In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
151~
1
5
7
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
165
49
1
51
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
C
y
berbullying am
ong se
condar
y
school teach
ers by parents
R
ü
yam
K
ü
ç
ü
k
sü
l
e
ym
an
o
ğ
l
u
Depart
m
e
nt
o
f Edu
catio
nal
S
c
ien
ces,
U
lu
dağ
Univ
ersit
y
,
T
u
r
key
Ar
ticle
In
fo
ABSTRACT
A
r
t
i
cl
e hi
sto
r
y:
Re
cei
v
e
d
No
v
1
7
,
2
018
Re
vise
d Ja
n 2
0
,
2019
Acc
e
p
t
e
d
Feb
2
1
,
2
019
C
y
b
e
rbul
lyi
ng
wh
i
c
h
i
s
k
no
wn
a
s
v
i
ol
e
n
c
e
o
n
t
h
e
In
t
e
rn
e
t
i
s
a
dim
e
n
s
i
on
of
p
e
e
r
bul
l
y
ing
take
s
pla
c
e
s
thro
u
gh
e
l
ectro
n
i
c
c
o
mm
unic
a
t
i
o
n
t
ec
h
n
o
l
og
ies
.
C
ybe
rb
u
lly
i
n
g
w
h
ic
h
ca
n
oc
cur
in
a
n
y
e
n
v
i
r
onm
en
t
r
e
gar
d
l
e
ss
o
f
t
h
e
t
i
me
a
nd
p
l
a
ce
i
s
t
he
w
a
y
i
n
w
h
ic
h
in
d
i
v
i
dua
l
s
w
i
t
h
hig
h
e
r
a
bil
i
t
y
t
o
use
c
o
mm
un
i
c
a
t
i
o
n
t
e
ch
no
l
ogi
es
t
o
l
e
ad
o
th
e
r
i
ndiv
i
du
al
s
i
n
a
s
eri
e
s
of
n
eg
a
t
iv
e
b
e
h
a
vi
o
r
s
ov
e
r
t
im
e.
W
i
t
h
the ra
pi
d de
vel
opm
en
t
o
f
t
ec
hno
l
o
g
y
a
n
d
t
he
ea
s
e
w
ith
w
h
i
c
h
i
nt
er
ne
t
a
cce
ss
b
ecom
e
s
e
a
sier
a
nd
ch
e
a
per,
it
becom
e
s
a
problem
t
h
a
t
ne
ed
s
to
be
s
t
u
d
i
e
d
m
ore
a
nd
more
i
mpor
ta
nt
ly
d
a
y
by
da
y.
F
ac
eboo
k,
t
w
i
t
ter
a
nd
w
h
a
t
ss
u
p
,
t
he
m
ost
w
i
dely
u
se
d
soc
i
a
l
n
etw
o
rk
t
o
d
a
y
,
ha
s
t
he
po
te
nt
ia
l
t
o
b
ec
ome
the
m
o
st
c
omm
o
np
lace
f
or
c
yber
b
u
l
ly
in
g
be
ha
v
i
ors.
T
he
pur
po
se
o
f
t
h
is
s
tu
dy
w
a
s
to
d
eter
mi
ne
c
yb
erbu
ll
yi
ng
tow
a
rds
tea
c
he
r
s
by
pa
ren
t
s
i
n
s
eco
nda
r
y
s
cho
o
l
s
ba
se
d
o
n
t
eac
h
ers
view
s
a
ccor
d
i
n
g
to
s
ex,
tenur
e
and
scho
ol
s
i
z
e.
T
he
s
am
pl
e
of
t
h
e
s
t
udy
w
a
s
18
1
t
e
ac
h
e
rs
f
rom
14
s
econ
d
a
r
y
sc
h
o
o
l
s
.
The
e
x
perienc
e
s
a
n
d
pe
rspec
t
i
v
es
o
f
181
teac
hers
w
e
r
e
asse
sse
d
r
e
g
a
r
d
i
n
g
t
h
e
i
nc
ide
nc
e
an
d
p
e
rc
ept
i
on
s
of
t
h
e
lik
e
l
i
h
ood
o
f
c
y
b
e
r
h
a
ra
ssme
n
t
by
p
are
n
t
s
.
T
he
r
e
sults
p
r
e
sen
t
ed
h
ere
in
dic
a
t
e
t
ha
t
nea
r
ly3
/
4
of
t
ea
c
h
er
s
in
t
he
s
am
ple
ha
d re
cei
ved
h
a
ra
ssin
g
or thr
e
a
ten
i
ng m
e
ssa
ges
from
pa
r
ents.
Key
w
ords:
C
yberb
u
l
l
y
i
n
g
Pa
r
e
n
t
s
S
econda
r
y
sch
oo
l
Te
ache
r
s
Co
pyr
i
g
h
t
©
2019
Instit
u
t
e of Advan
ced E
n
g
i
neer
in
g a
nd Sci
e
nce.
All rights
reserv
e
d
.
C
o
rre
s
po
n
d
in
g Au
t
h
or:
Rü
y
a
m Kü
çü
ksül
e
y
ma
noğ
lu
,
D
e
partm
e
nt o
f
Ed
uca
t
i
ona
l S
c
ienc
e
s
,
Ul
ud
a
ğ
Uni
v
e
rsit
y
,
G
o
ruk
l
e
Cam
pus,
N
ilu
fer
-
Bur
s
a,
160
59, Tur
key.
Em
ail
:
r
uyam
k
@u
l
uda
g.e
d
u.t
r
1.
I
N
TR
OD
U
C
TI
O
N
B
u
l
l
yi
n
g
c
an be de
fin
e
d as a
n a
c
t of viol
e
nc
e by a
n
indi
v
i
d
u
a
l
or
gr
o
u
p
wit
h the
i
n
te
nti
o
n of hurt
i
ng,
a
per
s
on
ph
ys
ic
all
y
(
hitt
i
n
g
him
,
o
r
harm
ing
a
n
i
tem
bel
o
n
g
i
n
g
to
it),
verba
l
l
y
(
to
r
i
d
ic
u
l
e
a
n
i
n
d
i
v
id
ua
l
)
,
sex
u
al
l
y
(
t
o
m
ake
ina
ppr
opri
a
te
o
ffers,
o
r
to
s
e
nd
im
mor
a
l
c
o
n
t
e
n
t)
a
nd
psyc
ho
l
o
g
i
c
a
ll
y
(
t
o
threa
t
e
n
o
r
to
humi
l
i
a
t
e
him)
.
Bull
yi
n
g
a
ffec
ts
m
or
e
peop
le
e
very
d
ay
a
nd
c
a
n
be
e
ncou
n
t
ere
d
a
t
ever
y
mom
e
nt
o
f
li
fe.
Toda
y,
bu
lly
i
ng
i
n
sc
hoo
ls
i
s a
ser
i
ou
s
and
ov
er
arc
h
ing
i
s
s
u
e
t
h
a
t
is
bo
t
h
erin
g
the
pu
b
l
ic
a
n
d
g
ove
rnm
e
nts
day
b
y
d
a
y
[1].
It
i
s
not
p
o
s
si
ble
to
n
am
e
all ne
ga
t
i
ve
a
n
d
a
ggress
i
ve
b
eh
av
i
o
rs tha
t
are
appl
ied
to
i
ndi
v
i
d
u
a
l
s as
b
u
l
l
y
in
g.
Tak
i
n
g
i
n
t
o
ac
cou
n
t
t
he
d
e
f
i
n
iti
on
s
in
t
he
l
i
t
era
t
ure,
t
here
a
r
e
t
h
r
ee
ma
in
f
e
a
tures
of
b
ul
l
y
in
g
in
g
e
n
er
al
.
The
s
e
are
a
ggressi
on,
r
epeti
t
i
on
a
nd
pow
er
i
mba
l
a
n
ce
[
2]-
[
4].
In
t
he
ca
se
o
f
bul
l
y
i
ng,
i
ndi
v
i
d
u
a
l
s
ca
n
be
f
ou
nd
i
n
t
he
st
a
t
us
o
f b
u
l
l
y
,
vi
c
t
im
or
bu
l
l
y-
vic
tim
.
Whi
l
e
the
o
p
p
ressor
is
the
one
w
h
o
is stro
ng a
nd
t
h
e o
n
e
who
is
acti
n
g,
the
v
i
c
t
i
m
i
s
the
re
l
a
tive
l
y
we
aker
s
ide
exp
o
se
d
to
o
p
p
r
essio
n
.
H
ow
ever
a
bul
l-v
i
ct
i
m
i
s
a
person
w
ho
i
s
perso
n
a
l
l
y
a
gg
re
ssi
ve
,
w
ho
a
c
ts
i
n
a
w
a
y
that
i
s
like
l
y
to
b
e
t
ense
w
i
t
h
his
social
e
nvironm
ent,
a
nd
i
s
som
e
ti
m
e
s
the v
i
c
t
im
of
t
h
e
bul
l
y
in
g,
and
s
o
m
etim
es the
bull
y
i
t
s
el
f
[5]
-
[8]
.
The
ad
va
n
cem
ent
of
t
ec
h
n
o
l
og
y
an
d
its
a
v
a
ila
b
i
l
i
t
y
a
s
a
bu
l
l
y
i
n
g
“
t
o
o
l
”
pre
s
e
n
te
d
o
p
p
o
rt
un
ities
t
o
ma
ke
c
yberb
ul
ly
ing
e
a
si
er.
The
I
n
t
e
rne
t
o
f
f
e
r
s
be
nefi
ts
i
n
t
e
rm
s
of
h
i
gh-s
p
eed
c
om
munic
a
t
i
o
n
a
n
d
inf
o
r
m
a
t
io
n
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-8
8
2
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
151
-
1
57
15
2
rec
a
ll
bu
t,
f
or
m
any
pe
o
p
l
e
,
i
t
a
l
s
o
br
ing
s
l
i
m
i
tle
ss,
u
n
c
he
c
k
e
d,
a
nd
unc
o
n
tr
ol
le
d
usage
.
D
ue
t
o
th
is
f
re
edom
o
f
use,
c
ou
ple
d
w
it
h
a
lac
k
o
f
d
e
fi
n
e
d
l
i
m
its,
new
form
o
f
b
u
l
l
yin
g
oc
c
u
re
d
w
h
ic
h
is
c
a
l
l
e
d
c
y
berbu
l
l
y
ing
th
a
t
in
vol
ves
use
o
f
e
m
ails,
ce
l
l
p
h
o
n
es,
pa
gers,
w
h
a
t
ss
u
p
me
ssa
g
es
,
short
me
ssage
s
er
v
i
c
e
s
,
Inter
n
et
c
ha
tr
oom
s,
bl
ogs,
forum
s
,
soc
i
al
n
e
t
w
o
r
k
w
eb
s
it
e
s
,
and
c
a
m
e
ra
s
[9],
[
10].
