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Abstract
The purpose of this study was to provide an operational definition of bullying behaviors mitigated by information and communication technologies (ICTs) to enable educators and administrators to better care for students being cyberbullied. A three-phase study was conducted and data gathered from 695 undergraduate college students. The Social Dominance Theory was utilized to determine the impact of social dominance ordinance (SDO) on the intentional act of cyberbullying. In addition, data were gathered to evaluate the emotional impact of cyberbullying on participants and formulate an understanding of repetition. Frequency, correlation, and independent samples t-tests data analyses were conducted. Findings support the concern expressed by past researchers regarding the definition of cyberbullying and allowed this researcher to present a more inclusive and decisive definition. This new definition will enable educators, researchers, administrators, and parents to better understand and therefore assist children and young adults who are being bullied via ICTs.