Date of Award
Doctor of Philosophy (PhD)
Criminology and Criminal Justice
This study examined the extent of cyber-bullying among college students and how well Ronald Akers’ Social Learning Theory predicted cyber-bullying perpetration. In addition, this study explored students’ use of media and the characteristics associated with involvement in cyber-bullying behaviors as victims, perpetrators, and observers. Approximately 10%, 37%, and 53% of the study sample (n=296) experienced cyber-bullying perpetration, victimization, and observation respectively. Negative binomial regression analyses revealed that social learning variables were not associated with cyber-bullying perpetration or observation; however, the theory provided some support for the prediction of cyber-bullying victimization. Additionally, socioeconomic status and race were statistically related to cyber-bullying perpetration, while age and prior victimization were associated with cyber-bullying victimization. Implications for Social Learning Theory, future research, and policy are discussed.
Lucas, Kweilin, "Cyber-Bullying Among College Students: A Test of Social Learning Theory" (2018). Theses and Dissertations (All). 1644.