Cyberbullying: interpersonal competence, aggression, and school identification.

Abstract

With the development of and increased access to information and communication technologies a new form of peer to peer aggression, cyberbullying, is on the rise. Research has only started to skim the surface of this new form of bullying but, research has shown that there are numerous negative outcomes associated with cyberbullying involvement whether it is as a cyberbully, a cybervictim, both, or a witness. The current study investigated differences in aggression style, interpersonal competence and school identification based on cyberbullying involvement as a cyberbully, cybervictim, both or witness. As well the current study looked at how gender, age, and grade related to cyberbullying involvement, and the impact of computer time, supervision, and access to technology and location of home computers. One hundred twenty four students in grades six through ten completed questionnaire packages, and there were significant differences found in aggression style; cyberbully-victims had higher reactive aggression than cybervictims, and interpersonal competence, specifically on asserting and conflict resolution subscales with cyberbully-victims having lower competence scores than cybervictims. Significant results were also found for access to technology. A correlational analysis was conducted to examine the relationships between interpersonal competence, aggression, and school identification; numerous significant results were found. As well an exploratory discriminant analysis was conducted to determine if cyberbullying involvement could be predicted based on interpersonal competence, aggression style, and school identification. Implications as they apply to research and prevention are discussed.