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Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents -- A Review
ARTICLE

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Educational Psychology Review Volume 27, Number 1, ISSN 1040-726X

Abstract

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.

Citation

Thomas, H.J., Connor, J.P. & Scott, J.G. (2015). Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents -- A Review. Educational Psychology Review, 27(1), 135-152. Retrieved September 16, 2019 from .

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