Cyberbullying in a rural intermediate school: An exploratory study

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Students (N = 221) in an intermediate school (grades 5-8) in a rural area of the Southwestern United States completed a survey regarding their familiarity with technology and their experiences with cyberbullying during the school year. Initial evidence of survey reliability is presented. In the sample, 1.5% of participants were classified as cyberbullies only, 3% as cybervictims only, and 8.6% as cyberbully/victims. Grade and gender differences were investigated. The best predictor of cyberbullying in a regression equation was cybervictimization, and vice versa. Self-blaming attributions predicted emotional distress in response to a cyberbullying scenario; moral disengagement predicted acting out behaviors in response to the same scenario. Implications of the findings are discussed.

Original languageEnglish (US)
Pages (from-to)803-833
Number of pages31
JournalJournal of Early Adolescence
Issue number6
StatePublished - Dec 2010


  • attributions
  • cyberbullying
  • moral disengagement
  • victimization

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)
  • Sociology and Political Science
  • Life-span and Life-course Studies


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