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The purpose of the present study is to investigate the mediational role of peer perception on the association between school social climate and bullying in school ground and cyberspace. A total of 1263 (48.5 % male, 51.5 % female) secondary and high school students (M = 14.92, SD = 2.06) were included in the sample. Participants were selected from six different cities in Turkey. Adolescents completed self-report questionnaires including Generalized Perception of Peers, Traditional Bullying Inventory, Cyberbullying Inventory and School Social Climate Scale. Our findings indicated that while peer perception fully mediated the relationship between school climate and victimization both at school ground and cyberspace for boys, it fully mediated the relationship between school climate and victimization at school ground but partially mediated the relationship between school climate and victimization at cyberspace for girls. Moreover, peer perception partially mediated the relationship between school climate and bullying both at school ground and cyberspace for girls. But, it partially mediated the relationship between school climate and bullying at school ground for boys. On the other hand, since the relationship between peer perception and bullying at cyberspace was not significant, the mediational role was not tested for boys. The results of the study indicated that peer perception had an important role on the relationship between school climate and bullying. [ABSTRACT FROM AUTHOR]

In this study, the relation between involvement in traditional and cyberbullying and the potential overlap in traditional and cyberbullying among early and middle adolescents were examined. A total of 868 adolescents between the ages of 12 and 18 completed a self-report questionnaire designed to assess; adolescents' usage pattern of information and communication technologies, their experiences for being a bully and a victim both in school and cyber environments on a 4-point Likert type scale (Traditional and Cyberbullying Inventory). Results show that 31.9 % of the adolescents have involved in traditional bullying and 21.7 % of them have involved in cyberbullying. While males are more likely to be cyberbullies than females, gender is not significant for being cyberbullied. Secondary school adolescents are more likely to report being cyberbullied in general. Adolescents' roles in traditional bullying predicted the same role in cyberbullying. It is found that 63 % overlap between bullying in school grounds and cyber environments. There is a significant relationship between the behavior damaging social relations in school grounds and being involved in cyberbullying. [ABSTRACT FROM AUTHOR]