Psychological, Physical, and Academic Correlates of Cyberbullying and Traditional Bullying

AbstractPurposeTo examine the relationship between children's and adolescents' experiences with cyberbullying and traditional bullying and psychological health, physical health, and academic performance.MethodsNine hundred thirty-one students in grades 6 through 12 completed an anonymous survey examining their experiences with cyberbullying and traditional bullying. Also included were measures of anxiety, depression, self-esteem, physical well-being, school attendance, and academic performance.ResultsParticipants were categorized as belonging to one of four groups: cyber victims, cyberbullies, cyber bully/victims, and those not involved in cyberbullying. A similar categorization was done with traditional bullying. Those in the bully/victim groups (and particularly the cyber bully/victim group) had the most negative scores on most measures of psychological health, physical, health, and academic performance.ConclusionsThere appears to be a substantial, although not perfect, overlap between involvement in traditional bullying and cyberbullying. Additionally, the physical, psychological, and academic correlates of the two types of bullying resembled one another