Ecological Factors Associated with Middle School Students' Experiences of Cyberbullying

Abstract

Cyberbullying among youth has become a major social issue and public health concern, yet scientific understanding of the phenomenon is minimal. An ecological systems framework has been used when studying traditional forms of bullying, yet its application within the research of cyberbullying is limited. The purpose of this study was to examine ecological factors associated with cyberbullying across multiple ecological system levels. Anonymous paper surveys were administered to 1059 middle school students in grades 6 (35.3%), 7 (32.6%), and 8 (32.1%) from suburban (58.9%), rural (30.3%) and urban (10.8%) public schools within the northeastern region of the United States. Ecological factors assessed in the study included sociodemographic characteristics, relationships with parents, peers and teachers and school climate. Bivariate analyses and multinomial logistic regressions were completed to assess relationships between the various ecological variables and cyberbullying status. Subject were categorized as either bully (5.1%, n=54), victim (23.7%, n=251), bully-victim (37.1%; n=393), or not involved (32.9%, n=348). Bullies were more likely to be in 8^th grade (OR=2.60, p=.02) and report a negative school climate (OR=.90, p=.002); while victims were more likely to report parental rejection (OR=1.16, p<.001), parental overprotection (OR=1.07, p=.02), parental emotional warmth (OR=1.09, p=.01) and poor peer relationships (OR=.94, p=.001). Youth who identified as bully-victims were more likely to be female (OR=1.62, p<.01), in 7^th (OR=1.82, p<.01) or 8^th grade (OR=2.16, p<.01), from an urban location (OR=4.04, p<.001), and report having a health condition (OR=1.63, p<.01). Parental rejection (OR=1.18, p<.001), negative school climate (OR=.96, p=.03), and poor relationships with teachers (OR=.96, p=.04) and peers (OR=.96, p=.03) were also identified as risk factors for bully-victim status. A significant interaction effect was found (p<.001) as the prevalence of bully, victim, and bully-victim statuses across grade level differed by geographic location. This study provides support for the ecological systems theory as a comprehensive model explaining youths’ experiences with cyberbullying. Clinical interventions and policies aimed at decreasing the prevalence of cyberbullying among youth must incorporate a multisystem ecological approach. Additional research is warranted to explore the effects of cyberbullying on health and developmental outcomes among bullies, victims, and bully-victims.