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Background and purpose: This study explores the issues of cyberbullying from a cross-cultural perspective. The focus is on the examination of the extent of a sample of Canadian and Chinese adolescents' experiences and possible culture differences related to bullying and cyberbullying. Sample: Two sets of data were collected in Canada and China. In the Canadian sample, the subjects (157 students) were randomly selected from two middle schools (age 12–15) in a large western Canadian city. The Chinese data were collected from 202 7th-grade students (age 11–14) who were randomly selected from two secondary schools in a large city in Southern China. Design and methods: An anonymous questionnaire was used to collect data. Descriptive and inferential analysis of the data were carried out. Results: Findings show both similar and different patterns between Canadian and Chinese adolescents' experiences of cyberbullying. Between the sample of Canadian and Chinese students, the results demonstrate similar patterns in their behaviours related to traditional bullying but some different patterns in their behaviours related to cyberbullying. Conclusions: The high percentage of students involved in cyberbullying in both countries suggests that cyberbullying may become a serious global problem. In addition, the different patterns identified between Canadian and Chinese students' perceptions about adult intervention highlight the importance of culture in designing prevention/intervention programmes.
Qing Li (Mon,) studied this question.