Traditional vs. cyber bullying structures in middle-schoolers

With the widespread use of the internet and electronic communication tools in daily life, a new form of bullying—cyberbullying—has emerged among adolescents. To understand the current situation of traditional and cyber bullying experienced and perpetrated by middle school students, and to help them cope with bullying issues, this study proposes a theoretical framework of traditional and cyber bullying among middle school students based on literature review, theoretical analysis, and semi-structured interviews. A structural questionnaire on both forms of bullying was developed. The findings indicate that the traditional bullying questionnaire includes three dimensions: (victimization of) physical, verbal, and relational bullying; while the cyber bullying questionnaire includes three dimensions: (victimization of) verbal, relational, and rights-based bullying. Regression analysis shows that traditional bullying victimization can predict cyber victimization, and traditional bullying perpetration can predict cyber bullying. This study provides a theoretical foundation for the assessment and intervention of both forms of bullying among middle school students. Exploring the internal correlation and interaction between cyber and traditional bullying is of great significance for the theoretical development and educational practice related to cyberbullying.