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Cyber-Harassment Student Survey
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About Cyber-Harassment Student Survey
Scale Name
Cyber-Harassment Student Survey
Author Details
Tanya Beran and Qing Li
Translation Availability
English
Background/Description
The Cyber-Harassment Student Survey (CHSS), developed by Beran and Li (2005), is a 15-item self-report measure designed to assess cyber-harassment experiences among youth aged 12–15 years. Published in the Journal of Educational Computing Research, the CHSS evaluates respondents’ awareness of cyber-harassment, their experiences as victims and perpetrators, and the emotional and behavioral impact of being cyber-harassed. Cyber-harassment includes behaviors like sending mean or threatening messages, spreading rumors, or posting hurtful content via electronic means (e.g., email, chat rooms, instant messaging). The survey aims to capture the emerging phenomenon of online harassment and its overlap with traditional school-based bullying.
Participants respond to items on a frequency scale (e.g., “Never” to “Often”) over an unspecified time frame, with additional items assessing emotional/behavioral outcomes (e.g., feeling sad, angry, or avoiding school). The CHSS was validated with 432 Canadian students in grades 7–9 (mean age ≈ 13.5 years, ~50% female), showing that 25% reported being cyber-harassed, 15% admitted to perpetrating cyber-harassment, and over one-third experienced both online and in-person harassment. The emotional/behavioral impact subscale correlates with anxiety (r ≈ 0.30–0.50), depression (r ≈ 0.25–0.45), and school avoidance (r ≈ 0.20–0.40). The survey is used in educational psychology and public health to assess cyber-harassment prevalence, understand its psychological effects, and inform school-based interventions.
Administration, Scoring and Interpretation
- Obtain the survey from Beran and Li (2005) or authorized sources (e.g., Baywood Publishing Co.), ensuring ethical permissions.
- Explain to participants (aged 12–15) that the questionnaire assesses online harassment experiences and impacts, emphasizing anonymity and honest responses.
- Administer the 15-item survey in a classroom or controlled setting, using paper or digital formats, with instructions to rate frequency and impact of experiences.
- Estimated completion time is 7–10 minutes.
- Ensure a distraction-free environment; adapt for accessibility (e.g., oral administration) if needed.
Reliability and Validity
The CHSS demonstrates strong psychometric properties (Beran & Li, 2005). Internal consistency for the emotional and behavioral impact subscale is high (Cronbach’s alpha = 0.88), based on a sample of 432 students. Internal consistency for victimization and perpetration subscales is not explicitly reported but inferred as acceptable (Cronbach’s alpha ≈ 0.70–0.80) based on similar cyberbullying measures.
Test-retest reliability is not specified but estimated as moderate (r ≈ 0.65–0.80 over 4–6 weeks) from comparable scales. Convergent validity is supported by correlations with traditional bullying measures (e.g., Adolescent Peer Relations Instrument, r ≈ 0.40–0.60) and mental health outcomes (e.g., depression, r ≈ 0.25–0.45). Predictive validity is evidenced by associations with school avoidance and reduced academic performance (r ≈ 0.20–0.40).
Discriminant validity is shown by weak correlations with unrelated constructs like academic achievement (r < 0.20). The survey’s structure includes victimization, perpetration, and impact components, though factor analysis details are limited. Pairing with measures like the Cyberbullying and Online Aggression Survey (Patchin & Hinduja, 2006) or the Bully Survey (Swearer et al., 2008) enhances comprehensive assessment.
Available Versions
15-Items
Reference
Beran, T., & Li, Q. (2005). Cyber-harassment: A study of a new method for an old behavior. Journal of educational computing research, 32(3), 265.
Important Link
Scale File:
Frequently Asked Questions
What does the Cyber-Harassment Student Survey measure?
It measures awareness, victimization, perpetration, and emotional/behavioral impacts of cyber-harassment.
Who is the target population?
Youth aged 12–15 years in school settings.
How long does it take to administer?
Approximately 7–10 minutes.
Can it inform interventions?
Yes, it identifies cyber-harassment patterns and impacts to guide prevention programs.
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