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Open AccessArticle

Is Cyberbullying a Stand Alone Construct? Using Quantitative Analysis to Evaluate a 21st Century Social Question

Department of Criminal Justice & Criminology, Sam Houston State University, Huntsville, TX 77341, USA
Department of Criminal Justice, Weber State University, Ogden, UT 84408, USA
Author to whom correspondence should be addressed.
Academic Editors: Conor Mc Guckin and Lucie Corcoran
Societies 2015, 5(1), 171-186;
Received: 2 September 2014 / Accepted: 11 March 2015 / Published: 18 March 2015
(This article belongs to the Special Issue Cyberbullying: Where Are We Now? A Cross-National Understanding)
Using a subsample of the 2009 National Crime Victimization Survey, School Crime Supplement (NCVS-SCS), the present study explores the nature of the relationship between cyberbullying and traditional bullying victimization among students aged 12–18. One question of particular interest in the recent cyberbullying literature regards the classification of cyberbullying relative to traditional school yard bullying. As is the case in the cyber victimization literature in general, the question has become whether cyberbullying is an extension of traditional bullying or whether it is a unique independent phenomenon. Using the available data we attempt to address this question by exploring cyberbullying victimization as a standalone construct. Results of exploratory factor analyses suggest that cyberbullying victimization is both interlaced with traditional bullying modalities, and experienced as a unique phenomenon. Our results contribute a 21st century texture and dimension to the traditional construct. View Full-Text
Keywords: cyberbullying; bullying; schools; victimization cyberbullying; bullying; schools; victimization
MDPI and ACS Style

Randa, R.; Nobles, M.R.; Reyns, B.W. Is Cyberbullying a Stand Alone Construct? Using Quantitative Analysis to Evaluate a 21st Century Social Question. Societies 2015, 5, 171-186.

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