Theories of cyberbullying

Despite the mounting volume of research in the area of traditional forms of bullying (ie. verbal, physical, relational) that are transmitted face to face, cyberbullying research is only recently beginning to burgeon. To date, the cyberbullying literature has included studies examining the prevalence of cyberbullying among youth, how these prevalence estimates differ across demographic factors (eg. sex, race), investigating the overlap between face-to-face bullying and cyberbullying, and identifying predictors of cyberbullying involvement. However, discussions of explanatory theories of cyberbullying involvement among youth are sparse and piecemeal, and conclusions have been based largely on cross-sectional studies. The goals of this chapter are threefold. First, we review numerous theories that have been empirically supported in the aggression, bullying, and general social development literature that might offer some promise in understanding cyberbullying. These theories range from the comprehensive social ecological framework to more specific theories related to communication, social norms, and social learning. Second, a series of longitudinal analyses are presented to evaluate the transactional association between face-to-face bullying perpetration and cyberbullying perpetration, and the reciprocal interaction between cyberbullying victimization and perpetration. Third, self-concept theory and research is summarized to highlight how theory could inform prevention efforts.