{"id":870075,"date":"2022-08-16T11:00:07","date_gmt":"2022-08-16T18:00:07","guid":{"rendered":"https:\/\/www.microsoft.com\/en-us\/research\/"},"modified":"2022-08-16T11:00:34","modified_gmt":"2022-08-16T18:00:34","slug":"defining-and-measuring-cyberbullying-within-the-larger-context-of-bullying-victimization","status":"publish","type":"msr-research-item","link":"https:\/\/www.microsoft.com\/en-us\/research\/publication\/defining-and-measuring-cyberbullying-within-the-larger-context-of-bullying-victimization\/","title":{"rendered":"Defining and Measuring Cyberbullying Within the Larger Context of Bullying Victimization"},"content":{"rendered":"<p><strong>Purpose:<\/strong> To inform the scientific debate about bullying, including cyberbullying, measurement.<\/p>\n<p><strong>Methods:<\/strong> Two split-form surveys were conducted online among 6\u201317-year-olds (n = 1,200 each) to inform recommendations for cyberbullying measurement.<\/p>\n<p><strong>Results:<\/strong> Measures that use the word \u201cbully\u201d result in prevalence rates similar to each other, irrespective of whether a definition is included, whereas measures not using the word \u201cbully\u201d are similar to each other, irrespective of whether a definition is included. A behavioral list of bullying experiences without either a definition or the word \u201cbully\u201d results in higher prevalence rates and likely measures experiences that are beyond the definition of \u201cbullying.\u201d Follow-up questions querying differential power, repetition, and bullying over time were used to examine misclassification. The measure using a definition but not the word \u201cbully\u201d appeared to have the highest rate of false positives and, therefore, the highest rate of misclassification. Across two studies, an average of 25% reported being bullied at least monthly in person compared with an average of 10% bullied online, 7% via telephone (cell or landline), and 8% via text messaging.<\/p>\n<p><strong>Conclusions:<\/strong> Measures of bullying among English-speaking individuals in the United States should include the word \u201cbully\u201d when possible. The definition may be a useful tool for researchers, but results suggest that it does not necessarily yield a more rigorous measure of bullying victimization. Directly measuring aspects of bullying (i.e., differential power, repetition, over time) reduces misclassification. To prevent double counting across domains, we suggest the following distinctions: mode (e.g., online, in-person), type (e.g., verbal, relational), and environment (e.g., school, home). We conceptualize cyberbullying as bullying communicated through the online mode.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Purpose: To inform the scientific debate about bullying, including cyberbullying, measurement. Methods: Two split-form surveys were conducted online among 6\u201317-year-olds (n = 1,200 each) to inform recommendations for cyberbullying measurement. Results: Measures that use the word \u201cbully\u201d result in prevalence rates similar to each other, irrespective of whether a definition is included, whereas measures not 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