Examining Cyberbullying Perpetration Within a Labeling Context

Abstract

This study applies principles from labeling theory to explain cyberbullying perpetration among a sample of college students (N = 826). Specifically, it tests if deviant labels relate to secondary deviance in the form of cyberbullying perpetration, and if mechanisms relating to labeling theory explain these relationships. We find that being labeled deviant by schools and being labeled deviant by parents are both associated with higher levels of cyberbullying perpetration. Furthermore, we find that deviant identity, peer deviance, and stress each at least partially mediated these relationships. Overall, these findings suggest that labeling theory may be a useful theoretical perspective to apply when examining cyberbullying behavior.