Term of Award
Master of Science in Experimental Psychology (M.S.)
Document Type and Release Option
Thesis (open access)
Department of Psychology
Committee Member 1
Committee Member 2
Author's abstract: Bullying is a pervasive problem in our society. Contributing to this problem is the fact that bullying is not well understood. This makes it difficult to design successful interventions. The current study aims to create a complete picture of bullying in order to increase understanding of this behavior. For this study, 59 adolescents completed a survey packet including measures of bullying behaviors and other variables expected to relate to bullying. The results revealed that bullying is a problem for both genders. Multivariate analyses revealed males to be more directly and indirectly aggressive, but there were no significant gender differences on verbal and physical aggression. Regression analysis revealed that age and negative coping created a significant model predicting cyber-bullying. Regression analysis also showed belief in a just world, self-esteem, age, and negative coping created a significant model predicting traditional bullying. The findings particularly highlight belief in a just world as a variable that should be further explored. The findings are discussed in relation to current research on bullying and interventions.
Hufstetler, Schell, "Predictors of Bullying in an Adolescent School Sample" (2012). Electronic Theses and Dissertations. 1008.
Child Psychology Commons, Cognition and Perception Commons, Cognitive Psychology Commons, Developmental Psychology Commons, Experimental Analysis of Behavior Commons, Other Psychology Commons, Personality and Social Contexts Commons, Social Psychology Commons