Search

This report presents regression discontinuity design (RDD) as a powerful analytical tool for use in applied linguistics showcased through our study of the impact of Japanese government study-abroad (SA) scholarships. RDD enables the estimation of causal effects in scenarios where a true experiment is not feasible by exploiting a naturally occurring cutoff point for treatment assignment. Because RDD may be novel to most readers in applied linguistics, this report provides a detailed step-by-step explanation of the standard RDD procedures our study exemplifies. The results section is crafted to reflect the conventional presentation style of RDD findings. Furthermore, the report's concluding segment suggests scenarios within SA-related language learning research that could benefit from RDD application by enhancing the nuanced and precise interpretation of data in applied linguistics contexts. [ABSTRACT FROM AUTHOR]

Cyberbullying is a significant problem among school-aged youth. Cyberbullying peaks in middle school with 33% of middle school students reporting cyberbullying victimization and more than 50% reporting witnessing cyberbullying as bystanders. Although the association between cyberbullying victimization and internalizing symptoms is well documented, there is limited research examining the impact of witnessing cyberbullying on bystanders. To assess differences in internalizing symptoms between cyberbullying bystanders and non-bystanders, a school-based cross-sectional study was conducted among middle school students (6th–8th grade) in the United States (N = 130; 57.4% female; 42.6% male). Questionnaire data were analyzed using multivariate analysis of co-variance (MANCOVA) with three outcome variables (depression, anxiety, somatic symptoms) and the between-subject factor bystander status (bystander, non-bystander). We controlled for witnessing school bullying to examine the unique effect of witnessing cyberbullying on internalizing symptoms. Results of the MANCOVA indicated a significant effect for cyberbullying bystander status (p < 0.04). Post hoc analyses demonstrated that bystanders reported significantly higher levels of depression (p < 0.05), anxiety (p < 0.02), and somatic symptoms (p < 0.01) than non-bystanders. Findings suggest that programs to support students who witness cyberbullying are needed to reduce the mental health risks associated with being a cyberbullying bystander.