C
om
pare
d
t
o
t
r
a
d
iti
o
n
al
b
u
lly
in
g,
c
yber
b
u
l
l
y
in
g
h
a
s
s
o
m
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
t
h
a
t
c
a
n
i
n
t
e
n
s
i
f
y
t
h
e
e
f
f
e
c
t
s
o
f
b
u
l
l
y
i
ng
.
So
me
o
f
tho
s
e;
c
an
b
e
st
a
t
ed
a
s
t
h
e
ac
t
of
bu
lly
i
ng
ca
n
oc
c
u
r
at
a
ny
ti
m
e
a
nd
a
t
a
ny
p
l
ac
e
,
t
he
p
erpe
trat
o
r
is
m
ost
l
y
a
n
onym
o
u
s,
it
is
g
ene
r
a
l
l
y
n
o
t
i
c
ed
by
o
t
h
e
rs
i
mme
d
ia
t
e
ly
.
S
t
ud
i
e
s
re
l
a
t
e
d
to
c
ybe
rb
ul
lyi
n
g
show
t
h
a
t
c
y
berb
ul
l
y
in
g
a
nd
v
i
ctimi
z
at
ion
ha
ve
v
ery
serio
u
s
ne
ga
t
i
ve
e
ffec
t
s
o
n
t
h
e
soc
i
al,
ac
adem
ic
a
n
d
e
moti
o
n
a
l
live
s
o
f
t
h
e
i
n
div
i
d
u
a
l
s.
E
xam
p
l
e
s
of
cybe
r
b
u
lly
i
ng
have
b
e
c
om
e
a
pr
o
b
l
e
m
t
h
at
a
ffec
ts
m
ore
and
m
o
re
pe
op
l
e
,
whic
h
ne
e
d
t
o
be
s
tu
d
i
e
d
m
ore
t
o
da
y.
[1
1]-
[
1
7
].
M
ost
of
t
his
rese
arc
h
,
how
ever,
h
a
s
focuse
d
on
is
su
e
s
a
s
s
o
c
i
a
t
e
d
w
it
h
i
n
di
v
i
d
u
a
l
s
t
ude
nt
s
or
rela
tio
ns
hips
b
etw
e
e
n
s
tu
de
nt
s (e
.g.,
stude
nt bu
l
lie
s a
n
d
st
ude
n
t
v
ic
t
i
m
s
of
bu
ll
yin
g
,
aggr
essors a
nd v
i
ct
i
m
s in
stude
n
t
-
on-s
t
u
d
e
n
t
assa
ul
ts),
t
h
o
u
gh
some
s
t
u
d
i
es
h
a
v
e
e
x
am
ine
d
a
t
t
ac
ks
a
n
d
t
hr
eats
a
g
ai
ns
t
tea
c
h
er
s
fr
om
stude
n
t
s
[18]
.
A
m
i
ssi
ng
c
o
m
pone
n
t
i
n
t
h
e
schoo
l
safe
ty
r
esea
rc
h
c
o
nc
erns
r
elati
o
n
s
hi
ps
a
n
d
i
n
t
er
a
c
tio
ns
betw
ee
n
pare
nts
an
d
te
a
c
her
s
.
D
e
spit
e
t
h
e
i
m
por
tan
t
p
osi
t
i
v
e
c
o
n
t
ri
bu
ti
ons
m
a
d
e
by
pare
n
t
s
i
n
t
he
s
c
h
ool
set
tin
g,
p
ar
ental aggre
s
si
o
n
i
s
a p
r
obl
e
m
for
t
ea
cher
s.
N
egat
iv
e pare
n
t
a
l
in
t
e
r
ac
tion has be
en cite
d as
a
s
o
u
rc
e
of
undes
irable
o
ccupa
tional
exper
i
ences
f
o
r
teacher
s
[
19]-[22
]
.
P
a
r
e
n
t
s
o
f
t
e
n
c
o
m
m
u
n
i
c
a
t
e
i
n
d
e
m
e
a
n
i
n
g
,
ma
nip
u
la
t
i
ve,
thre
ate
n
i
n
g,
a
nd/
or
d
ire
c
t
l
y
or
p
a
ssi
ve
l
y
a
g
g
re
ss
i
v
e
w
a
ys
w
i
t
h
t
e
ac
h
e
rs.
The
vas
t
m
ajorit
y
o
f
cybe
r
b
u
lly
i
ng
rese
arc
h
h
as
e
xam
i
ned
t
h
ese
prob
l
e
ms
p
r
i
m
a
r
i
ly
a
m
on
g
stu
d
e
n
ts
a
nd
l
e
ft
une
xam
i
ne
d
th
e
im
pact
of
m
a
n
y
o
f
t
h
e
se
s
ch
oo
l
fac
t
or
s
on
t
e
ac
he
rs’
perc
ept
i
o
n
s
and
e
x
pe
rien
c
e
s
.
One
l
a
rgel
y
o
v
erl
o
o
k
e
d
a
re
a
of
rese
arc
h
conc
e
r
ns
c
yber
b
u
l
l
y
i
n
g
from
pa
r
en
t
s
to
t
e
ac
he
rs.
S
c
hoo
ls
c
urrentl
y
u
se
m
ob
il
e
tec
h
n
o
lo
gi
es
s
uch
a
s
e
ma
ils,
tex
t
me
ssa
g
es
a
nd
w
h
a
t
ss up
a
s
a
p
rim
a
ry
or
s
up
p
l
em
enta
l
m
e
a
n
s
to
d
i
s
t
r
i
b
u
t
e
inf
o
rm
ation
a
nd
pr
o
a
ct
i
v
el
y
est
a
b
li
sh
i
n
vol
v
e
ment
o
f
t
h
e
p
a
rent
s
[
23, 2
4
]
.
W
i
t
h
t
h
i
s
s
h
i
f
t
t
o
I
C
T
m
e
s
s
a
g
e
s
a
s
a
p
r
i
m
a
r
y
m
e
a
n
s
o
f
c
o
m
m
u
n
i
c
a
t
i
on
be
tw
een
p
a
r
ents
a
nd
t
e
ac
hers,
how
ever,
the
im
p
e
rs
ona
l
nature
o
f
t
h
o
s
e
m
e
ssage
s
ma
y
cr
eate
ad
di
tio
na
l
o
p
p
o
rt
un
i
t
ie
s
for
in
d
i
v
i
dua
ls
t
o
har
a
ss
or
threa
t
e
n
o
ne
a
no
the
r
.
The
limited
am
ou
n
t
o
f
e
x
i
s
t
i
n
g
r
e
sea
r
ch
s
ugg
est
s
t
hat
cy
ber
b
ull
y
i
n
g
from
pa
rent
s
is
expe
r
i
ence
d
b
y
t
e
ache
r
s
bo
t
h
i
n
t
e
r
na
t
i
ona
lly
a
n
d
dome
s
ti
ca
l
l
y.
F
o
r
i
n
s
t
a
n
c
e
,
[
2
5
]
f
o
u
n
d
t
h
a
t
s
o
m
e
C
a
n
a
d
i
a
n
educ
a
t
ors
had
be
en
v
ic
tims
of
t
e
x
t
me
ssa
g
es
h
ar
assme
n
t
,
a
lt
ho
u
g
h
t
h
e
y
w
e
r
e
m
o
r
e
l
i
k
e
l
y
t
o
b
e
t
a
r
g
e
t
s
o
f
v
e
r
b
a
l
hara
ssme
n
t.
L
a
t
er
s
urveys
o
f
U
.
K
.
educ
at
ors
sug
g
e
s
t
t
h
at
1
5
%
t
o
20
%
of
r
esp
o
n
d
e
n
ts
h
a
d
e
xper
i
e
n
c
e
d
a
f
or
m
of
c
y
b
erb
u
l
l
y
in
g
from
pare
nts
via
e
m
a
il
s,
t
ex
t
m
e
ssagi
n
g
,
o
r
m
alicious
w
ebsit
e
s
[
2
6]-[28].
Mor
e
over,
in
2
009,
one
i
n
fi
ve
s
ur
vey
pa
rt
i
c
ipa
n
ts
kne
w
o
f
c
o
l
l
e
ague
s
w
ho
h
a
d
bee
n
c
yber
b
u
l
l
i
ed
a
nd
had
no
t
re
p
o
r
t
ed
it
[2
6
]
.
The
fi
n
d
in
gs
a
lso
show
e
d
t
ha
t
cyber
b
ull
y
i
n
g
had
affecte
d
t
he
i
r
w
or
k
by
r
e
duci
n
g
the
i
r
confi
d
enc
e
a
s
a
teac
her;
some
w
e
r
e
forc
ed to
t
a
ke sic
k
leave
d
u
e
to
s
tress,
a
t lea
s
t
som
e
of
w
hic
h
c
ou
ld
b
e
at
t
r
i
b
ute
d
t
o cybe
r
b
ull
y
i
n
g.
I
n
g
e
n
era
l
,
re
se
arc
h
ers,
p
o
lic
ym
ake
r
s,
a
nd
pr
act
it
ione
rs
h
a
v
e
l
itt
le
i
n
f
orm
a
tio
n
ab
o
u
t
t
h
e
pr
eva
l
e
n
c
e
or
i
nc
i
d
ence
o
f
c
yberb
u
l
l
y
ing
tow
a
rd
t
ea
c
h
ers
and
s
i
tua
t
i
ona
l
a
n
d
c
on
te
xt
ua
l
fac
t
o
r
s
a
ssoc
i
a
t
e
d
w
i
t
h
cybe
r
b
u
lly
i
ng
t
o
w
a
rd
t
ea
c
h
er
s.
T
hus,
thi
s
s
t
u
d
y
l
a
y
s
an
i
m
por
t
a
n
t
f
ou
n
d
a
tio
n
for
fu
t
u
re
w
or
k
i
n
t
h
i
s
are
a
b
y
cre
a
ti
ng a
base
li
ne
o
f kn
ow
le
dge
r
eg
a
r
di
ng
th
i
s t
opi
c t
h
at
c
u
r
r
e
n
tly
i
s
l
i
m
i
t
e
d i
n
Turke
y.
The
p
u
rpo
s
e
of
t
his
st
ud
y
is
t
o
de
term
ine
c
yber
b
u
l
ly
i
n
g
t
o
w
a
rds
t
e
a
c
h
er
s
b
y
p
ar
en
ts
i
n
sec
ond
ary
sch
o
o
l
s
base
d
on tea
c
h
er
s’ vi
e
w
s
?
F
o
r th
is p
urp
o
se,
the
ans
w
er
s
o
f the
fo
ll
ow
i
ng q
u
es
t
i
o
n
s
w
ere soug
h
t:
a.
