Bullying victimization is a pressing concern in schools across the United States. Victimization to bullying has been associated with various negative outcomes in a child’s life. Of concern, victims can experience emotional difficulties, such as anxiety and depression, that can have lifelong implications for a child. For this reason, identifying victimization as a contributing factor is imperative for successful intervention in schools. We measured traditional and cyberbullying victimization experiences and emotional difficulties in 214 fourth and fifth grade students in the Southeastern United States. A multiple linear regression and sequential regression analysis identified that traditional and cyber victimization contributed to 30 percent of the variance in emotional difficulties in students when controlling for demographic variables. Additionally, a disparity between traditional and cyber victimization frequency was found with this sample. These findings support the association between bullying victimization and emotional difficulties, therefore additional research and intervention is essential to intercede on behalf of students’ mental health and social functioning in schools. Implications to researchers, school administration, and educators are discussed.
Advisor(s) or Committee Chair
Dr. Ryan Farmer, Dr. Christina Noel, Mrs. Siera Bramschreiber
Clinical Psychology | Education | School Psychology
Bleam, Sarah, "The Role of Traditional and Cyberbullying Victimization in Predicting Emotional Difficulties in Elementary Schools" (2018). Honors College Capstone Experience/Thesis Projects. Paper 742.
Available for download on Tuesday, May 07, 2019