational bullying were not associated with perceived school safety. Males reported more physical victimization, verbal victimization, and verbal bullying, and less relational victimization. Males and older students reported feeling safer at school. Older students reported less physical, verbal, and relational victimization, and less physical and verbal bullying. Importantly, physical, verbal, and relational bullying and victimization may represent more general underlying constructs of bullying and victimization, calling into question the distinctiveness of individual forms.
ISSN:1538-8220
1538-8239
DOI:10.1080/15388220802074165