Wha
t
k
i
nd
of
c
yber
b
u
l
l
y
i
ng
i
s
b
e
i
ng
do
ne
by
pa
ren
t
s
t
o
w
a
rd
t
e
a
c
he
rs
i
n
sec
o
nd
a
r
y
s
c
ho
o
l
s
b
y
u
s
i
n
g
ICT t
ool
s?
b.
H
o
w
ofte
n d
o
p
a
r
e
n
ts c
yber
b
ul
l
y
tea
c
h
er
s
with
I
CT i
nstr
u
m
e
n
t
s
?
c.
D
o
t
e
ache
r
s’
p
erc
e
pt
io
ns
o
f
cybe
r
b
u
lly
b
y
pa
rents
c
h
an
ge
s
i
g
n
i
f
ic
a
n
t
l
y
ac
cord
in
g
to
t
h
e
ir
g
e
nder,
t
e
nur
e
and
sc
ho
o
l
s
i
z
e
?
The
l
i
m
i
t
a
t
i
o
n
o
f
th
is
s
t
u
d
y
i
s
tha
t
it
foc
u
se
d
so
lel
y
on
sec
o
n
d
a
ry
s
c
h
ool
t
ea
ch
ers’
p
ersp
e
c
t
i
v
e
wo
rk
ing
at
B
ursa,
Turk
e
y
.
Thus,
alt
houg
h
the
fi
nd
i
n
g
s
p
r
e
sente
d
h
ere
ne
ed
t
o
b
e
t
ak
en
i
n
t
h
e
co
nt
ex
t
of
t
hi
s
sa
mp
l
e
a
nd
are
not
i
m
m
e
d
iate
l
y
g
e
n
e
r
ali
z
a
b
l
e
t
o
t
h
e
co
un
try
as
a
w
hole,
i
t
i
s
re
asonab
l
e
to
e
xpe
c
t
t
ha
t
f
u
ture
r
e
s
ea
rch
efforts w
i
t
h
m
ore
repr
esenta
t
i
ve
s
a
m
p
l
es
w
ou
ld
p
ro
duce
s
i
milar
res
u
lts.
2.
RESEARCH
M
ETH
O
D
Thi
s
d
es
crip
ti
ve res
ea
rch
,
me
a
s
u
r
es
t
h
e
cyb
erb
u
l
l
y
i
n
g
p
e
rc
ep
t
i
o
n
s
o
f
the
p
a
rtic
ipa
n
ts
a
t
a
si
ng
l
e
time
,
w
ith
qua
n
t
a
t
i
v
e r
e
sea
r
ch me
t
ho
ds.
2.1.
Da
ta
c
o
l
l
e
ction
A
s
limite
d
li
te
ra
t
u
r
e
c
urre
nt
l
y
a
vai
l
a
b
le
o
n
g
e
nera
l
pare
nt
al
c
ybe
r
a
ggre
ssi
on
t
o
w
a
rd
t
e
ache
r
s,
i
t
i
s
un
derst
o
od
t
h
a
t
o
rig
i
na
l
item
s
s
ho
uld
be
d
esi
gne
d
t
o
h
el
p
un
der
sta
n
d
t
h
e
ty
pes
a
n
d
resp
on
ds
o
f
pa
renta
l
cybe
r
b
u
lly
i
ng
tow
a
rd
t
eac
hers
a
t
sec
onda
ry
s
cho
o
l
s.
A
f
ocus
g
ro
up
of
e
x
p
e
r
ienc
e
d
t
e
a
c
h
ers
,
p
a
r
ents,
and
sc
hoo
l
adm
i
n
i
s
t
rat
o
rs
w
er
e
use
d
t
o
d
e
vel
o
p
the
i
n
st
rume
nt
.
In
t
he
f
irs
t
part
o
f
the
ins
t
r
u
me
n
t
t
y
p
e
o
f
c
y
ber
bu
lly
w
a
s
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Cy
berb
u
l
ly
in
g am
o
ng
sec
o
n
d
a
ry sch
o
o
l
te
ac
hers
by p
a
re
nt
s (Rüyam
Küç
ü
ksü
l
eym
ano
ğ
lu
)
15
3
aske
d
t
o
t
h
e
t
eac
hers.
Respo
n
d
en
t
teac
hers
w
ere
asked
i
f
t
hey
h
a
d
r
ec
eiv
e
d
any
m
e
ssag
e
s
w
i
th
I
CT
t
o
o
l
s
i
n
th
e
las
t
1
2
m
o
n
t
hs
t
ha
t
w
e
r
e
(
a
)
a
nn
o
y
i
ng;
(
b)
e
mba
rra
ssing
;
(
c
)
o
f
fens
i
v
e;
(
d)
i
ns
u
l
t
i
n
g
;
(
e
)
t
hre
a
ten
i
n
g
;
or
(
f)
sex
u
al
l
y
s
u
g
ge
stive.
R
e
s
po
nd
e
n
ts
w
e
r
e
aske
d
abo
u
t
t
h
e
freque
nc
y
o
f
cybe
rbu
lly
in
g
on
a
scale
from
1
t
o
5
w
h
er
e
1
m
e
a
n
s
ne
ver
and
5
me
ans
ne
arly
e
ve
ryw
e
e
k
T
he
l
ow
m
e
a
n
score
s
on
ea
ch
o
f
t
h
e
va
ria
b
le
s
are
e
n
cour
a
g
in
g
bec
a
u
s
e
the
y
i
n
d
ica
t
e
tha
t
t
eac
hers
r
are
l
y
r
eceive
b
ul
lyi
n
g
mes
sage
s.
I
n
the
seco
nd
pa
rt.
What
k
ind
of
r
e
s
po
n
d
s
do
t
e
ac
he
rs
u
se
a
gain
st
c
ybe
rbu
l
l
y
w
a
s
a
ske
d
w
it
h
7
c
h
o
i
c
e
s.
I
n
form
atio
n
on
t
h
e
de
mo
gr
aph
i
c
char
acte
r
istics
of
t
he
tea
c
h
er
s
was
coll
e
c
t
e
d
by t
h
e "
T
eac
he
r Inform
ati
o
n F
o
rm
"
.
To
b
e
g
i
n
t
he
d
ata
col
l
e
c
t
ion
proce
s
s,
a
n
e-m
a
il
w
a
s
m
a
iled
to
a
ll
N
i
lüfer
district
s
econd
a
r
y
s
chool
adm
i
n
i
s
t
rat
o
rs
(
n=
3
9
)
desc
ribin
g
t
he
pur
pos
e
and
m
e
th
od
o
l
o
g
y
o
f
t
he
s
t
u
d
y
a
n
d
a
sk
ing
for
the
pe
rm
i
s
s
i
o
n
t
o
sen
d
e
-ma
i
l
s
a
nd
w
h
a
t
ss
up
m
e
ssages
t
o
e
ach
t
e
a
c
h
e
r
a
sk
i
ng
fo
r
t
h
eir
he
lp
i
n
a
d
mi
ni
st
e
r
in
g
the
i
n
strum
e
nt.
The
in
itia
l
e-
ma
i
l
w
as
f
oll
o
w
e
d
up
w
i
t
h
t
w
o
o
t
h
er
e
-m
ails
a
n
d
s
ome
visi
ts
t
o
t
h
e
sch
o
o
l
s.
I
n
the
en
d,
14
(35.
9%)
sch
o
o
l
s
agre
ed
t
o
allow
the
i
r
t
e
ache
r
s
to
p
ar
t
i
c
i
pa
t
e
.
Onc
e
v
e
r
bal
c
onse
n
t
w
a
s
r
ece
i
v
e
d
f
rom
the
prin
cipa
ls,
arr
a
ngem
e
nts w
e
re
m
ade
w
i
t
h
t
e
ache
r
s
to
g
i
v
e
de
ta
i
l
e
d
i
nfor
ma
t
i
on
ab
o
u
t
the
st
u
d
y
.
The
schoo
ls
r
eturn
e
d
th
e
in
strum
e
n
t
i
n
o
n
e we
ek
t
o
the
re
sear
cher
.
The
pa
rtic
i
p
a
n
ts
w
ere
181
te
a
c
her
s
w
orkin
g
i
n
the
c
i
t
y
o
f
Bursa
,
N
i
l
ü
f
e
r
di
s
t
ric
t
T
ur
key.
O
f
these
,
63.7
%
(
n=
9
3
)
w
e
re
f
e
m
a
l
es
a
nd
36.
3%
(
n=
8
8
)
w
e
re
m
a
l
es,
o
f
w
hom
11.6
%
(
n=
2
1
)
w
e
r
e
l
ess
e
xperienc
e
d
tha
n
5
yea
r
s,
%
40.9
(
n
=7
4)
w
ere
e
xpe
r
i
ence
d
be
t
w
ee
n
6-14
yea
r
s,
4
7
,
5%(n
=
8
6)
w
e
r
e
more
e
xpe
r
i
ence
d
t
h
an
16
y
e
ars.
%
3
5
,
7
(n
=
5
)
o
f
t
h
e
t
each
e
r
s
t
e
ac
h
i
n
s
ch
ool
s
wi
th
l
es
s
e
nrollme
n
t
th
a
n
5
0
0
s
tu
de
nt
s.
%
64,
3
(n=9)
of
t
h
e
respo
nde
n
t
s te
ach
i
n
sc
ho
o
l
s
w
ith
e
nro
llm
en
ts
m
ore
t
h
a
n
5
00 s
t
u
de
nts.
2.2.
A
n
alys
is of
d
a
ta
The
S
h
a
p
i
r
o-
Wi
l
k
t
e
s
t
w
a
s
use
d
t
o
f
i
n
d
o
u
t
w
het
h
er
t
he
d
ata
sh
o
w
n
o
rma
l
d
is
persi
on
o
r
not
.
F
o
r
the
data
s
h
o
w
i
n
g
norma
l
dis
p
er
sio
n
,
t-te
st
a
nd
one
-w
ay
a
na
ly
sis
of
va
ria
n
ce
w
e
r
e
appl
i
e
d.
F
o
r
t
he
v
ariab
l
es
t
hat
w
e
r
e
f
ou
nd
sig
n
i
f
ica
n
t
,
T
urkey
H
S
D
test
w
as
u
se
d
t
o
m
ake
c
o
mpa
r
ison
s
a
c
ross
grou
ps.
F
o
r
t
h
e
da
ta
t
ha
t
di
d
no
t
disper
se
n
orm
a
ll
y,
M
ann
-
Wh
i
t
ne
y
U
was
used.
The
re
l
a
t
i
on
sh
i
ps
a
m
o
ng
t
h
e
varia
b
le
s
w
e
re
i
nve
st
iga
t
e
d
us
i
n
g
w
ith
t
he
c
o-effic
i
e
n
t
o
f
S
p
e
arm
a
n
cor
r
elati
on.
T
he
s
i
g
n
i
f
ica
n
t
l
e
v
e
l
w
a
s
fo
u
n
d
t
o
be
α
=
0
.
