The purpose of this study was to examine family and school variables in relation to different types of perpetration, victimization and witnessing experiences (physical, social, verbal and cyber). Students (n=253) in grades 7 to 8 from two middle schools located in a suburb in southeastern Michigan participated in the study. Data were collected during the 2008-2009 school year.
Statistically significant differences were found for perpetration and victimization by gender and perpetration and witnessing by grade. No gender and grade interaction results were significant. All types of bullying experiences were positively correlated with cyberbullying and cyber victimization. Bullying experiences were significant predictors of poor school adjustment (low GPA and risky school behavior) and both negative and positive school climates while family variables were significant predictors of bullying experiences. Students with a computer located in a private location with parental monitors installed were more likely to be victims of cyberbullying or engage in cyberbullying themselves. Statistically significant gender and grade differences were found for communication technology use: Females and 8th graders reported greater use of technology than males and 7th graders. Little research to date has been done in relation to cyberbullying and family and school variables. This study provides support for the importance of cyberbullying research.
","abstract_html":"<p>The purpose of this study was to examine family and school variables in relation to different types of perpetration, victimization and witnessing experiences (physical, social, verbal and cyber). Students (n=253) in grades 7 to 8 from two middle schools located in a suburb in southeastern Michigan participated in the study. Data were collected during the 2008-2009 school year.</p> <p> Statistically significant differences were found for perpetration and victimization by gender and perpetration and witnessing by grade. No gender and grade interaction results were significant. All types of bullying experiences were positively correlated with cyberbullying and cyber victimization. Bullying experiences were significant predictors of poor school adjustment (low GPA and risky school behavior) and both negative and positive school climates while family variables were significant predictors of bullying experiences. Students with a computer located in a private location with parental monitors installed were more likely to be victims of cyberbullying or engage in cyberbullying themselves. Statistically significant gender and grade differences were found for communication technology use: Females and 8th graders reported greater use of technology than males and 7th graders. Little research to date has been done in relation to cyberbullying and family and school variables. This study provides support for the importance of cyberbullying research.</p>","abstract_has_math":false,"creators":["Taiariol, Jennifer"],"institution":null,"degree_name":"Ph.D.","degree_level":"Open Access Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Jina Yoon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:35Z","subjects":["aggression","cyberbullying","family context","school context","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/118","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jina Yoon"]},{"key":"dc:creator","label":"Author","values":["Taiariol, Jennifer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2010-09-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["aggression","cyberbullying","family context","school context","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/118"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine family and school variables in relation to different types of perpetration, victimization and witnessing experiences (physical, social, verbal and cyber). Students (n=253) in grades 7 to 8 from two middle schools located in a suburb in southeastern Michigan participated in the study. Data were collected during the 2008-2009 school year.
Statistically significant differences were found for perpetration and victimization by gender and perpetration and witnessing by grade. No gender and grade interaction results were significant. All types of bullying experiences were positively correlated with cyberbullying and cyber victimization. Bullying experiences were significant predictors of poor school adjustment (low GPA and risky school behavior) and both negative and positive school climates while family variables were significant predictors of bullying experiences. Students with a computer located in a private location with parental monitors installed were more likely to be victims of cyberbullying or engage in cyberbullying themselves. Statistically significant gender and grade differences were found for communication technology use: Females and 8th graders reported greater use of technology than males and 7th graders. Little research to date has been done in relation to cyberbullying and family and school variables. This study provides support for the importance of cyberbullying research.
"]},{"key":"dc:title","label":"Title","values":["Cyberbullying: The Role Of Family And School"]}]}],"canonical_facts":{"dc:contributor":["Jina Yoon"],"dc:creator":["Taiariol, Jennifer"],"dc:date.available":["2010-09-30T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine family and school variables in relation to different types of perpetration, victimization and witnessing experiences (physical, social, verbal and cyber). Students (n=253) in grades 7 to 8 from two middle schools located in a suburb in southeastern Michigan participated in the study. Data were collected during the 2008-2009 school year.
Statistically significant differences were found for perpetration and victimization by gender and perpetration and witnessing by grade. No gender and grade interaction results were significant. All types of bullying experiences were positively correlated with cyberbullying and cyber victimization. Bullying experiences were significant predictors of poor school adjustment (low GPA and risky school behavior) and both negative and positive school climates while family variables were significant predictors of bullying experiences. Students with a computer located in a private location with parental monitors installed were more likely to be victims of cyberbullying or engage in cyberbullying themselves. Statistically significant gender and grade differences were found for communication technology use: Females and 8th graders reported greater use of technology than males and 7th graders. Little research to date has been done in relation to cyberbullying and family and school variables. This study provides support for the importance of cyberbullying research.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/118"],"dc:subject":["aggression","cyberbullying","family context","school context","Educational Psychology"],"dc:title":["Cyberbullying: The Role Of Family And School"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T05:58:35Z"}