The effects of a cyberbully prevention program on middle school students' online behaviors and self-esteem

Carter, Jennifer L.
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The purpose of the current study was to examine the effects of a cyberbully prevention curriculum on 168 sixth-grade students. The researcher randomly assigned students to treatment and control groups. The treatment group received 8 weeks of cyberbully prevention curriculum while participants in the control group remained in their regular health class. The researcher assessed all students in each group for cyberbullying/victimization behaviors as well as bystander behaviors using an adapted version of the Cyber Savvy Survey (Willard, 2011), a cyberbullying behavior survey that was administered at pretest, posttest, and a delayed posttest. The researcher also assessed self-esteem across the same time points using the Rosenberg Self-Esteem Scale (Rosenberg, 1965). Analysis of the results included separate MANCOVAs for cyberbullying/victimization and bystander behaviors at posttest and delayed posttest, controlling for appropriate pretest scores. Additionally, the researcher used ANCOVAs to examine any change in self-esteem at posttest and delayed posttest, controlling for pretest self-esteem scores. Results were supported with qualitative responses offered by students to open-ended questions asked on the Adapted Cyber Savvy Survey. The results of the current study may have important implications for educational practitioners and directions for future research.

Communication and the arts, Middle school education, Multimedia communications, Social media, Social/emotional, Texting