05.
F
or
t
he
st
a
t
i
s
t
i
ca
l
anal
ys
is
o
f
the
q
u
a
n
t
i
t
a
t
i
ve
da
t
a,
S
PS
S
16.0 w
a
s us
ed.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
In
t
h
i
s
st
ud
y
,
w
e
d
e
f
i
n
e
c
y
b
e
rbu
l
ly
i
n
g
t
h
rough
t
yp
e
o
f
m
e
ssa
g
e
s
,
fre
quenc
y
of
m
essages
and
re
sp
o
n
d
s
of
c
y
b
e
r
bu
l
lied
tea
c
he
rs.
Respon
de
nt
s
w
e
re
a
ske
d
t
o
re
spo
n
d
t
o
que
st
ion
s
a
sk
in
g
them
a
p
ar
en
t
of
a
c
h
ild
a
t
the
i
r sc
hoo
l
ha
d e
v
er
s
ent t
h
e
m
c
yb
e
r
bu
lly
in
g m
e
ssa
g
es w
it
h ICT
t
ool
s.
23
%
(
n
=
4
3) respo
n
d
o
n
t
e
n
ts
r
epor
ted tha
t
t
h
e
y have ne
v
e
r
b
e
e
n cy
ber
bul
l
i
ed by par
e
nt
s in
t
he last
1
2
mont
hs.
M
o
r
e
t
han
ha
lf
o
f
t
h
o
s
e
(n=1
10;
7
9,
7%),
r
e
s
pon
d
i
n
g
t
ha
t
a
p
are
n
t
had
se
nt
num
er
ous
a
n
n
o
y
i
ng
(
n
=
83
;
60.1
%
)
,
e
m
barr
asing
(n=65
;
4
7.
1%),
o
ffe
ns
ive
,
(
n=
9
1
;
6
6
%
)
post
s.
T
he
num
ber
an
d
pe
rce
n
t
a
ge
o
f
o
t
h
e
r
type
s
of
pos
ts a
re
a
s fo
llow
s
; in
su
lti
ng,
(
n=5
7
;
41
%
)
a
nd (n=
1
5
;
10,8
%)
sexua
l
l
y sug
g
e
s
t
i
ve
m
e
s
sa
ges.
Te
ac
h
e
rs
r
epor
ted
t
h
a
t
t
he
y
r
ece
iv
e
(
X
=2.
4
8)
m
essage
s
from
p
a
r
e
n
t
s
w
ith
I
C
T
t
o
o
ls
i
n
the
las
t
1
2
mont
hs. These m
essages are
m
o
stly
sen
t via
S
M
S
,
w
h
a
tss up a
n
d e
ma
i
l
.
A
f
t
erwa
rd
s
,
f
a
c
eb
ook
p
hon
e
t
a
l
k
and
in
sta
g
r
a
m
are
use
d
by
par
e
n
t
s.
P
arents
s
en
d
i
n
g
t
hr
eate
n
in
g
(X
=
3
.
29),
a
nno
yin
g
(
X
=
2.84),
offe
ns
ive
(X
=
2.17)
e
m
b
a
rra
si
n
g
(
X
=
2,39),
in
su
l
t
i
n
g
(
X
=
1,86)
a
nd
sexua
l
l
y
s
u
gge
sti
v
e(
X
=
1
,13)
pos
ts
t
o
t
h
e
te
ac
hers
re
sp
ec
ti
v
e
ly
.
(Table
1
).
Tab
l
e 1.
Type
s
of
p
o
s
ts se
n
t
b
y
par
en
ts
T
y
p
e
s
of
P
osts
X
S
s
Annoy
ing
2.
84.
0
.
7
4
E
m
ba
r
r
a
s
i
ng
2
.
3
9
0
.
8
0
Offe
nsive
2.
17
0
.
6
9
Insulti
ng
1
.
8
6
0.
86
T
h
rea
t
e
n
ing
3.
29
0
.
9
9
Se
xu
a
lly
s
u
gge
stiv
e
1.
13
0
.
4
3
T
o
ta
l
2.48
0
.64
The
r
e
w
e
re
s
i
gni
fic
a
n
t
d
iffer
e
nce
s
a
c
c
ord
i
ng
t
o
ge
nder
var
i
a
b
l
e
i
n
rela
t
i
o
n
t
o
ty
pes
o
f
m
e
s
sa
ges
a
s
seen in ta
b
l
e 2. The results i
n
d
i
c
a
t
e
d
t
ha
t
fe
ma
l
e
tea
cher
s had
sig
ni
fica
n
tly more
e
m
ba
rre
s
i
n
g (t=4.
90, p=.04)
,
in
su
l
t
i
ng (t=2.
77, p=
.
0
0
), and t
h
r
eate
n
i
ng (t=3.
65, p=.0
3
)
m
e
ss
age
s
tha
n
the
i
r
m
a
le counter
pa
rts. A
l
t
h
o
u
g
h
n
o
sign
ifica
n
t
dif
f
ere
n
ce
s
w
e
re
,
fo
u
nd
a
c
c
o
r
d
ing
to
g
e
nde
r
var
i
a
b
l
e
,
t
he
f
em
ale
tea
c
he
rs
h
ad
m
ore
a
n
no
y
i
n
g
(X
=2.72)
a
nd
sex
u
a
l
l
y
s
ugg
e
s
tive
(X
=
2
.
1
2
)
pos
ts
w
here
a
s
m
a
le
t
ea
che
r
s
ge
t
m
o
re
o
ffe
n
s
i
ve
(
X
=
2.2
2
)
me
ssages
t
h
a
n
the
f
em
ale.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-8
8
2
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
151
-
1
57
15
4
Tab
l
e
2.
T
ea
chers’
gende
r a
nd per
cep
ti
o
n
of
cybe
rb
ull
y
Gen
d
e
r
X
t
p
Annoy
ing
Fe
m
a
l
e
Ma
le
2.
72
2.
46
2.
37
.
67
Em
b
a
r
r
a
s
ing
Fe
m
a
l
e
Ma
le
2.
81
2.
64
4.
90
.
04
Of
f
e
n
s
iv
e
Fe
m
a
l
e
Ma
le
2.
07
2.
22
1.
52
.
76
I
n
s
u
l
tin
g
Fe
m
a
l
e
Ma
le
2.
48
1.
08
2.
77
.
00
T
h
rea
t
e
n
i
ng
Fe
m
a
l
e
Ma
le
2.
88
1.
70
3.
65
.
03
Se
xu
a
l
l
y
s
ugge
stiv
e
Fe
m
a
l
e
Ma
le
2.
12
1.
16
.
423
.
47
The
resu
lts
i
n
t
a
ble
3
i
n
d
i
ca
te
d
tha
t
t
he
t
e
a
c
h
e
r
s
w
ho
are
w
o
rk
i
ng
betw
ee
n
6-1
4
y
ear
s
ha
d
sign
ifica
n
tl
y
mor
e
o
ffe
n
s
i
v
e
(
F
=
6.
28,
p
=.03)
,
pos
ts
t
ha
n
the
teac
hers
w
or
king
ove
r
15
yea
r
s
and
le
ss
t
ha
n
f
i
v
e
y
ea
rs.
F
u
r
t
he
rm
o
r
e,
t
he
re
a
re
s
ig
nif
i
c
a
nt
l
y
d
iffere
n
ces
a
mong
t
h
e
l
e
ss
t
e
nured
a
n
d
more
t
ha
n
15
ye
ars
ten
u
r
e
d
te
ac
hers
in
c
a
s
e
of
t
hr
eaten
i
ng
p
o
s
t
s
(F
=6.
93,
p
=.02),
The
teac
hers
w
it
h
l
ess
e
x
peri
n
c
e
have
m
or
e
t
h
re
ate
n
i
n
g
m
e
ssage
s
(X
=3.70).
A
l
t
h
oug
h
no
sig
n
i
fica
nt
d
i
f
fere
nc
es
w
e
r
e
fou
nd
ac
cord
in
g
t
o
t
e
nure
the
less
e
xpe
r
i
ence
d
tea
c
h
ers
had
more
a
nnoy
i
ng,
(
X
=
2.9
1
)
i
n
s
u
lt
ing
(X
=2.4
8)
a
nd
s
e
xua
lly
s
ug
ge
sti
v
e
(X
=2
.
1
2)
pos
ts
t
ha
n
the
m
o
re
expe
r
i
ence
d
c
o
l
l
e
o
u
q
ue
s.
H
ow
eve
r
t
eac
hers
w
it
h
6-14
yea
r
s
te
nur
e
have
m
or
e
em
barr
asin
g
(X
=
2
.
81)
p
o
s
t
s
t
ha
n
the o
t
her
s
.
Tab
l
e
3.
T
ea
cher
s’
tenure
a
nd
per
cept
i
o
n
of
cyber
bul
ly
Te
nur
e
X
F
df
p
S
i
gnific
a
n
c
y
Annoy
ing
<5
y
e
a
r
s
(
a
)
6
-
14
y
e
a
r
s
(b
)
>
15 yea
r
s
(
c
)
2.
46
2.
72
2.
91
6.
72
2
.
38
Em
b
a
r
r
a
s
i
ng
<5
y
e
a
r
s
(
a
)
6
-
14
y
e
a
r
s
(b
)
>
15 yea
r
s(
c
)
2.
64
2.
81
1.
69
3.
58
.
32
Offe
nsive
<5
y
e
a
r
s
(
a
)
6
-
14
y
e
a
r
s
(b
)
>
15 yea
r
s(
c
)
2.
07
2.
22
2.
46
6.
28
.
03
a-
b
b-c
Insulti
n
g
<5
y
e
a
r
s
(
a
)
6
-
14
y
e
a
r
s
(b
)
>
15 yea
r
s(
c
)
2.
48
1.
08
1.
03
5.
19
.
58
T
h
rea
t
e
n
ing
<5
y
e
a
r
s
(
a
)
6
-
14
y
e
a
r
s
(b
)
>
15 yea
r
s(
c
)
3.
,
70
2,
.
88
1.
,
39
6.
93
.
03
a-
c
Se
xu
a
lly s
u
gge
stiv
e
<5
y
e
a
r
s
(
a
)
6
-
14
y
e
a
r
s
(b
)
>
15 yea
r
s(
c
)
2,
12
1,
06
0,
09
3,
25
,
61
A
s
i
t
i
s
s
h
o
w
n
i
n
t
a
b
l
e
4
t
h
e
r
e
s
u
l
t
s
i
n
d
i
c
a
t
e
d
t
h
a
t
t
h
e
t
e
a
c
h
e
r
s
w
h
o
a
r
e
w
o
r
k
i
n
g
a
t
c
r
o
w
d
e
d
s
c
h
o
o
l
w
i
t
h
m
o
r
e
t
h
a
n
5
0
0
e
n
r
o
l
l
m
e
n
t
s
h
a
d
s
i
g
n
i
f
i
c
a
n
t
l
y
m
o
r
e
a
n
n
o
y
i
n
g
,
(
U
=
1
17.0
0
0
,
p=
.
04)
;
offe
nsi
v
e
(U=
8
7.
0
0
,
p
=
.
00)
t
hrea
te
ni
ng
(
U
=
1
5
3
3
.
00,
p
=.0
2
),
a
nd
sexua
l
l
y
su
g
g
es
t
i
ve
(U
=1
5
66.
0
0
,
p=.0
4)
pos
ts
t
ha
n
the
teac
hers
w
o
rki
n
g
in
c
ro
w
d
e
d
s
c
h
ool
s.
A
lt
ho
u
gh
no
si
gn
i
f
ica
n
t
d
i
ffe
r
enc
e
s
w
ere
found
ac
c
o
rd
in
g
to
t
he
s
i
z
e
o
f
s
c
h
o
o
l
s
ın cr
o
w
d
e
d
sc
hools
t
e
ac
he
rs ha
v
e m
o
re em
b
arrasing p
o
st
s (X
=
2
.
8
1
)
w
h
e
r
e
a
s teac
hers
i
n
less c
r
ow
ded
sc
ho
o
l
s
have
m
ore
i
n
s
u
lt
ing
(X
=
2
.48)
posts.
Ta
b
l
e 4.
S
choo
l size
an
d
p
e
rce
p
t
i
on
o
f
c
y
b
erbu
l
l
y
Sc
hool
S
ize
X
U
p
A
nnoy
ing
<
500
>
501
2.
46
2.
72
1170.
00
.
040
Em
b
a
rra
sing
<
500
>
501
2.
64
2.
81
2810.0
.
076
Offe
nsive
<
500
>
501
2.
07
2.
22
2034.5
.
00
Insulti
ng
<
500
>
501
2.
48
1.
08
1265.5
.
084
Th
r
e
at
en
i
n
g
<
500
>
501
1.
70
2.
88
1533.
00
.
023
Sex
u
a
l
l
y
sugge
stive
<
500
>
501
1.
12
1.
96
4016.5
.
011
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Cy
berb
u
l
ly
in
g am
o
ng
sec
o
n
d
a
ry sch
o
o
l
te
ac
hers
by p
a
re
nt
s (Rüyam
Küç
ü
ksü
l
eym
ano
ğ
lu
)
15
5
4.
DISC
USSION
The
e
xper
i
enc
e
s
a
nd
perspe
ctive
s
o
f
18
1
te
ache
r
s
w
e
re
a
ssessed
r
e
gar
d
in
g
the
i
n
c
i
de
nce
an
d
perc
ep
ti
o
n
s
of
t
he
c
y
b
er
h
a
r
assm
ent
by
par
e
nt
s.
T
he
r
esults
p
re
sented
h
ere
ind
i
ca
t
e
t
hat
n
e
a
r
ly
3
/
4
of
t
ea
c
h
ers
in
t
he
s
am
ple
had
re
cei
ve
d
h
a
rassin
g
o
r
thre
aten
i
ng
me
ssa
g
es
f
r
om
p
are
n
t
s
.
I
t
i
s
clea
r
t
h
a
t
c
yberb
u
l
lyi
n
g
an
d
cybe
r
hara
ssm
e
nt
from
pa
ren
t
s
is
a
p
roblem
f
or
t
e
ache
r
s
in
t
he
sam
p
le
.
Inte
r
n
et
p
ro
vi
de
d
a
forum
w
h
ere
p
a
rents
w
o
u
l
d sa
y
thi
n
gs t
hey
w
o
u
l
d
n
’
t
nece
ssa
r
i
l
y
s
a
y fac
e
t
o fac
e
.
Th
ere
’
s no
fea
r
that
the
y
ar
e
goi
ng
t
o
g
e
t
a
pu
n
c
h
in
t
he
h
e
a
d
afte
r
they
s
e
nd p
o
s
t
s
o
n
t
he
i
nter
n
e
t.
A
ccor
d
ing
to
p
erso
na
l
com
m
unica
ti
on w
i
t
h
a
n a
t
t
o
rne
y
, t
he
re
are
no
l
a
w
s
t
hat
di
r
ect
l
y
r
egul
ate
cyber
bu
l
l
y
i
ng
i
n
T
urke
y.
P
r
oced
ur
es
a
ppl
ie
d
in
r
espo
nse
t
o
c
rim
e
s
commi
t
t
e
d
on t
h
e
i
n
te
rne
t
,
in
c
l
udi
n
g
c
yb
er
bully
in
g,
a
re re
gulate
d
w
it
h
i
n
t
he
s
c
ope
o
f law
numbe
r 56
51
o
n
Reg
u
l
at
ion
o
f
P
ubl
ica
t
i
o
ns
o
n
the
I
n
te
rne
t
a
nd
S
u
ppress
i
on
of
C
r
i
me
s
C
o
m
m
i
t
t
e
d
b
y
m
e
a
n
s
of
S
uc
h
P
u
b
l
ica
t
i
o
ns,
w
h
ich
impo
ses
obl
iga
t
i
o
ns
o
n
par
t
i
e
s
(i.e.,
hostin
g
s
e
rvice
pro
v
i
d
er
s
)
runn
in
g
t
h
e
vir
t
ua
l
e
n
vi
r
onm
ents
i
n
w
h
i
c
h
such
crim
es
w
e
r
e
c
o
m
m
itt
ed.
B
e
cause
t
he
c
u
r
rent
T
ur
kis
h
s
an
c
tio
ns
a
r
e
not
a
d
isinc
e
n
t
i
ve
f
or
c
yber
bu
l
l
i
e
s,
i
t
i
s
n
e
ce
ssa
ry
fo
r
l
awmak
e
rs t
o
e
n
ac
t
mo
re
e
ff
ect
iv
e
pu
ni
sh
me
n
t
s an
d
sanc
t
io
ns for
t
his
har
m
ful be
ha
vi
or.
P
a
rents
mostl
y
s
en
d
threa
t
e
n
i
n
g
pos
ts
t
o
the
t
e
ache
r
s.
T
he
m
ost
b
as
ic
r
eason
is
u
n
f
ortu
na
te
l
y
,
in
r
e
cen
t
yea
r
s
pe
op
l
e
h
a
v
e
b
e
com
e
a
c
c
us
to
m
e
d
t
o
u
se
v
io
lenc
e
to
m
a
k
e
t
h
e
i
r
w
i
s
h
e
s
.
I
n
T
u
r
k
e
y
p
a
r
e
n
t
s
h
a
v
e
t
h
e
r
i
g
h
t
to
c
om
p
l
a
i
n
t
o
t
he
M
i
n
i
s
try
of
E
duca
t
i
on
b
y
c
a
l
l
c
e
n
t
er
a
nd
to
the
presi
d
en
t
direc
tly
e
ve
n
i
n
t
he
s
ma
ll
e
s
t
e
v
en
ts.
It
i
s
q
u
it
e
f
r
i
ght
e
n
in
g
an
d
th
ou
ght
-p
rov
oki
ng
t
h
a
t
t
h
e
v
a
st
maj
or
ity of soc
i
e
t
y ac
cep
ts t
h
e
threa
ttow
a
rd
s ot
hers
as nor
ma
l
and
ord
i
nary.
A
ltho
u
gh
s
o
me
s
tu
dies
[
2
9
]-
[34]
r
e
p
or
t
t
h
a
t
g
en
de
r
i
s
n
o
t
r
elat
e
d
t
o
cy
ber
bull
y
b
eh
av
i
o
rs,
the
m
a
in
fi
n
d
in
gs
o
f
t
h
e
pr
esen
t
stu
d
y
w
ere
that
f
em
a
l
e
te
ache
r
s
ha
d
e
x
p
er
ie
nce
d
m
ore
cybe
r
bul
l
y
in
g
t
h
an
m
a
l
e
s
w
hic
h
is simi
l
ar to [3
5]
re
s
ear
ch. The
f
i
nd
i
n
g
s
o
f
the
p
r
e
s
en
t
stu
dy
rela
t
e
d to ge
n
der i
s
con
tradi
c
t
o
r
y
w
ith, [3
6
]-[39]
,
w
ho
de
t
e
rm
i
n
e
d
t
ha
t
m
a
le
e
d
u
c
a
t
or
s
w
e
r
e
s
ig
ni
fican
t
l
y
m
o
re
l
i
k
e
ly
t
o
rec
e
ive
rude
t
e
x
t
po
sts
t
h
a
n
t
he
ir
f
em
ale
cou
n
t
erpa
rt.
Due
t
o
t
he
c
u
l
t
u
ral
ac
ce
pta
n
c
e
o
f
wome
n
as
w
e
a
ker
and
vu
l
n
era
b
l
e
m
a
y
h
av
e
i
n
c
r
ea
s
e
d
t
h
e
vi
ole
n
ce a
g
a
i
n
s
t fem
a
le t
e
a
c
h
e
r
s. The l
e
a
st c
yber
b
u
l
lyi
ng
type
tha
t
t
he
ir fa
m
ilie
s a
ppl
y is sexua
l
l
y s
u
g
g
e
st
i
v
e
.
The
m
a
in
r
eason
for
this
i
s
t
h
at
a
s
cul
t
ur
al
ly
t
ea
cher
s
ar
e
ac
c
ept
e
d
“
hol
l
y
”
sexua
l
l
y
s
u
gge
st
i
v
e
me
ssa
g
es
a
rea
hi
ghl
y
i
m
m
o
ral a
nd u
n
ac
ce
p
t
able
.
Tea
c
her
s
w
it
h
6-1
4
y
ea
rs
o
f
s
e
ni
ori
t
y
r
ece
ive
ann
o
y
i
ng,
e
m
b
ar
ra
sing
a
n
d
offe
nsive
p
o
sts
m
o
re
t
ha
n
the
ot
hers.
Perhap
s
the
m
o
s
t
b
a
s
i
c
r
ea
son
for
th
is
i
s
tha
t
t
he
t
e
a
c
he
rs
i
n
th
is
g
ro
up
ar
e
occ
u
pat
i
o
n
a
l
l
y
e
xha
us
t
e
d
,
and
s
o
m
e
t
i
me
s
experie
n
ce
b
u
r
nou
t
sy
n
d
rom
e
.
Be
cause
t
h
e
y
ar
e
pro
fess
i
o
na
l
l
y
e
xha
uste
d,
t
hey
m
a
y
e
x
peri
enc
e
p
r
ob
l
e
ms
bot
h
i
n
t
h
e
t
e
a
c
hi
ng
p
ro
c
e
ss
and
i
n
c
o
m
mu
ni
ca
ti
on
w
i
t
h
i
n
t
h
e
c
l
a
s
s
r
o
o
m
.
T
h
i
s
c
a
n
a
l
s
o
c
a
u
s
e
t
h
e
pare
n
t
s
to
u
se
c
yber
v
i
o
l
e
n
ce
.
Y
oun
ger
there
f
ore
less
ex
pe
rienc
e
d
t
ea
c
h
e
r
s
be
ing
m
o
re
l
i
k
el
y
t
h
an
t
he
ir
o
l
d
e
r
cou
n
t
erpa
rts
t
o
u
se
s
ocial media an
d
I
C
T tools [40],
[41]
a
nd
w
ere
a
l
so
m
o
r
e
l
i
k
ely
t
o
b
e
v
i
ct
i
m
i
z
e
d
b
y
cy
b
e
r
hara
ssme
n
t
.
In the pr
esen
t st
u
dy
tea
c
he
rs w
i
t
h 5 year
s or l
e
s
s
of sen
i
o
rity a
re
you
ng a
nd i
n
ex
pe
rie
n
ce
d
for the
pare
n
t
s,
a
nd
r
ece
ive
more
i
ns
ul
tin
g,
t
hr
il
lin
g
and
se
xua
l
l
y
s
u
g
ges
t
i
v
e
pos
t
s
.
P
r
o
b
a
b
a
l
y
p
a
rents
see
teac
hers
a
s
no
v
i
c
e
a
n
d
de
f
ense
le
ss.
Beca
use t
h
ey
t
h
i
nk
the
y
ca
n
m
ana
g
e
the
teac
hers
i
n
this
g
r
oup
mor
e
e
asil
y, the
y
ofte
n
cybe
r
b
u
lly
t
he
m
.
H
ow
e
v
er,
mor
e
e
xpe
rie
n
ce
d
t
e
ac
he
rs
d
evel
o
p
s
tr
a
t
eg
i
e
s
to
b
et
ter
a
d
dress
stude
n
t
s
it
ua
tio
ns
tha
t
m
igh
t
p
r
o
mpt
c
y
ber
hara
ssm
e
nt
t
ha
n
t
h
eir
l
e
ss
e
x
p
e
r
i
e
nce
d
co
un
te
rpa
r
ts
[
42]
.
Y
o
u
ng
teac
hers
h
a
v
e
di
ffic
ul
t
y
i
n c
o
mm
unica
ti
n
g
w
it
h t
h
e pare
n
t
s espec
i
a
l
l
y
the
one
s w
h
o a
r
e ine
x
perie
n
c
e
d
and do
not
k
n
o
w
how
t
h
e
y
a
r
e
s
p
o
k
e
n
t
o
t
h
e
f
a
m
i
l
y
.
W
h
i
l
e
p
a
r
e
n
t
s
o
f
t
e
n
t
r
e
a
t
t
h
e
i
r
se
n
i
o
r
t
ea
ch
ers
mo
re
r
e
s
p
e
ct
ful
l
y
,
th
e
y
m
ay
f
i
nd
tha
t
i
nex
p
er
ie
n
ced
t
eac
hers
a
re
taug
h
t
how
t
o
do t
h
e
i
r
j
o
bs,
di
srespec
t
fu
lne
s
s,
a
nd ar
roganc
e.
Tea
c
her
s
w
orkin
g
a
t
sch
o
o
l
s
w
ith
l
arge
r
e
n
rol
l
m
e
n
t
s
e
x
perienc
e
more
c
yberb
ul
l
y
in
g
fro
m
p
ar
ents.
The
num
ber
of
s
tude
n
t
s
enro
l
l
ed
i
n
a
sc
hoo
l
m
a
y
contr
i
b
u
t
e
t
o
c
yber
b
u
l
l
y
i
ng
of
t
ea
c
h
e
r
s
be
cause
t
he
l
ar
g
e
r
stude
n
t
-
t
o teac
her ra
t
i
os o
f
t
e
n
f
ound i
n
t
he
se
schoo
ls
m
ay resu
lt
i
n
l
e
s
s in
div
i
d
u
a
l
i
zed at
t
en
t
i
o
n
f
r
o
m teac
hers
and l
e
ss
in
tera
ctio
n
be
tw
ee
n
pa
ren
t
s
a
n
d
tea
c
he
rs
i
n
the
c
our
se
o
f
t
h
e
n
o
rm
al
s
c
h
o
o
l
y
ea
r
activ
it
ies
[43]
,
[44
]
.
Pa
rents
w
ho
fe
e
l
t
he
ir
c
hil
d
i
s
no
t
r
ece
iv
i
n
g
the
trea
tme
n
t
or
a
t
te
nt
i
on
t
h
ey
e
xpec
t
m
ig
ht
b
e
m
o
re
l
i
k
ely
t
o
cybe
r-har
ass
t
h
eir
tea
c
her
s
.
Th
i
s
g
ener
al
l
a
c
k
o
f
i
n
d
i
v
i
d
u
a
l
i
n
t
e
ra
c
t
ion
ma
y
re
su
lt
i
n
p
a
ren
t
s
u
s
ing
t
e
chno
l
ogy
to
c
om
munic
a
t
e
w
ith
a
nd
p
ossi
bl
y
cy
be
r-ha
r
ass
tea
c
her
s
,
e
s
pec
i
a
l
l
y
i
f
the
y
f
ee
l
as
t
h
o
u
g
h
t
heir
c
h
ild
i
s
no
t
rec
e
iv
in
g eno
u
gh perso
n
a
l
atte
nt
ion.
In addi
t
i
o
n
,
c
y
be
r bull
y
i
n
g is m
ore
c
o
m
m
on in c
row
d
ed sch
oo
ls bec
au
se
of
t
he
f
a
c
t
t
h
at
p
a
r
en
ts ha
v
e c
o
mm
unica
t
i
on
w
i
t
h
e
ach
o
the
r
a
nd
some
t
i
m
es
t
he
y ha
ve
a
b
ad
i
nf
l
u
e
n
ce
on ea
c
h
ot
her
abo
u
t
the
te
ache
r
s a
nd s
c
ho
o
l
fu
n
c
t
i
o
ni
ng.
5.
CONCL
U
S
ION
P
r
ope
r
c
o
mm
unica
t
i
o
n
b
e
t
w
e
en
t
e
ache
r
s
an
d
pare
nt
s,
w
hethe
r
a
bo
u
t
ge
nera
l
po
lic
i
e
s
or
a
bou
t
a
part
icu
l
ar
c
hil
d
’s
p
rogress,
i
s
e
x
trem
el
y
im
p
o
rta
n
t.
S
im
il
a
r
l
y
,
p
a
r
en
t
s
a
re
o
ft
e
n
n
ot
p
rovi
d
e
d
with
i
nfo
r
mat
i
on
on
a
p
p
r
o
p
ria
t
e
c
o
mm
unica
t
i
o
n
w
it
h
te
ac
he
rs
a
nd
t
hus
m
a
y
b
e
u
n
aw
a
r
e
of
t
he
p
ro
per
proc
e
dure
s
t
o
use
for
dea
l
i
ng
w
i
t
h
c
onc
er
ns
a
bou
t
the
i
r
chi
l
dr
en.
Th
u
s
,
it
i
s
i
m
p
era
t
i
v
e
th
a
t
p
aren
t
s
l
ea
rn
t
h
e
s
e
t
yp
e
s
o
f
ru
le
s
and
gu
ide
l
ine
s
o
n c
o
mm
uni
c
a
t
i
ng
w
i
t
h
teac
h
e
rs
a
nd e
x
press
i
n
g
t
heir
concerns when
there is a
p
roblem
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-8
8
2
2
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
151
-
1
57
15
6
A
re
vi
e
w
o
f
t
h
e
pol
i
c
ies
co
ul
d
t
a
ke
p
lac
e
d
uri
ng
orie
n
t
a
tio
n
a
t
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h
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b
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g
i
nni
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a
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r,
p
are
n
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s
s
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o
u
l
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be
g
i
v
e
n
t
he
p
ol
i
c
i
e
s
in
h
ar
d
cop
y
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po
l
i
cies
s
hou
l
d
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e
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v
ai
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n
d
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ou
ld
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rev
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sit
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dia
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sl
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w
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sites
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e
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s
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ee
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ra
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om
munic
a
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ha
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t
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p
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them
from
becomin
g
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ggre
s
s
i
ve
o
r
ma
y
he
lp
t
o
de
-esc
alate
a
pare
nt
w
ho
does
becom
e
a
ggr
essive
.
Therefore
,
it
i
s
h
i
gh
l
y
r
e
c
om
me
nded
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t
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d
u
ca
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rs
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a
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or
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efresher
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m
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w
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p
are
n
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s
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s pa
rt of
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in
u
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d
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c
a
tio
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or in-se
rv
ice
t
r
ai
ni
ng
Th
is
e
x
p
l
orat
or
y
st
u
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has
offer
e
d
som
e
i
ns
i
g
h
t
i
n
t
o
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l
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e
ls
o
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nta
l
h
ara
s
sm
ent
e
x
perie
n
c
e
d
by
Turk
is
h
tea
c
he
rs.
The
r
e
are,
how
e
v
er
,
some
l
i
m
ita
t
i
o
n
s
to
t
his
stu
d
y
t
h
a
t
l
i
m
i
t
the
ge
nera
liza
b
ili
t
y
o
f
thes
e
fi
n
d
in
gs
a
nd
s
h
ou
ld
b
e
a
ddr
essed
i
n
f
ut
ure
resear
ch.
F
u
ture
r
es
e
a
rc
h
w
i
l
l
u
t
i
l
i
z
e
p
r
o
ba
bi
li
t
y
s
am
ples
w
i
t
h
mor
e
di
verse
gro
ups
o
f
resp
on
de
nts
so
t
ha
t
resu
lts
c
a
n
be
gene
ra
li
ze
d
to t
he
l
a
r
ge
r
pop
ul
a
t
i
o
n
of e
ducat
ors.
REFE
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adden
,
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ivolo
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Kan
t
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A
.
M
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a
m
burger,
M
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E
,
&
L
um
pk
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.
D,
"
Bul
l
ying
s
urve
illa
nce
amo
ng
yout
hs:
Un
if
orm
defi
n
itions
f
o
r
p
ubli
c
h
ealth
a
n
d
r
ecomm
end
e
d
data
e
lem
en
ts,
v
e
rsi
on
1
.
0,
"
Atl
a
n
t
a,
G
A:
Natio
nal Cent
er
fo
r
In
jury Preve
nt
io
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a
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d
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Ve
e
n
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a
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sp
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a
g
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L
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"
S
o
y
o
u
w
a
n
t
t
o
s
t
u
d
y
b
u
l
lying?
R
ecommendati
ons
t
o
e
nhance
the
validity,
tran
sparen
cy,
an
d
com
p
a
tib
ilit
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of
b
ully
i
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res
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arch,"
Ag
gr
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t
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a
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Hi
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u
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&
P
a
t
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hi
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"
Bul
l
ying
bey
o
n
d
t
h
e
s
cho
o
l
y
ard:
P
r
event
i
n
g
a
nd
r
esp
ond
in
g
to
c
yb
erbul
lyin
g,"
Available
from
Car
w
in P
r
ess
.
http
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oo
ks.
g
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ogle.
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m
/bo
oks,
Califo
r
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a
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09
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Yb
arra,
M
.
,
West,
M.
D
.,
&
L
eaf,
P
,
"
Ex
amin
ing
th
e
ov
erl
a
p
i
n
I
nternet
harass
m
e
nt
a
n
d
s
choo
l
b
u
l
l
y
i
ng
:
i
m
p
l
i
cati
o
n
s
f
o
r s
c
ho
ol
i
nterven
t
i
o
n
,
"
Jour
nal of Ado
l
es
cent Hea
lth
,
v
o
l
41,
p
p
.
42–
50
,
2
007.
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W
a
t
t
s
,
L
.
K
,
W
a
g
n
e
r
,
J
,
V
e
l
a
s
q
u
e
z
,
B
,
&
B
e
h
r
e
n
s
,
P
.
I
,
"
C
y
b
e
r
b
u
ll
y
i
ng
i
n
higher
e
ducati
o
n:
A
litera
t
u
re
r
eview,"
Com
put
ers
in
Huma
n B
e
ha
vior
, v
ol
69,
p
p
.
268
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4
,
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Lacey
,
B,
"
S
o
cial
a
gg
ress
ion:
a
s
t
udy
o
f
intern
e
t
h
arass
m
ent,"
U
npu
blis
hed
D
o
cto
r
al
D
i
s
s
e
rtat
ion
,
Lo
ng
I
s
la
nd
Universit
y
,
20
07
.
[7]
Will
ard,
N
,
"
C
y
b
erbu
ll
ying
an
d
cyb
e
rth
r
eats.
A
vai
l
ab
le
f
ro
m,
"
U.S.A: R
e
sear
ch
P
r
e
s
s
,
ht
tp:/
/bo
oks.
g
oogl
e.
com/
boo
ks.
2
0
0
7
.
[8]
Rask
ausk
as,
J
.
a
nd
S
tolt
z,
A
.
D
,
"
Inv
o
l
v
em
ent
i
n
t
rad
i
ti
on
a
l
a
n
d
el
ectro
n
i
c
bu
ll
y
i
ng
a
m
ong
ad
ol
escent
s
,
"
Devel
opm
ent
a
l
Ps
ychol
og
y
, v
o
l
4
3, p
p.
56
4
–
5
7
5
, 2
00
7.
[9]
Des
c
ham
p
s
,
R
.
an
d
M
c
N
u
tt
,
K,
"
Cyberb
ul
ly
ing:
W
hat
’
s
t
h
e
p
r
o
b
l
e
m
?,
"
Cana
di
an
Pu
b
lic Admini
st
ra
t
i
o
n
,
vo
l
5
9
,
pp
.
4
5,
2
01
6.
[10]
Calv
ete,
E
.,
O
rue,
I
.,
E
stév
ez,
A
.,
Vill
ardón
,
L
.,
&
P
a
d
i
l
l
a,
P
,
"
C
y
b
erbu
ll
y
i
ng
i
n
ado
l
escen
ts:
M
o
d
a
liti
es
a
n
d
aggressors’ profile,"
Co
mputer
s
in H
u
m
an Beh
a
vio
r
,
v
o
l
26
,
p
p.
1
12
8–
11
35
, 20
1
0
.
[11]
Corn
ell,
D
.
G
.
a
n
d
M
ayer,
M
.
J
,
"
W
hy
d
o
s
c
ho
ol
o
rder
a
nd
s
af
ety
m
at
t
e
r?
,
"
Edu
c
at
io
na
l Re
s
e
arc
h
e
r
,
v
o
l
3
9
,
p
p
. 7-1
5
, 2
01
0.
[12]
F
l
an
nery,
D.
J
.,
W
e
s
t
er,
K
.
L
.
&
Si
ng
er,
M.
I
,
"Imp
act
o
f
ex
po
s
ure
t
o
v
io
lence
i
n
s
chool
o
n
ch
ild
a
nd
adol
escen
t
men
t
a
l
health
an
d
beh
av
i
o
r,"
J
o
u
r
na
l o
f
Commun
i
ty
Psy
c
h
olog
y
,
v
o
l 32
, pp
.
5
59
-
5
7
3
,
2
00
4.
[13]
Buh
s
,
E,
L
ad
d,
G
,
&
Herald,
"Pee
r
ex
clu
s
io
n
and
vi
c
timizat
ion:
P
r
o
cesses
t
h
a
t
medi
ate
t
h
e
relatio
n
s
b
e
tw
een
p
ee
r
g
r
ou
p re
je
c
t
io
n a
n
d c
h
ildre
n
’s
c
la
ssro
ome
n
g
a
ge
m
e
n
t
a
n
d
a
c
h
ie
v
e
m
ent
,
"
Jour
na
l of
Edu
c
a
t
io
na
l
P
s
ycho
l
o
g
y
,
v
ol
98,
p
p
. 1-1
3
, 2
00
6.
[14]
Ni
shina,
A
.,
J
uv
onen,
J.
a
nd
W
i
tk
o
w
,
"M.
R,
S
ticks
a
n
d
ston
es
m
ay
b
reak
m
y
b
o
n
es,
b
u
t
n
a
m
e
s
w
i
ll
m
ak
e
m
e
f
eel
si
ck:
T
h
e
ps
ychos
ocial
,
s
om
a
tic
,
an
d
sch
o
l
a
st
ic
con
s
eq
uen
ces
o
f
peer
h
aras
sm
en
t
,
"
Journa
l
o
f
C
l
inical Ch
i
l
d
&
Ad
ol
e
s
cent Ps
ycho
l
o
g
y
,
v
o
l
34,
pp.
3
7-4
8
,
20
05.
[15]
F
l
an
nery,
D.
J
,
W
e
s
t
er,
K
.
L
.
&
Sin
g
er,
M.
I
,
"
I
m
p
act
o
f
e
x
po
su
re
t
o
v
i
olen
ce
in
s
ch
ool
on
child
a
nd
a
d
o
l
escen
t
men
t
a
l
health
and
beh
av
i
o
r,"
J
o
u
r
na
l o
f
Commun
i
ty
Psy
c
h
olog
y
,
v
o
l 32
, pp
.
5
59
-
5
7
3
,
2
00
4.
[16]
Lad
d
,
G.
W
,
"
P
ro
bi
ng
t
h
e
adap
tive
s
i
gn
ifican
ce
o
f
c
hil
d
ren
’
s
be
h
a
vi
or
a
nd
rel
a
ti
onsh
i
ps
i
n
t
h
e
sch
ool
c
on
tex
t
:
A
ch
il
d
-
by
-env
iron
m
e
nt
p
erspect
iv
e.
I
n
R.
V
.
Kail
(
Ed
.
)
,
"
Ad
van
c
es
i
n
child develo
p
m
e
nt a
n
d
b
e
havi
o
r
,
vol.
31,
pp
.
4
3-10
4,
2
0
0
3
.
[17]
Ol
weu
s
,
D.
, "Bu
l
l
y
i
ng
at
scho
ol
:
Wh
at w
e kn
ow and
wh
a
t w
e
can d
o,
"
Bla
ckwel
l
, Oxf
o
rd
.
UK
199
3.
[18]
Ro
b
e
rs,
S,
K
e
m
p,
J
,
Ra
thbun,
A
,
&
M
o
rga
n
,
R,
"
In
dica
tors
o
f
sch
o
o
l
crime
a
nd
safe
ty
:
2
0
1
3
(
NCE
S
2
014-042
/NCJ
2
43299
),
"
Na
tion
a
l
Ce
nte
r
fo
r Ed
uc
a
t
ion S
t
atistic
s
,
U.S,
De
pa
rtme
nt
o
f
Ed
uc
a
t
ion, and Bu
re
au of
J
u
stice
St
at
i
s
t
i
cs
,
O
f
fi
ce
o
f
J
u
s
t
i
c
e P
r
o
g
r
am
s,
U
.
S.
D
e
pa
rt
men
t
of
Ju
st
ic
e
, W
a
s
hing
ton
,
D
C.
2
014
[19]
F
o
l
e
y,
C
.
May
,
D
B
levi
ns,
R.
K
,
&
Ak
ers,
J
,
"An
E
xplorat
ory
Ana
ly
sis
o
f
C
yb
er-H
arass
m
en
t
o
f
K
-1
2
Teachers
b
y
P
a
rent
s i
n
P
u
b
lic
S
ch
ool
S
ettin
gs,"
Educational Pol
i
cy
DOI:
10
.
1177
/08
9
5
9
0
481
4550
07
1,
2
01
5.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Cy
berb
u
l
ly
in
g am
o
ng
sec
o
n
d
a
ry sch
o
o
l
te
ac
hers
by p
a
re
nt
s (Rüyam
Küç
ü
ksü
l
eym
ano
ğ
lu
)
15
7
[20]
May
,
D
.C,
Jo
hn
son
,
J
,
Chen
,
Y
,
H
utchin
so
n,
L
,
&
Ri
ck
et
t
s
,
M,
"
E
xp
lo
rin
g
p
a
ren
t
al
a
g
g
ress
io
n
toward
t
each
ers
in
a
pu
bl
ic s
choo
l
sett
in
g
,
"
Curren
t Is
sues in
Education
,
vol
1
3(1),
pp.
1
-34,
2
0
1
0
.
[21]
Jey
n
es
,
W.
H, "
A
m
e
ta-an
a
lysis
of
th
e
relati
on o
f
paren
tal inv
o
l
v
e
m
ent
t
o
u
r
b
a
n elem
ent
a
ry s
choo
l s
t
uden
t
a
cad
em
ic
achi
e
vem
e
nt
,
"
Ur
ban
Ed
ucati
o
n
,
vo
l
40
,
pp.
2
37-2
6
9
,
2
005
.
[22]
Attan
u
cci,
J.
S
,
"
Q
ues
tio
n
i
ng
hono
r:
A
p
arent
-
te
ach
e
r
c
o
n
f
l
ict
o
v
er
e
xcell
e
nce
a
n
d
di
versity
i
n
a
U
S
A
urb
a
n
h
i
g
h
sc
ho
ol,"
J
o
urna
l
o
f
Mora
l
Ed
uc
a
t
io
n
, vo
l
3
3, pp
.
5
7
-
69
,
2
0
0
4
.
[23]
Wo
ng
,
S
.
W
.
D
,
H
.
Choo
n,
C
.
Cheng
,
"
Cyb
e
rb
ul
ly
ing
perp
etrati
o
n
and
victim
i
zatio
n
am
o
ng
ad
olescen
ts
i
n
H
o
n
g
Kong,"
Ch
il
d
r
en
a
n
d
You
t
h
Services R
eview
,
v
o
l
36
,
p
p.
133
-14
0
,
20
14.
[24]
Barker,
I,
"
A
r
e
w
e
r
ead
y
fo
r
p
a
rent
s
to
w
atch
our
l
ess
o
n
s
b
y
w
e
b
cam
?
,
"
T
i
mes Ed
uca
t
i
onal Su
pplem
e
n
t
,
v
o
l
4
805,
pp
.
2
0-21
,
Ret
r
ieved
f
r
o
m
E
BS
COh
o
st,
2
00
8
.
[25]
M
a
ts
u
i
,
J
,
"
Bul
l
yin
g
i
n
th
e
w
o
rk
pla
ce
su
rvey
,
"
[
On
li
ne]
[A
vaila
bl
e
]
,
tt
p
://www.osstf.on.ca/adx/
aspx/a
dx
G
e
tMedi
a
.aspx?
D
o
cID=703,687,6
86
,
5
3
4
,
4
42,
2
00
5.
[26]
As
so
c
i
a
t
i
o
n
o
f
T
eachers
and
L
ect
urers,
"
F
i
fteen
p
ercent
of
t
e
a
c
hers
h
av
eexp
e
ri
enced
c
yb
erb
u
l
lying,"
[On
l
i
n
e
]
[Av
a
ilab
l
e
]
,
h
t
tp://
w
w
w
.a
t
l
.o
rg.uk/
m
e
d
i
a
-
o
ffice/m
e
d
i
a-arch
ive/
c
yb
erbul
lyin
g-s
u
rvey
.
a
sp
,
2
00
9.
[27]
S
m
it
h
,
A
,
"
C
y
b
erbu
ll
yi
ng
aff
ectin
g
17
%
o
f
t
eachers,
p
oll
fin
d
s
,
"
[
O
nline]
[
Ava
i
labl
e
]
,
ht
tp:/
/ww
w
.
g
uard
ian
.
co.
u
k/
educat
io
n
/
200
7
/
jan/1
9
/s
cho
o
ls.
u
k
,
2
0
0
7.
[28]
Will
ia
m
s
,
R,
"
Teach
ers
s
u
ff
er
c
y
b
erb
u
l
l
y
i
ng
b
y
pu
pi
ls
a
n
d
p
aren
t
s
,
"
[
Onl
i
ne]
[A
vailable]
,
ht
tp:/
/ww
w
.g
uard
ian
.
co.u
k/
educat
io
n
/
201
0
/
m
a
r/30/t
eachers
-
bul
li
e
d-o
n
li
ne,
20
10.
[29]
S
m
it
h
,
P
.
K,
M
ah
davi
,
J,
C
arv
a
lho,
M
,
F
i
sh
e
r
,
S,
R
uss
e
ll
,
S
,
&
Tip
p
et
t,
N
,
"
C
y
b
erbu
ll
y
i
ng:
I
ts
n
ature
an
d
im
pact
i
n
seco
nd
a
r
y
sch
o
o
l
p
upil
s
,
"
J
o
urna
l o
f
Ch
ild
Psy
c
h
olog
y
an
d
Psy
c
hiat
ry
,
vol
4
9
,
2008
.
[30]
Hi
nd
u
j
a,
S
.
and
P
a
t
c
hin,
J
.
W,
"
Cyb
e
rbul
ly
in
g
:
A
n
expl
orat
ory
a
nal
y
s
i
s
of
f
act
ors
relat
e
d
to
o
ffen
d
i
n
g
and
vi
cti
m
izati
on,"
Devi
ant
Beh
a
vi
o
r
, v
o
l
2
9
, p
p.
1-2
9
,
2
00
8.
[31]
S
l
o
n
j
e
,
R.
a
n
d
S
m
i
th,
P.
K
,
"Cyberb
ul
lying
:
Anoth
e
r
m
a
in
t
ype o
f
bullying?
,"
S
c
and
in
avi
an Jou
r
nal o
f
Ps
ycho
l
o
g
y
,
v
o
l 49
(2)
, p
p
. 14
7
-1
54
, 20
0
8
.
[32]
Will
ia
m
s
,
K
.
R
.
an
d
G
u
erra,
N
.
G
,
"P
reval
e
n
ce
and
predi
c
to
rs
o
f
i
nt
ernet
bu
l
l
yin
g
,"
Jou
r
n
a
l
of A
doles
ce
n
t
H
e
a
l
th,
vo
l
41
,
2
007
.
[33]
P
a
tch
i
n,
J
.
W
.
a
nd
Hi
nd
u
j
a,
S
,
"Bul
lies
m
o
v
e
be
y
ond
t
he
s
ch
ooly
a
r
d:
A
p
re
li
m
i
n
a
ry
l
oo
k
a
t
c
yb
e
r
b
u
llying
,
"
Yo
ut
h
Vi
o
l
ence a
nd
Juveni
l
e Ju
stice, 4
,
20
06
.
[34]
S
y
t
s
,
Y,
"
Beyo
nd
th
e
S
c
h
o
o
l
yard
:
Ex
amining
Elect
ron
i
c
Bu
ll
y
i
n
g
Am
on
g
Ca
na
d
i
a
n
Y
o
u
t
h,"
Un
p
u
bl
is
hed
m
a
st
er‘s
thesis,
Ca
r
l
eto
n
U
n
i
v
er
s
i
ty
,
Ot
ta
wa,
Ontario,
2
004.
[35]
To
su
n,
N
,
"
C
y
b
erbu
ll
y
an
d
Vi
c
tim
E
xp
eriences
o
f
P
r
e-S
e
rv
i
c
e
T
e
a
chers,
"
E
u
ro
pea
n
Jou
r
n
a
l
of Co
nt
empo
ra
ry
Educat
ion
, v
ol
1
5
(
1), p
p.
13
6
-1
4
6
, 20
1
6
.
[36]
O‘S
h
augh
nes
s
y
, J.
A
,
"
Is
c
yb
er-bu
llyin
g
t
h
e
next
"col
u
m
b
i
n
e":
C
a
n
N
ew
Ham
p
s
hire
s
choo
ls
p
rev
e
nt
c
yb
er-bully
ing
a
n
d a
v
oid l
i
a
b
il
ity
?
,
"
New
H
a
m
p
shir
e
Ba
r Jour
na
l,
Sprin
g
2
0
1
1
,
2
0
11.
[37]
Ho
rowitz,
M,
"
Ed
ucat
or
e
x
p
eriences
w
ith
a
nd
r
eacti
o
n
s
t
o
u
n
com
f
ort
a
bl
e
and
d
i
s
t
r
act
in
g
e
-
mails
(
Do
cto
r
a
l
di
ss
er
tati
on,
Universit
y
o
f
Pennsyl
v
ani
a
),"
Availabl
e
f
r
om Diss
ertat
i
ons a
nd
T
h
es
e
s
: Fu
l
l
T
ext
, (
P
u
b
li
ca
t
i
on
No
.
AAT
33
74
188
)
,
20
09
.
[38]
Arı
cak,
T,
S
i
y
ahhan,
S
,
U
z
un
hasan
o
ğ
l
u
,
A
,
S
a
rıbeyo
glu
,
S
,
Çıp
l
a
k
,
S
,
Yılm
az,
N
.
&
M
e
mm
ed
ov
a,
C
,
"Cyb
er
bul
lyin
g
am
on
g T
u
rk
i
s
h ado
l
es
cents
,"
Cyb
e
r
P
s
y
c
h
ol
og
y and B
e
ha
vior,
v
o
l
11
(3),
p
p.
25
3–
6
1
,
20
08
.
[39]
K
e
it
h
,
S
.
a
n
d
M
a
r
t
in
,
M
,
"
C
y
be
r-
bullying
:
c
reating
a
cult
ure
o
f
r
es
pect
i
n
a
cyb
e
r
wo
rld,"
Recl
aimin
g
Ch
i
l
dren an
d
You
t
h
,
vol
13(4
)
,
2
0
0
5
.
[40]
C
h
o
u
,
W
.
S
,
H
u
n
t
,
Y
.
M
,
B
e
c
k
j
o
r
d
,
E
.
B
,
M
o
s
e
r
,
R
.
P
,
&
H
e
s
s
e
,
B
.
W
,
"
S
o
cial
m
edi
a
u
s
e
i
n
the
Un
it
ed
S
t
a
tes
:
Im
plicati
ons f
o
r
h
e
a
l
t
h
comm
u
n
ic
at
io
n,"
Jo
urn
a
l o
f
M
e
dical
Internet
Res
e
arch
,
v
o
l
11,
p
p
.
1
-28,
2009
.
[41]
Jo
nes
,
S
a
n
d
F
ox,
S
,
"Gen
eratio
ns
onlin
e
in
2
009.
W
ashing
to
n
,
D
C:
P
ewRes
earc
h
Cent
er’s
I
nt
ernet
an
d
Am
eri
can
Lif
e P
r
oj
ec
t,
"
20
09
.
[42]
F
e
lt
er,
M
.
E
,
"
S
t
uden
t
m
a
t
hem
a
tics
achi
e
vem
e
nt
t
est
sco
r
es,
dro
p
o
u
t
r
at
es,
and
tea
c
h
e
r
chara
c
t
e
ristics,"
Te
a
c
he
r
Ed
uca
t
io
n Q
uarterl
y
,
vol
2
8
,
pp.
1
51-1
6
8
,
2
001
.
[43]
Blat
chf
o
rd,
P
,
B
as
set
t
,
P
,
&
B
rown,
P
,
"
Ex
am
i
n
ing
t
h
e
e
f
f
e
c
t
s
o
f
clas
s
s
i
ze
o
n
c
las
s
ro
om
e
n
g
ag
e
m
e
n
t
and
t
eacher-
pu
pi
l
i
n
t
e
ra
ct
io
n
:
D
iff
e
rences
i
n
re
l
a
ti
on
to
pu
p
il
prio
r
att
a
i
nmen
t
and
prim
ary
v
s
.
second
ary
s
c
ho
ol
s,
"
L
e
ar
ni
ng an
d
I
n
stru
c
t
io
n
, vo
l
2
1, p
p.
71
5
-7
30
,
20
11
.
[44]
Go
ff
red
s
o
n
,
D.C.
a
nd
Di
p
i
etro,
S.
M
,
"
S
c
h
ool
S
i
ze,
S
ocial
Ca
p
i
t
a
l
and
St
udent
V
ic
timizat
ion,"
Soci
o
l
o
g
y
of
Educat
ion
,
v
o
l
84,
pp.
6
9
-
89
,
2
0
11
.
Evaluation Warning : The document was created with Spire.PDF for Python.